本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Sense of Belonging
归属感
Whenever we join a new community, it's only natural to worry about how we'll fit in and whether we'll find success.
无论何时我们加入一个新的社区，我们很自然地担心我们将如何适应，以及我们是否会成功适应。
As students begin a new school year or transition to a different school, they're likely to wonder, what will the other kids think of me? What about the teachers? Will I make friends? Am I going to be able to do the work? And if they hit bumps at the start which many do, they might also ask, am I the only one struggling? Psychologists call these kinds of feelings belonging uncertainty.
当学生开始新的学年或转学到不同的学校时，他们可能会想，其他孩子会怎样看待我？那老师呢？我会交朋友吗？我能做这项工作吗？如果他们在一开始就碰到颠簸，他们也许会问，我是唯一一个挣扎的人吗？心理学家称这些感受属于不确定性。
That sense of worry and doubt affects us all.
这种担忧和怀疑的感觉影响到我们所有人。
I've known adults who graduated from the most selective universities in the country and years later, they confess feeling that they've been admitted by a mistake and while this phenomenon can affect all of us in one form or another, it can prove especially acute among historically marginalized groups including black and Latino students, women who enter quantitative fields.
我知道大多数成年人是从国内最具选择性的大学毕业的，多年以后，他们承认，他们已经被错误承认，虽然这种现象会以某种形式影响我们所有人，但它可以证明是特别的在历史上处于边缘地位的群体，包括黑人和拉丁裔学生，进入定量领域的女性中，发生率很高。
As teachers, one of our primary goals is to help all students feel welcomed and valued.
作为教师，我们的主要目标之一是帮助所有学生感到受到欢迎和重视。
An important goal by itself.
本身就是一个重要目标。
But our feelings of belonging as the model in session two suggests can also directly influence academic performance.
但是我们在第二节中的模型归属感也可以直接影响学习成绩。
Here's the theory.
这是理论。
Belonging uncertainty can make normally minor events such as being left out of a group or social activity, being criticized or slighted seem large.
所谓的不确定性可能会导致一些小的事件，例如被排除在群体或社会活动之外，被批评或轻视的可能很大。
They feel like not just an isolated incident but a larger pattern confirming that we don't belong.
他们觉得不只是一个孤立的事件，而是一个更大的模式证明我们不属于这里。
Over time, this feeling can increase stress, undermine student motivation and engagement and as a result, lower achievement.
随着时间的推移，这种感觉会增加压力，破坏学生的积极性和参与度，从而降低成绩。
How does it work? Research suggests that some portion of our cognitive resources is derailed when we're worried about these things.
它是如何工作的？研究表明，当我们担心这些事情时，我们认知资源的某些部分出轨了。
Not fitting in, being stigmatized or even just doing poorly academically.
不融入，受到羞辱，甚至只是在学术上做得不好。
Your own experiences may confirm this.
你自己的经历可能证实了这一点
Mine certainly do.
我当然会这样做。
On the other hand, research shows that having a positive sense of belonging improves academic performance.
另一方面，研究表明，积极的归属感可以提高学习成绩。
You've probably felt this too.
你可能也有这种感觉。
So how can we remedy these worries and buttress belonging for our most vulnerable students both throughout the year and during those important transitions when those feelings may be exacerbated? Greg Walton and Geoffrey Cohen of Stanford University along with some other researchers have pioneered two types of interventions to address just these concerns.
那么，我们如何在一年中以及这些重要转变期间如何补救我们最易受伤害的学生的这些担忧和支持？当这些感受可能会加剧时？斯坦福大学的Greg Walton和Geoffrey Cohen以及其他一些研究人员率先采取了两种干预措施来解决这些问题。
They're each aimed at sending key messages to affected students.
他们都致力于向受影响的学生发送重要信息。
The first message is you are not alone.
第一个信息是你并不孤单。
The truth is at some point, almost everyone thinks they're the only one struggling.
事实是，在某种程度上，几乎每个人都认为他们是唯一挣扎的人。
As teachers, we must help students understand that struggling in a new environment and worrying about fitting in are not unusual.
作为老师，我们必须帮助学生理解在新环境中挣扎并担心适应是正常的。
The best strategy is to discuss these issues candidly and confidently.
最好的策略是坦率而自信地讨论这些问题。
We shouldn't minimize or push away those feelings but rather acknowledge them as normal.
我们不应该尽量减少或推卸这些感觉，而应该承认它们是正常的。【正常感受这种感觉，把它当作生活的一部分】
The second message researchers recommend is to convey that feelings about belonging uncertainty will fade over time.
研究人员建议的第二条信息是传达对于不确定感的感受随着时间的推移会消失。
Early distress is normal and it's temporary.
早期的痛苦是正常的，而且是暂时的。
In other words, things get better.
换句话说，事情变得更好。
One surprising finding is that interventions like these don't require much time.
一个令人惊讶的发现是，像这样的干预不需要太多时间。
In several studies, just one 30 to 60 minute session brought significant and long lasting impacts.
在几项研究中，只有30至60分钟的课程带来了重大而持久的影响。
Many of the studies included older students sharing their initial experiences with younger students.
许多研究包括年长的学生与年轻的学生分享他们最初的经历。
So college seniors worked with freshman.
像大学高年级学生与大一新生一起工作。
High school juniors with ninth graders.
高中学生与九年级的新生。
Positive results came even with junior high students helping elementary students and multiple methods all worked.
甚至是初中生帮助小学生和多种方法都奏效，也带来了积极的结果。
Talking directly to students, offering written testimonials, creating videos.
直接与学生交谈，或提供书面证明，或制作视频。
In each case, the older students shared their initial feelings of belonging uncertainty and how they lessened with time.
在每种情况下，年长的学生都会分享他们最初的归属感不确定感，以及他们如何随着时间的流逝而减少。
And just this one simple intervention helped the younger students allay their own concerns and gather strategies for adapting.
而这一个简单的干预帮助年轻学生减轻了自己的担忧并收集适应策略。
These messages were often reinforced by saying is believing exercises.
这些信息通常被说成是相信练习。
In other words, following up later with brief writing exercises or discussions.
换句话说，稍后进行简短的写作练习或讨论。
After hearing from older peers, the younger students then talked with each other then they were actively engaged in the process by writing an essay or letter about what they learned.
在听到年长的同龄人分享之后，年轻的学生们彼此交谈，然后他们通过写一篇关于他们学到的东西的文章或信函积极参与这个过程。
Students were also told their writing might be shared with future students thus reinforcing that what they were feeling was normal.
学生还被告知他们的写作可能会与未来的学生分享，从而加强他们的感受是正常的。
Another form of intervention that counters belonging uncertainty is called values affirmation.
与归属不确定性相反的另一种形式的干预被称为价值肯定。
In this practice, students are asked to reflect on personal values that give them a sense of identity and belonging.
在这种练习中，要求学生反思个人价值观，让他们有身份和归属感。
Often, this reflection is done through structured in class writing.
通常，这种反思是通过结构化的课堂写作来完成的。
In one such study, seventh graders were asked to write about what was most important to them.
在一项这样的研究中，七年级学生被要求写出对他们最重要的事情。
For example, their personal interests, their relationships with friends and family.
例如，他们的个人兴趣，他们与朋友和家人的关系。
The exercise only lasted 30 minutes but it boosted student achievement, an affect that remained years later.
这个练习只持续了30分钟，但是它提高了学生的成绩，这种影响在几年后仍然存在。
One explanation for the impact of these self-affirmation exercises is that they remind students about what they value and their own good qualities.
对这些自我肯定练习的影响的一个解释是，它们提醒学生他们的价值和他们自己的优秀品质。
This in turn shores up their sense of integrity and self-worth leading them to see negative events as less threatening.
这反过来又增强了他们的正直感和自我价值感，导致他们认为负面事件的威胁性较小。
These exercises work to reduce stress.
这些练习有助于减轻压力。
Such simple interventions all aimed at buttressing belonging have yielded dramatic and long lasting results.
所有旨在支持归属感的简单干预措施都取得了令人瞩目且持久的成果。
They've improved academic performance in GPA, bolstered health, increased homework completion, even reduced dropout rates.
他们提高了GPA的学习成绩，增强了健康，增加了功课完成度，甚至降低了辍学率。
They've also been shown to best help the students who need it most, those vulnerable to stereotypes in the USA including minorities and women in math, physics and engineering fields.
他们也被证明能够最好地帮助那些最需要它的学生，那些在美国包括少数族裔和女性在数学，物理和工程领域中容易受到刻板印象影响的学生。
Some interventions have even narrowed the achievement gap between black and white students.
有些干预措施甚至缩小了黑人和白人学生之间的成就差距。
Do I belong? It's a question that many students wonder and worry about through their time in school.
我属于这样么？这是许多学生在上学期间想知道并担心的问题。
We know their sense of belonging in our classrooms and schools or lack of it can influence deeply their performance and well-being.
我们知道他们对我们教室和学校的归属感，或者缺乏归属感，深刻影响他们的表现和福利的。
Some students will enter a classroom more readily feeling they belong but others won't until we convince them that they're valued and they belong as equals.
有些学生会更容易地融入课堂，感觉自己属于他们，但其他人不会直到我们说服他们认为自己是有价值的，他们属于平等的。
As teachers then our role is to help all students feel accepted, supported and safe so that they can succeed in school and in life while they're our students and long after.
作为教师，我们的角色是帮助所有学生感到被接受，被支持和安全，以便他们能够在学校和生活中取得成功，而他们很久之后也是我们的学生。
翻译学习的科学 系列文章总目录