Gambaran Impostor syndrome pada Siswa Forum OSIS Kota Bandung: Antara Prestasi dan Keraguan Diri

Erviana Zefanya Agatha; Iyus Yosep; Taty Hernawaty; Rohman Hikmat

doi:10.32524/jksp.v8i2.1485

Authors

Erviana Zefanya Agatha Universitas Padjadjaran, Indonesia
Iyus Yosep Universitas Padjadjaran, Indonesia
Taty Hernawaty Universitas Padjadjaran, Indonesia
Rohman Hikmat Universitas 'Aisyiyah Bandung, Indonesia

DOI:

https://doi.org/10.32524/jksp.v8i2.1485

Keywords:

High-Achieving Students, Impostor syndrome, Student Organization

Abstract

Achieving academic excellence is the dream of many students, but reaching this goal often involves facing various challenges and demanding expectations. Despite these obstacles, some students manage to perform well academically during their studies. However, behind these achievements, certain students, including members of the OSIS Forum in Bandung, experience impostor syndrome—a feeling of unworthiness for their accomplishments, even when those achievements are real and well-deserved. This condition can affect their mental health and negatively impact their academic performance. The aim of this study is to describe the prevalence of impostor syndrome among students in the OSIS Forum in Bandung. This research adopts a quantitative cross-sectional approach. The population consisted of 200 students, with a final sample of 197 students obtained through total sampling techniques. The instrument used was the Clance Impostor Phenomenon Scale (CIPS), with data collected online via Google Forms. The results revealed that most respondents fell into the moderate impostor syndrome category (52.3%), with a higher prevalence among females (70.9%) compared to males (29.1%). Respondents in the middle adolescence stage, aged 16-17 years, dominated all categories. The *fake* dimension had the highest average score (22.22), indicating significant doubt about personal competence. In conclusion, the phenomenon of impostor syndrome is quite prevalent among OSIS students at a moderate level and requires further attention in the form of psychosocial support and interventions. These efforts aim to help students manage feelings of inadequacy and enhance their self-confidence and academic performance.

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