The association of competitiveness and sociodemographics with imposter phenomenon in a cohort of sport science college undergraduates

Introduction: Imposter phenomenon is where individuals experience continued feelings of self-doubt, with fears of being exposed as frauds. The intersectionality of different identities related to imposter phenomenon has rarely been examined in sport science student populations. This study examines the prevalence of imposter phenomenon among sport science undergraduate students and explores differences between different sociodemographic groups. Methods: This secondary analysis study examines 289 undergraduate students in a sport science course at a United States Southeastern university from Spring 2023 to Spring 2025. The Clance Imposter Phenomenon Scale (CIPS) measured imposter phenomenon, and the Revised Competitiveness Index (CI-R) examined competitiveness. Multiple linear regression examined associations of imposter phenomenon with sociodemographic variables and competitiveness subscales (enjoyment of competition, contentiousness). Results: Overall, 52.6% of students reported frequent or intense imposter characteristics (CIPS mean±SD = 62.1 ± 12.9). In the final model (adjusted r² = 26.7%), significant predictors included: being a senior versus first-year/sophomore (b = 5.6; 95%CI: 2.1, 9.2); and higher contentiousness (10%-increase-b = −1.5; 95%CI: −2.0, −0.9). Interaction terms included gender identity × first generation student status (p = 0.02) and varsity athlete × enjoyment of competition (p = 0.06). Among first generation students, those not identifying as men had higher imposter phenomenon than men (b = 7.4; 95%CI: 4.2, 10.6); among non-first generation students, no differences were found (b = −1.3; 95%CI: −7.9, 5.2). Among varsity athletes, for every 10% increase in the enjoyment of competition subscale, imposter phenomenon scores decreased by 2.1 (95%CI: −4.4, 0.1); among non-varsity athletes, enjoyment of competition was not associated with imposter phenomenon scores (10%-increase-b = 0.1; 95%CI: −0.7, 0.8). Discussion: Over half of the sample noted frequent and intense feelings of imposter phenomenon. Helping students consider their capabilities and potential for future success, despite academic setbacks, should be considered in resources to mitigate imposter phenomenon. Resources throughout a student's college tenure can help address imposter phenomenon at various stages of academic and professional development.