Koç, Elif2023-03-032023-03-032023-012023-012023-02-01http://hdl.handle.net/11693/112048Cataloged from PDF version of article.Thesis (Master's): Bilkent University, M.A. in Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2023.Includes bibliographical references (leaves 61-69).Comparison of imposter-related groups based in PISA 2018 dataset Fraudulent feelings affect some people in a way that they don’t attribute their success to effort and intelligence. Instead, they feel that they succeed because of luck or a mistake. These people are said to have imposter syndrome (Koç Doğan & Yenel, 2022). Identification of factors associated with imposter syndrome during school years may help (Corkett & Benevides, 2011). The study aims to examine the differences between three student groups: students with imposter feeling, students with imposter syndrome, and students without imposter syndrome based on PISA 2018 data. The students were separated into three groups, which are students with imposter feeling, students with imposter syndrome and without imposter syndrome, according to their self-efficacy, fear of failure, and mathematical literacy performances. Comparisons among three groups were made with respect to variables that are associated with imposter syndrome. The means of each group were compared. Results indicated that imposter syndrome and imposter feeling could be related to students’ economic, social, and cultural status, sense of belonging to the school, parental support, and attitudes toward competition.x, 69 leaves ; 30 cm.Englishinfo:eu-repo/semantics/openAccessImposter syndromeFear of failureSelf-efficacyMathematical literacyPISA 2018ThesisB161727