Keywords
Coping Strategies
Mindfulness
Support Groups
Motivational Programs
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Abstract
Objective: To analyze the prevalence, determinants, and management strategies of Impostor Syndrome (IS) among students and professionals, with a special focus on academic implications and mental health. Methods: This is a integrative review that incorporates an interdisciplinary array of studies, encompassing data analysis, cross-sectional studies, randomized clinical trials, and interviews. Significant studies conducted in various geographical and linguistic contexts were selected, resulting in a representative sample of research published in Portuguese, English, and Spanish. Results: The studies point to a high incidence of IS, with variability according to factors such as gender, age, career stage, and cultural context. Coping strategies, mindfulness, and support groups proved to be relevant in the prevention and recovery of IS, while motivational programs were essential for improving academic performance and leadership skills of students. Final considerations: IS presents itself as a complex psychological phenomenon that requires multidisciplinary approaches for its management. Psychoeducational interventions and the development of inclusive institutional policies are imperative for the mitigation of impostorism and for the strengthening of resilience and well-being in academic and professional contexts.
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