The Relation Between Well-Being, Impostor Feelings, and Gender Role Orientation Among Canadian University Students
A theoretical model of well-being identifies 6 key components that have been examined primarily in older adults (e.g., C. D. Ryff, 1989c, 1991): self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (C. D. Ryff, 1995; C. D. Ryff &...
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| Veröffentlicht in: | The Journal of social psychology 2001-04, Vol.141 (2), p.218-232 |
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| container_title | The Journal of social psychology |
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| creator | September, Aysa N. McCarrey, Michael Baranowsky, Anna Parent, Chantal Schindler, Dwayne |
| description | A theoretical model of well-being identifies 6 key components that have been examined primarily in older adults (e.g., C. D. Ryff, 1989c, 1991): self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (C. D. Ryff, 1995; C. D. Ryff & C. L. M. Keyes, 1995; C. D. Ryff & B. Singer, 1996). The authors examined them in a sample of 379 Canadian university students to determine how well-being was correlated with endorsement of stereotypic gender roles and with the impostor phenomenon. The participants completed Ryff's Scales of Psychological Well-Being (Ryff, personal communication, March 1996), the Clance Impostor Phenomenon Scale (P. R. Clance & M. A. O'Toole, 1988), and the Extended Personal Attributes Questionnaire (J. T. Spence, R. L. Helmreich, & C. K. Holahan, 1979). The results supported the hypotheses that (a) people with higher scores for expressive traits score higher for well-being stemming from positive relations with others, (b) people with higher scores for instrumental traits score higher for well-being related to feelings of autonomy, (c) people with higher scores for impostor feelings (and lower scores for ability confidence) score lower for self-acceptance and (d) for environmental mastery. |
| doi_str_mv | 10.1080/00224540109600548 |
| format | Article |
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D. Ryff, 1989c, 1991): self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (C. D. Ryff, 1995; C. D. Ryff & C. L. M. Keyes, 1995; C. D. Ryff & B. Singer, 1996). The authors examined them in a sample of 379 Canadian university students to determine how well-being was correlated with endorsement of stereotypic gender roles and with the impostor phenomenon. The participants completed Ryff's Scales of Psychological Well-Being (Ryff, personal communication, March 1996), the Clance Impostor Phenomenon Scale (P. R. Clance & M. A. O'Toole, 1988), and the Extended Personal Attributes Questionnaire (J. T. Spence, R. L. Helmreich, & C. K. Holahan, 1979). The results supported the hypotheses that (a) people with higher scores for expressive traits score higher for well-being stemming from positive relations with others, (b) people with higher scores for instrumental traits score higher for well-being related to feelings of autonomy, (c) people with higher scores for impostor feelings (and lower scores for ability confidence) score lower for self-acceptance and (d) for environmental mastery.</description><identifier>ISSN: 0022-4545</identifier><identifier>EISSN: 1940-1183</identifier><identifier>DOI: 10.1080/00224540109600548</identifier><identifier>PMID: 11372567</identifier><identifier>CODEN: JSPSAG</identifier><language>eng</language><publisher>Washington, DC: Taylor & Francis Group</publisher><subject>Academic achievement ; Adolescent ; Adult ; Aging (Individuals) ; Biological and medical sciences ; Canada ; Canadian university students ; College Students ; Comparative Analysis ; Congruence (Psychology) ; Deception ; Educational Research ; Female ; Females ; Foreign Countries ; Fundamental and applied biological sciences. Psychology ; Gender ; Gender Identity ; Gender Issues ; gender role orientation ; Gender roles ; High Achievement ; Higher Education ; Humans ; Hypotheses ; Imposter phenomenon ; impostor feelings ; Individual Characteristics ; Interpersonal Relations ; Male ; Males ; Middle age ; Middle Aged ; Older Adults ; Older people ; Personal Autonomy ; Personal development ; Personal relationships ; Personal Satisfaction ; Personality Traits ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Questionnaires ; Researchers ; Science ; Self Actualization ; Self Concept ; Self Esteem ; Self image ; Sex Role ; Sex Role Orientations ; Sex roles ; Sex Stereotypes ; Sexual Behavior ; Social psychology ; Social role. 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D. Ryff, 1989c, 1991): self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (C. D. Ryff, 1995; C. D. Ryff & C. L. M. Keyes, 1995; C. D. Ryff & B. Singer, 1996). The authors examined them in a sample of 379 Canadian university students to determine how well-being was correlated with endorsement of stereotypic gender roles and with the impostor phenomenon. The participants completed Ryff's Scales of Psychological Well-Being (Ryff, personal communication, March 1996), the Clance Impostor Phenomenon Scale (P. R. Clance & M. A. O'Toole, 1988), and the Extended Personal Attributes Questionnaire (J. T. Spence, R. L. Helmreich, & C. K. Holahan, 1979). The results supported the hypotheses that (a) people with higher scores for expressive traits score higher for well-being stemming from positive relations with others, (b) people with higher scores for instrumental traits score higher for well-being related to feelings of autonomy, (c) people with higher scores for impostor feelings (and lower scores for ability confidence) score lower for self-acceptance and (d) for environmental mastery.</description><subject>Academic achievement</subject><subject>Adolescent</subject><subject>Adult</subject><subject>Aging (Individuals)</subject><subject>Biological and medical sciences</subject><subject>Canada</subject><subject>Canadian university students</subject><subject>College Students</subject><subject>Comparative Analysis</subject><subject>Congruence (Psychology)</subject><subject>Deception</subject><subject>Educational Research</subject><subject>Female</subject><subject>Females</subject><subject>Foreign Countries</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Gender</subject><subject>Gender Identity</subject><subject>Gender Issues</subject><subject>gender role orientation</subject><subject>Gender roles</subject><subject>High Achievement</subject><subject>Higher Education</subject><subject>Humans</subject><subject>Hypotheses</subject><subject>Imposter phenomenon</subject><subject>impostor feelings</subject><subject>Individual Characteristics</subject><subject>Interpersonal Relations</subject><subject>Male</subject><subject>Males</subject><subject>Middle age</subject><subject>Middle Aged</subject><subject>Older Adults</subject><subject>Older people</subject><subject>Personal Autonomy</subject><subject>Personal development</subject><subject>Personal relationships</subject><subject>Personal Satisfaction</subject><subject>Personality Traits</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Sex role</subject><subject>Socioeconomic factors</subject><subject>Stereotypes</subject><subject>Students - psychology</subject><subject>Subjective wellbeing</subject><subject>Surveys and Questionnaires</subject><subject>Undergraduate students</subject><subject>Universities</subject><subject>University students</subject><subject>Well Being</subject><subject>Women</subject><subject>Young adults</subject><issn>0022-4545</issn><issn>1940-1183</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2001</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>BHHNA</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqFkd1rFDEUxQdR7Fr9AwSRIOJTR28mky_wpV3aWikUaouPQ3bmTk2ZSbZJ1rr_vVlm_cAim5dAzu8ccu4tipcU3lNQ8AGgqmpeAwUtAHitHhUzqmsoKVXscTHb6GUG-F7xLMZbyEdq-rTYo5TJigs5K8LVNySXOJhkvSNHmO4RHfmKw1AeoXU3B-RsXPqYfCAniEN-iQfEuI6couswkEs_ILkIFl2aIg5H727I3DjTWePItbPfMUSb1uRLWnUZi8-LJ70ZIr7Y3vvF9cnx1fxTeX5xejY_PC9bzmQqW-yhQwO9qJXglVxQJtqqXeS6WAvWt4ohCsF7VYGuOePQUa0U1nqBjNaM7Rfvptxl8HcrjKkZbWxzM-PQr2IjQQmap7YTFHnAILncCXKpaCWVzuCbf8Bbvwout22o1gokEzxDdILa4GMM2DfLYEcT1g2FZrPf5sF-s-f1Nni1GLH749guNANvt4CJrRn6YFxr41_JQCsNGXs1YRhs-1s9_ixyV7ZJkZNsXe_DaO59GLommfXgw6_IB59r0o-UnR93Otn_-_0EF3DZCQ</recordid><startdate>20010401</startdate><enddate>20010401</enddate><creator>September, Aysa N.</creator><creator>McCarrey, Michael</creator><creator>Baranowsky, Anna</creator><creator>Parent, Chantal</creator><creator>Schindler, Dwayne</creator><general>Taylor & Francis Group</general><general>Heldref</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7U4</scope><scope>7WY</scope><scope>7WZ</scope><scope>7X7</scope><scope>7XB</scope><scope>87Z</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88I</scope><scope>88J</scope><scope>8AF</scope><scope>8AO</scope><scope>8BJ</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FL</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>BHHNA</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWI</scope><scope>DWQXO</scope><scope>FQK</scope><scope>FRNLG</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>HEHIP</scope><scope>JBE</scope><scope>K60</scope><scope>K6~</scope><scope>K9.</scope><scope>L.-</scope><scope>M0C</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2P</scope><scope>M2R</scope><scope>M2S</scope><scope>MBDVC</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>WZK</scope><scope>7X8</scope></search><sort><creationdate>20010401</creationdate><title>The Relation Between Well-Being, Impostor Feelings, and Gender Role Orientation Among Canadian University Students</title><author>September, Aysa N. ; McCarrey, Michael ; Baranowsky, Anna ; Parent, Chantal ; Schindler, Dwayne</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c537t-cef0dea0f6486527b136c2cb401e463fc83ee665f820945350d1988e49be31433</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2001</creationdate><topic>Academic achievement</topic><topic>Adolescent</topic><topic>Adult</topic><topic>Aging (Individuals)</topic><topic>Biological and medical sciences</topic><topic>Canada</topic><topic>Canadian university students</topic><topic>College Students</topic><topic>Comparative Analysis</topic><topic>Congruence (Psychology)</topic><topic>Deception</topic><topic>Educational Research</topic><topic>Female</topic><topic>Females</topic><topic>Foreign Countries</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Gender</topic><topic>Gender Identity</topic><topic>Gender Issues</topic><topic>gender role orientation</topic><topic>Gender roles</topic><topic>High Achievement</topic><topic>Higher Education</topic><topic>Humans</topic><topic>Hypotheses</topic><topic>Imposter phenomenon</topic><topic>impostor feelings</topic><topic>Individual Characteristics</topic><topic>Interpersonal Relations</topic><topic>Male</topic><topic>Males</topic><topic>Middle age</topic><topic>Middle Aged</topic><topic>Older Adults</topic><topic>Older people</topic><topic>Personal Autonomy</topic><topic>Personal development</topic><topic>Personal relationships</topic><topic>Personal Satisfaction</topic><topic>Personality Traits</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Questionnaires</topic><topic>Researchers</topic><topic>Science</topic><topic>Self Actualization</topic><topic>Self Concept</topic><topic>Self Esteem</topic><topic>Self image</topic><topic>Sex Role</topic><topic>Sex Role Orientations</topic><topic>Sex roles</topic><topic>Sex Stereotypes</topic><topic>Sexual Behavior</topic><topic>Social psychology</topic><topic>Social role. 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D. Ryff, 1989c, 1991): self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth (C. D. Ryff, 1995; C. D. Ryff & C. L. M. Keyes, 1995; C. D. Ryff & B. Singer, 1996). The authors examined them in a sample of 379 Canadian university students to determine how well-being was correlated with endorsement of stereotypic gender roles and with the impostor phenomenon. The participants completed Ryff's Scales of Psychological Well-Being (Ryff, personal communication, March 1996), the Clance Impostor Phenomenon Scale (P. R. Clance & M. A. O'Toole, 1988), and the Extended Personal Attributes Questionnaire (J. T. Spence, R. L. Helmreich, & C. K. Holahan, 1979). The results supported the hypotheses that (a) people with higher scores for expressive traits score higher for well-being stemming from positive relations with others, (b) people with higher scores for instrumental traits score higher for well-being related to feelings of autonomy, (c) people with higher scores for impostor feelings (and lower scores for ability confidence) score lower for self-acceptance and (d) for environmental mastery.</abstract><cop>Washington, DC</cop><pub>Taylor & Francis Group</pub><pmid>11372567</pmid><doi>10.1080/00224540109600548</doi><tpages>15</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-4545 |
| ispartof | The Journal of social psychology, 2001-04, Vol.141 (2), p.218-232 |
| issn | 0022-4545 1940-1183 |
| language | eng |
| recordid | cdi_eric_primary_EJ660137 |
| source | MEDLINE; Sociological Abstracts; EBSCOhost Business Source Complete; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Academic achievement Adolescent Adult Aging (Individuals) Biological and medical sciences Canada Canadian university students College Students Comparative Analysis Congruence (Psychology) Deception Educational Research Female Females Foreign Countries Fundamental and applied biological sciences. Psychology Gender Gender Identity Gender Issues gender role orientation Gender roles High Achievement Higher Education Humans Hypotheses Imposter phenomenon impostor feelings Individual Characteristics Interpersonal Relations Male Males Middle age Middle Aged Older Adults Older people Personal Autonomy Personal development Personal relationships Personal Satisfaction Personality Traits Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Questionnaires Researchers Science Self Actualization Self Concept Self Esteem Self image Sex Role Sex Role Orientations Sex roles Sex Stereotypes Sexual Behavior Social psychology Social role. Sex role Socioeconomic factors Stereotypes Students - psychology Subjective wellbeing Surveys and Questionnaires Undergraduate students Universities University students Well Being Women Young adults |
| title | The Relation Between Well-Being, Impostor Feelings, and Gender Role Orientation Among Canadian University Students |
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