arXiv 2602.137742026-02cs.SE

对减轻早期软件工程师 impostor 现象的辅导的准实验评估

A Quasi-Experimental Evaluation of Coaching to Mitigate the Impostor Phenomenon in Early-Career Software Engineers

Pontifical Catholic University of Rio de Janeiro（里约热内卢天主教大学）；University of Bari（巴里大学）；Federal University of Cariri（卡拉伊联邦大学）

Paloma Guenes, Joan Leite, Rafael Tomaz, Allysson Allex Araujo, Jean Natividade, Maria Teresa Baldassarre, Marcos Kalinowski

备注：: Preprint with the original submission accepted for publication at CHASE 2026

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AI总结：

本研究通过准实验评估了结构化小组辅导对减轻早期软件工程师 impostor 现象的影响，发现辅导使 CIPS 分数有所下降，但情境和时间因素可能比正式干预更起作用。

摘要：

背景：impostor 现象（IP）是尽管具备明显能力仍持续认为自己是骗子的现象，在软件工程（SE）中普遍存在，因为对专业能力和创新有高期望。尽管辅导和其他干预措施被提出以减轻IP，但在SE中的实证证据仍不充分。目的：本研究探讨了结构化小组辅导干预对早期软件工程师IP感受的影响。方法：我们采用等待名单对照设计，对20名参与者分布在两个项目团队中，辅以非参与者观察。治疗组接受了三次辅导干预，而对照组在观察阶段后才接受干预。IP通过Clance impostor现象量表（CIPS）评估，同时评估了幸福感（WHO-5）、生活满意度（SWLS）和情绪（PANAS）。结果：辅导导致CIPS分数略有下降，而对照组在观察阶段也有所改善，表明情境和时间因素可能比正式干预更有影响。结论：这些结果表明，辅导可能支持与IP相关的反思和意识，但团队合作和项目工作的其他情境因素也可能促成这些变化。本研究为理解结构化IP干预在SE环境中的运作提供了新的实证步骤。

英文摘要：

Context: The Impostor Phenomenon (IP), the persistent belief of being a fraud despite evident competence, is common in Software Engineering (SE), where high expectations for expertise and innovation prevail. Although coaching and similar interventions are proposed to mitigate IP, empirical evidence in SE remains underexplored. Objective: This study examines the impact of a structured group coaching intervention on reducing IP feelings among early-career software engineers. Method: We conducted a quasi-experiment with 20 participants distributed across two project teams using a wait-list control design, complemented by non-participant observation. The treatment group received a three-session coaching intervention, while the control group received it after an observation phase. IP was assessed using the Clance Impostor Phenomenon Scale (CIPS), alongside evaluated measures of well-being (WHO-5), life satisfaction (SWLS), and affect (PANAS). Results: The coaching resulted in modest reductions in CIPS scores, whereas the control group also improved during the observation phase, suggesting that contextual and temporal factors may have exerted a stronger influence than the formal intervention. Conclusion: These results suggest that coaching may support reflection and awareness related to IP, yet other contextual aspects of team collaboration and project work might also contribute to these changes. This study offers a novel empirical step toward understanding how structured IP interventions operate within SE environments.

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