Imposter Syndrome in Research Students

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Impostor syndrome can feel like a quiet shadow lingering just out of sight - a persistent inner voice telling you that your achievements aren’t real, that you are somehow fooling everyone around you and will eventually be found out. For many research students, this nagging doubt can chip away at confidence and fuel the belief that peers are more capable, more prepared, or simply ahead of you.

I experienced imposter syndrome firsthand during my PhD, and I know how it can stall progress and take a toll on one's mental health. That’s why I believe this topic is critical for many research students, even professionals juggling multiple roles. Many people silently wrestle with these feelings at some point in their academic journey. And if you feel this way, you are not alone.

The truth is that imposter syndrome often leads us to say things to ourselves that we would never tolerate being said to others. If said to others, we may even call it bullying, and yet we have normalised it for ourselves.

What Does Impostor Syndrome Look Like for Research Students?

Impostor syndrome is not simply general self-doubt; it often appears in specific ways among research candidates:

• Persistent Self-Doubt: Frequently submitting multiple drafts of the same proposal, section, or chapter to your supervisor can intensify self-doubt. For many students, these repeated revisions mark the first visible struggle to get it right. When a draft is finally accepted or positive feedback is received, you might wonder if it was merely luck. You might not yet know why that draft was finally accepted instead of the others before. If this happens again with another chapter, you may begin to question your abilities. You might ask yourself, “Do I really have what it takes to do this again or to complete the entire project, at this rate?”

  
  

• Fear of Exposure: You may hesitate to ask questions in seminars, group supervisions, or discussions because you may worry that others will notice gaps in your knowledge, even though such gaps are normal at your stage. Many students struggle with understanding what they 'should' know at a certain stage and upon registration, in comparison to what is normal for them to need to learn during the course of their studies. You might fear that your question seems obvious or that it will make you appear less capable in front of your peers. If you are a returning student, you might wonder if your cohort has knowledge you have forgotten or never learned, and whether asking questions could make them question your competence. If you are normally an independent worker, you may feel less inclined to ask a question if you feel you could or should find the answer on your own. Sometimes that can stall the process if you are still needing to adjust to the academic environment. In my experience, students who ask the most questions, regardless of how it looks to their peers, tend to be better positioned to achieve at higher levels.

  
  

• Minimising Achievements: If you complete a chapter or data collection, win a research grant, publish a paper, or complete a milestone, you might attribute your success to external factors such as luck, your supervisor’s help, or your research consultant’s guidance, rather than acknowledging your own skills and hard work. This can lead to doubting your ability to replicate such success in the future. You may even find yourself minimising your achievement by saying e.g.:

  
  

  "Everyone has a Master's degree these days. Anyone can achieve what I have achieved. It took me longer to graduate with mine so it's nothing to be proud of. I wish I could have done better,"

  
  

  or even saying:

  
  

  "Everyone has published before. In fact, others have published more than me so I am actually behind my peers. This is nothing to be proud of. How silly would I look celebrating one publication when others have many? In fact, it just proves that the road ahead is longer than I thought! There's more I should do before I can feel proud of myself at my age and in my career."

  
  

• Comparing Yourself to Others: Observing peers confidently present their work or publish their research may lead you to feel that you are falling behind, even if your own progress is substantial and meaningful. This feeling can be especially strong if, due to personal or professional commitments or other limitations, you are unable to dedicate more time to achieve more than is required to meet the basic requirements of your degree.

  
  

How Can You Overcome Impostor Syndrome?

If it helps, we have all been there. While impostor syndrome is common, it does not have to dictate your academic experience. With the right strategies, you can learn to manage it and move forward with greater clarity and more confidence.

1. Acknowledge Your Feelings

Begin by recognising that impostor syndrome is not a personal defect. It is a shared experience that affects professionals at every level, including accomplished academics, executives, and researchers. Awareness is the first step in regaining control. When thoughts such as “I am not good enough” arise, take a moment to reflect on what you are actually feeling and what may have triggered it. Is there any genuine evidence to support this doubt? If you are facing a knowledge gap, is there evidence to believe you couldn't learn what is needed, given time and support? The fact that you have come this far is proof that you likely can learn.

If you feel intimidated by a peer's success, ask yourself honestly whether you couldn't achieve similar outcomes under the right conditions. If you feel you may struggle, ask yourself if there are resources you can access that can help you achieve that goal. Maybe you could even sit down with your peer for a cup of coffee and tell them how much you admire their achievement and how much you wish you could work towards the same. Sometimes people don't mind sharing what contributed to their success.

Also, continuously remind yourself of your own personal, academic or career successes that make your grass green too. Most times you may already be doing a great job in other areas and may need a moment to magnify them in your mind. Always remember that another person's successes do not hinder or take away from your own.

2. Practise Self-Compassion

Treat yourself with the same patience and understanding you would offer a colleague or friend. Research is demanding by nature, and it is natural to experience setbacks along the way. Allow yourself grace. You may be managing multiple responsibilities, experiencing or recovering from burnout, adjusting after time away from studies, or simply needing a bit more time to grasp complex research concepts. None of this disqualifies you from succeeding. Your path may be different from your peers, but it is still valid and can contribute to your success.

I often say that sometimes the journeys marked by the greatest hurdles and setbacks tend to become the most inspiring and relatable. While that knowledge may not offer immediate relief in the midst of a crisis, this reveals the kind of stories that leave a lasting impact - those that remind others that their challenges are normal and that they are never alone in their struggle.

3. Keep a Record of Your Achievements

Create a personal archive of your successes - positive feedback from supervisors, completed chapters, published work, or milestones reached. Refer to this collection when doubts arise. If you received great feedback on a recent submission, revisit it as a reminder of your competence. If you are struggling with the structure and expectations of academic writing, particularly as a professional returning to study, reflect on your career achievements to reinforce that you possess the ability to learn and adapt. Remind yourself of the moments you were faced with something difficult, but managed to overcome despite the fears and anxieties you had.

4. Speak Openly About It

Discussing your feelings with a mentor, peer, or mental health professional can offer relief and valuable insight. You may discover that others - perhaps even your supervisor - have had similar doubts in their journeys. Despite their titles or success, many have faced their own struggles, taken longer to find their way or needed to change directions a few times. Speaking to a therapist can also provide emotional support, while a research consultant might offer informal guidance and relatable perspective. Always remember to humanise yourself and your experiences.

5. Celebrate Your Progress

Rather than fixating on what remains unfinished, acknowledge the steps you have taken so far - completing a research proposal, collecting data, or simply managing to write during or after a difficult week. Celebrate every win, no matter how small. Often, the most rewarding parts of postgraduate study lie not in the final certificate, but in the journey itself: the people you meet, the skills you develop, the support you receive, and the persistence you show in difficult moments. When it comes time to write your acknowledgements, you may realise how profoundly meaningful these experiences truly are.

6. Reframe Failure as Feedback

Not everything will succeed on the first attempt. Examiners may request minor or major corrections, and supervisors may ask for multiple revisions. Allow yourself time to absorb feedback - take a few days to reflect, acknowledge and validate your genuine feelings and respond when ready, and with considerations of the deadlines.

If a comment seems unfair or unclear, seek your supervisor’s perspective. Feedback is not a judgement of your worth, but an opportunity to improve your work. Most institutions, supervisors, and examiners want to see you succeed, and their comments are aimed at helping you produce work you can be proud of, even years after you graduate. It is often through that feedback that research candidates learn more about the requirements of research and in ways that better prepare them for any future studies. Just like in primary school, corrections are the best teachers.

7. Define Success on Your Own Terms

Avoid measuring your progress against others. Set personal goals aligned with your values, ambitions and circumstances. It can be tempting to emulate peers who seem to be achieving more - registering for further degrees, publishing widely, or advancing quickly - but their paths may not suit your own aspirations. For example, pursuing a doctoral degree may sound impressive, but if it does not align with your career needs or life commitments, it may not be the right choice or the right choice at this moment. Success is not one-size-fits-all, and recognising what matters to you is essential for long-term satisfaction. Pursuing further studies, due to peer pressure, can also make it challenging to maintain motivation throughout the journey.

Your journey as a research student is not just about proposals, collecting data, writing chapters or meeting deadlines - it is a path of growth, resilience, and self-discovery. While impostor syndrome may occasionally resurface, it does not determine your ability or your future. Trust in your potential, focus on the evidence and proof that shows what you can do, acknowledge your progress, unpack and validate the feelings you are experiencing and remember that there's always opportunity to continue moving forward. The fact that you are here, shows that there is enough evidence that you are far more capable than your doubts suggest.

Wishing you all the best!

Dr. Chenai Muhwati, PhD