Burnout and Impostor Phenomenon Among Undergraduate Music Education Majors.

IMPOSTOR phenomenon; MULTIPLE regression analysis; MUSIC education; UNDERGRADUATE education; FATIGUE (Physiology); MASLACH Burnout Inventory

The purpose of this study was to examine the degree to which impostor feelings and selected demographic variables predict burnout among undergraduate music education majors. Participants (N = 143) completed the Clance Impostor Phenomenon Scale (CIPS) and the Maslach Burnout Inventory for Students. Overall, participants reported relatively high levels of impostor feelings and burnout. Results of multiple regression analyses revealed that CIPS score and year in school significantly predicted exhaustion and cynicism. Participants with higher CIPS scores (more frequent impostor feelings) and more years in school experienced greater exhaustion and cynicism. Descriptive analyses indicated that upper-division and band students experienced more cynicism than lower-division and choral/string/general music education majors, respectively. CIPS score was the only variable that significantly predicted professional efficacy. Participants with lower CIPS scores rated themselves higher in professional efficacy. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)