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"Impostor phenomenon merupakan perasaan ragu akan kemampuan diri sendiri dan memersepsikannya bukan karena hasil kerja keras dan kemampuan, melainkan karena faktor eksternal seperti keberuntungan. Fenomena ini sangat berpotensi dialami mahasiswa dan dapat berdampak pada aspek psikologis, perilaku mahasiswa, self-efficacy, kebahagiaan, dan kecemasan mahasiswa. Kecemasan ini dapat memengaruhi kebutuhan berprestasi mahasiswa karena berkaitan dengan salah satu komponen kebutuhan berprestasi, yaitu freedom of movement. Proses atribusi juga memengaruhi bagaimana seseorang memersepsikan penyebab dari suatu kesuksesan. Penelitian ini bertujuan untuk mencari tahu hubungan antara impostor phenomenon dan kebutuhan berprestasi pada mahasiswa. Partisipan dalam penelitian ini adalah mahasiswa dari perguruan tinggi negeri dan swasta di Indonesia sebanyak 158 orang. Alat ukur yang digunakan dalam penelitian ini adalah Clance Impostor Phenomenon Scale (CIPS) dan the Revised 10-item Achievement Motives Scale (AMS-R). Hasil penelitian ini menunjukkan bahwa terdapat hubungan yang signifikan antara impostor phenomenon dan kebutuhan berprestasi (r = 0.465, p = 0.000). Kesimpulannya, terdapat korelasi antara variabel antara impostor phenomenon dan kebutuhan berprestasi.

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Impostor phenomenon is a feeling of doubt about one's own abilities and perceives it not as the result of hard work and ability, but because of external factors such as luck. This phenomenon is potentially experienced by college students and can impact on psychological aspects, student behavior, self-efficacy, happiness, and anxiety. This anxiety can affect students' need for achievement because it is related to one of the components of need for achievement, namely freedom of movement. The attribution process also influences how one perceives the cause of success. This study aims to find out the association between impostor phenomenon and need for achievement in university students. The participants in this study were 158 students from universities in Indonesia. The measuring instruments used in this study are the Clance Impostor Phenomenon Scale (CIPS) and the Revised 10-item Achievement Motives Scale (AMS-R). The results of this study indicate that there is a significant relationship between impostor phenomenon and need for achievement (r = 0.465, p = 0.000). In conclusion, there is a correlation between the variables between impostor phenomenon and need for achievement."

"Penelitian ini bertujuan untuk meneliti hubungan impostor phenomenon dan academic buoyancy pada mahasiswa program sarjana di Indonesia. Selain itu, penelitian ini juga melihat gambaran impostor phenomenon dan academic buoyancy terhadap jenis kelamin yang dibagi menjadi laki-laki dan perempuan, serta angkatan kuliah tahun 2017, 2018, 2019, 2020. Pengukuran impostor phenomenon menggunakan alat ukur Impostorism Scale (Leary, Patton, Orlando, & Funk, 2000), dan pengukuran academic buoyancy menggunakan alat ukur Academic Buoyancy Scale (Martin & Marsh, 2008). Penelitian dilakukan terhadap 208 mahasiswa program sarjana di Indonesia. Hasil penelitian menunjukkan bahwa terdapat hubungan negatif dan signifikan dengan kekuatan hubungan sedang antara impostor phenomenon dan academic buoyancy (r(207) = -0,357, p < 0,001). Hasil penelitian juga menunjukkan bahwa tidak terdapat perbedaan yang signifikan pada impostor phenomenon dan academic buoyancy terhadap jenis kelamin dan angkatan kuliah.

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This study aims to investigate the relationship of impostor phenomenon and academic buoyancy in undergraduate students in Indonesia. In addition, this study is also to investigate the difference of impostor phenomenon and academic buoyancy by gender which is male and female, and class of 2017, 2018, 2019, and 2020 in undergraduate students. Impostor phenomenon was measured by Impostorism Scale (Leary, Patton, Orlando, & Funk, 2000), and academic buoyancy was measured by Academic Buoyancy Scale (Martin & Marsh, 2008). The research was conducted to 208 undergraduate students in Indonesia. Results show that there is a negatively significant relationship with moderate strength between impostor phenomenon and academic buoyancy (r(207) = -.357, p < .001). Results also show that there are no significant differences in impostor phenomenon and academic buoyancy by gender and class year."