新一代社会栋梁战胜自我怀疑的新方法

Proponents acknowledge that such exercises can't remove deep obstacles such as poverty or trauma, or enable students to thrive in a bad educational environment. But the results, which have been replicated many times, show that the obstacles facing disadvantaged groups are at least partly psychological and can be reduced. 'Academic performance is about 70% knowledge and studying, and 30% is the psychological piece,' says Valerie Purdie-Vaughns, an assistant professor of psychology at Columbia who has co-authored research on interventions.
该方法的支持者承认，此类训练不能扫除像贫穷或心理创伤这样的深层障碍，也不能让学生在糟糕的教育环境中获得成功。然而，这些已经多次得到验证的研究结果表明，弱势群体面临的障碍至少有一部分与心理相关，是可以减少的。哥伦比亚大学(Columbia)心理学助理教授瓦莱丽・珀迪・沃格恩斯(Valerie Purdie-Vaughns)称：“学业成绩70%与知识和学习有关，另外30%是心理因素。”沃格恩斯曾与他人共同撰写有关心理干预的研究论文。

Office workers can build on such insights to get imposter fears under control -- for instance, by talking with colleagues to see if their vision of their abilities is realistic. Support from colleagues who can provide a reality check is one of the best ways to combat imposter fears at work, says a 2012 study by researchers at the University of Alabama.
职场人士可借鉴此类见解来控制自己的“冒名顶替者恐惧”，比如和同事聊聊天，看看他们对自身能力的想象是否贴合实际。阿拉巴马大学(University of Alabama)研究人员2012年的一项研究指出，来自能提供现实检验的同事的支持是战胜职场中“冒名顶替者恐惧”的最佳方法之一。

For her part, Ms. Roche used a writing exercise. Whenever she faced a new job challenge, she poured out on paper all the emotions she was feeling. Reading this uncensored account helped her realize she was overreacting, she says. Then she wrote down her past accomplishments as evidence that she was capable of meeting the new challenge. 'This gave me the ability to put a little distance between my knee-jerk reaction and the hard data points, and ask myself, 'What's the reality here?'' she says.
在她自己的经历中，罗奇运用了将所有恐惧写下来的方式。每当她面临新的工作挑战，她就会在纸上一一写下她感觉到的所有情绪。她说，读读这些毫无保留的话会让她意识到自己反应过度。接下来她会写下自己过往的成就以表明她能够应对新挑战。她说：“这么做让我能在自己的下意识反应与确凿的数据之间创造一点儿距离，然后我问自己，‘实际情况怎么样？’”

The positive messages used in the interventions can work for many kinds of students. Khan Academy, a noNPRofit online-learning organization, is testing the impact of embedding messages in its video lessons such as 'Your brain is like a muscle. The more you flex it, the more powerful it gets,' says Matt Wahl, a product manager for Khan. Preliminary research shows users perform better on problems that include the messages.
此类心理干预中的积极信息适用于多种类型的学生。非盈利网络学习机构Khan Academy的产品经理马特・沃尔(Matt Wahl)称，该学院测试了在视频教程中加入一些积极信息的影响，比如像“你的大脑就像肌肉组织，锻炼的越多，它就会变得越强大”这样的信息。初步的研究表明，使用者在包含该类信息的问题上表现得更出色。

Meanwhile, researchers are scaling up the interventions. A Stanford lab called PERTS has run them with 15,000 students at more than 100 middle and high schools and community colleges. An intervention with 2,572 students at Ivy Tech Community College, a statewide system in Indiana, led to a 0.35-point increase in average grades among disadvantaged students and a 10 percentage-point increase in their pass rates, says Ronald Sloan, a vice chancellor, academic affairs, in Muncie, Ind., for Ivy Tech. Two big universities have run interventions for incoming freshmen, halving dropout rates among some target groups.
与此同时，研究人员还加大了心理干预的规模。斯坦福大学一个名为PERTS的实验室对来自100多所初高中及社区大学的15,000名学生进行了干预。位于印第安纳曼西市的常春藤科技社区学院(Ivy Tech Community College)是一个遍及印第安纳全州的教育机构，该学院负责教务的副校长罗纳德・斯隆(Ronald Sloan)称，对学院2,572名学生的心理干预促使弱势学生的平均分数和及格率分别提高了0.35分和10%。有两所大型高校对入学新生进行了心理干预，使某些目标群体的退学率降低了一半。

Drawing on insights from the research, Stanford sent its 1,677 incoming freshmen a welcome video this fall in which graduating seniors discussed what they wished they had known when they arrived on campus, says Robert Urstein, Stanford's dean of freshmen. One student in the video reassured viewers that 'you're not the only one who is going through' high levels of stress.
斯坦福大学负责新生事务的主任罗伯特・厄斯坦(Robert Urstein)称，该校借鉴了这些研究的见解，于今年秋季向1,677名新生发送了一段欢迎视频，即将毕业的大四学生在视频中讨论了他们希望自己在刚入学时就能知道的事情。其中一名学生安抚道：“你不是唯一一个经历（高强度压力）的人。”

In the first week after it was sent, the video was viewed 10,000 times.
在这段视频发出后的第一周，它就被人观看了10,000次。