This study contributes to explaining psychological barriers in female university careers by examining the relation between the impostor phenomenon and research self-efficacy in the university context. The impostor phenomenon refers to people who are objectively competent but feel the opposite and therefore fear being unmasked. So far, there have been no data from German-speaking countries concerning the impostor phenomenon at universities; thus, the impostor phenomenon was examined in a sample of 631 (389 female) Austrian doctoral students. One-third of the sample reported moderate to strong impostor feelings. Female doctoral students both suffer more from impostor feelings and show lower research self-efficacy than male doctoral students do. Furthermore, the impostor phenomenon and research self-efficacy are associated with faculty membership. The most important finding is that the impostor phenomenon is negatively related to research self-efficacy. Research self-efficacy is an important indicator for successful university careers; hence, the impostor phenomenon was shown to be a psychological barrier for female university careers. Implications for support programs for female doctoral students are discussed.

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University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

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Zusammenfassung. Studien zeigen, dass geschlechterstereotype Annahmen und Erwartungen von Lehrkräften die Bildungskarrieren ihrer Schüler_innen beeinflussen. Systematisch evaluierte Interventionen, die Lehrkräfte dabei unterstützen, eigene Geschlechterstereotype zu reflektieren und Mädchen und Jungen gleichermaßen zu fördern, existieren jedoch kaum. Das Interventionsprogramm REFLECT zielt darauf ab, bei Lehrkräften die Kompetenzen für Reflexive Koedukation aufzubauen. Dazu setzt es an deren objektivem Handlungsrepertoire (Wissen, Unterrichtsgestaltung) und subjektivem Handlungsraum (Selbstwirksamkeitserwartung, Implizite Theorien über Geschlechtsunterschiede) an. In einer Pilotstudie wurde die Wirksamkeit von REFLECT anhand eines Zwei-Gruppen-Prä-Post-Designs evaluiert. Die 38 Lehrkräfte der Interventionsgruppe zeigten einen stärkeren Zuwachs im Wissen über Geschlechtsunterschiede und in der auf Autonomieförderung abzielenden Unterrichtsgestaltung als die 76 Lehrkräfte der Kontrollgruppe. Zudem war in der Interventionsgruppe ein stärkerer Zuwachs in der Selbstwirksamkeitserwartung bzgl. Motivationsförderung und eine stärkere Abnahme der Überzeugung, dass Geschlechtsunterschiede unveränderbar sind, zu beobachten. Insgesamt ist REFLECT ein vielversprechender Ansatz, um Lehrkräfte zu Reflexiver Koedukation zu befähigen und die Genderfairness der Schule zu erhöhen.