A Conceptual Framework for Investigating the Relationship Between Impostor Syndrome and Graduate Soft Skills: The Mediating Roles of Self-esteem and Academic Self-efficacy

Abstract

This conceptual article analyses core issues in the South African higher education sector, focusing on the mismatch between graduates’ skills and post-graduation employability. It proposes a theoretical framework examining how impostor syndrome undermines performance and the demonstration of soft skills, mediated by self-esteem and academic self-efficacy. Impostor syndrome has emerged as a growing concern for capable graduates who feel self-disqualified and fear being exposed as frauds (Clance & Imes, 1978; Chatterjee, 2023). They attribute success to luck or undeserved factors (Langford & Clance, 1993), when in fact they have succeeded despite impostor feelings. This manifests indirectly through lowered self-efficacy, reduced goal-setting, and challenges with avoidance (Abdelaal, 2020), which contrast with work readiness expectations. In educational settings, this conflict heightens aversion to job preparation, clashing with self-interests in workplace needs (Gadsby, 2022). Acquiring adaptive skills—such as communication, teamwork, and flexibility—is essential to enhancing employability. However, impostor syndrome undermines learning, often leading to a perception of fraudulence. The framework identifies self-esteem and academic self-efficacy as mediators in combating impostor syndrome, emphasising learning, work skills, adaptability, and teamwork to build readiness. Low self-esteem leads to self-dysfunction, disrupting social integrity and perceptions of trust (Bowen & Botha, 2023). Diminished self-efficacy hampers task engagement and peer association (Haghighi & Ghorbali, 2022). By bridging cognitive-affective theories with outcome measures, this paper refines the understanding of impostor syndrome’s impact on the acquisition of soft skills and informs strategies to advance graduate employment.