Second language learning in higher education takes place in contexts characterized by constant assessment, high communicative exposure, and academic internationalization, where affective variables influence the learning experience. Within this framework, the imposter syndrome is associated with persistent doubts about one's own competence, even in the presence of academic achievements, which can affect student participation and performance. The objective of this study was to analyze the recent literature on imposter syndrome and its academic, linguistic, and affective impacts on university students learning a second language, to identify associated factors, and to propose mitigation strategies. The study was conducted using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). After the selection process, 19 studies were included in the qualitative synthesis. The results show that the imposter syndrome is associated with a lower self-perceived competence, reduced participation, and a lower willingness to communicate in the target language, triggering interaction with variables such as academic anxiety and emotional distress. Furthermore, its impact is primarily manifested in intermediate learning processes, such as self-regulation and academic decision-making, rather than in direct, quantifiable results. The phenomenon arises from the interface between personal, contextual, and institutional factors. The available evidence regarding mitigation strategies is limited and focuses on cross-cutting interventions, highlighting the need to strengthen longitudinal research in university language learning contexts.