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Impostor Phenomenon (IP) is defined as an occurrence in individuals who have difficulty internalizing success, and live in constant fear of the "mask being unveiled," or being exposed as a fraud (Clance, 1985). It is estimated that 70% of the population will experience at least one episode of Impostor Phenomenon

Impostor Phenomenon (IP) is defined as an occurrence in individuals who have difficulty internalizing success, and live in constant fear of the "mask being unveiled," or being exposed as a fraud (Clance, 1985). It is estimated that 70% of the population will experience at least one episode of Impostor Phenomenon in their lifetime. (Gravois, 2007) This study surveyed 120 first-time freshmyn at Arizona State University West campus to gain access to demographic information, first-year programming attendance, and their Impostor Phenomenon scores using the Clance Impostor Phenomenon Scale. After the data was analyzed, it was determined that there were no significant findings between Impostor Phenomenon scores, honors status, and generational status, nor were there statistically significant findings when compared against age, gender, and first-year programming attendance. The average score for all students surveyed ranged in the "frequent bouts" of Impostor Phenomenon, which is the third-highest level of Impostor Phenomenon. Although there are no statistical differences between the identified groups, it is important to note that the average scores are high, and that changes can be made to first-year programming to help lower the average Impostor Phenomenon scores. Teaching students self-compassion is one way to address the common symptoms of Impostor Phenomenon. In addition to background on self-compassion, this thesis offers suggestions on how self-compassion teachings could be incorporated into first-year programming to make students more comfortable and confident during their first year at Arizona State University.
ContributorsStifano, Natalia Alexandra (Author) / Ramsey, Ramsey Eric (Thesis director) / Koch, Drew (Committee member) / Isbell, Dennis (Committee member) / Division of Teacher Preparation (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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Leonard Hayflick studied the processes by which cells age during the twentieth and twenty-first centuries in the United States. In 1961 at the Wistar Institute in the US, Hayflick researched a phenomenon later called the Hayflick Limit, or the claim that normal human cells can only divide forty to sixty

Leonard Hayflick studied the processes by which cells age during the twentieth and twenty-first centuries in the United States. In 1961 at the Wistar Institute in the US, Hayflick researched a phenomenon later called the Hayflick Limit, or the claim that normal human cells can only divide forty to sixty times before they cannot divide any further. Researchers later found that the cause of the Hayflick Limit is the shortening of telomeres, or portions of DNA at the ends of chromosomes that slowly degrade as cells replicate. Hayflick used his research on normal embryonic cells to develop a vaccine for polio, and from HayflickÕs published directions, scientists developed vaccines for rubella, rabies, adenovirus, measles, chickenpox and shingles.

Created2014-07-20
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Although best known for his work with the fruit fly, for which he earned a Nobel Prize and the title "The Father of Genetics," Thomas Hunt Morgan's contributions to biology reach far beyond genetics. His research explored questions in embryology, regeneration, evolution, and heredity, using a variety of approaches.

Created2007-09-25
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Created1935