Relationship Between Impostor Phenomena, Cognitive Emotion Regulation and Perceived Academic Achievement Among Allied Health Students: A Cross-Sectional Study

Allied health science students are exposed to high academic, clinical, and interpersonal demands, making them particularly vulnerable to psychological distress. Impostor Phenomenon (IP) is characterized by persistent self-doubt, difficulty internalizing success, and fear of being exposed as incompetent despite objective achievements. Among healthcare trainees, IP has been associated with anxiety, depression, stress, burnout, and reduced professional confidence, potentially affecting both academic learning and future clinical practice.

Cognitive emotion regulation strategies influence how individuals interpret and manage emotionally challenging experiences. Adaptive strategies, such as positive reappraisal, acceptance, and planning, may serve as protective factors that promote psychological well-being. In contrast, maladaptive strategies, including rumination, catastrophizing, self-blame, and other-blame, may exacerbate distress. Although prior research has established associations between IP and adverse psychological outcomes, limited evidence exists regarding the mechanisms through which IP influences perceived academic achievement, particularly among allied health science students.

The present study aims to examine the mediating role of cognitive emotion regulation strategies in the relationship between impostor phenomenon and perceived academic achievement in this population. Subjective ratings of academic achievement will be used to capture students’ internal perceptions of competence, consistent with the cognitive–emotional nature of IP. Understanding whether adaptive and maladaptive cognitive strategies influence this relationship may help identify protective psychological mechanisms. The findings may inform the development of targeted interventions, psychological support services, and skill-building programs aimed at strengthening adaptive coping, enhancing well-being, and promoting academic success among allied health science students.