Britain’s Covid-era university students may suffer ‘impostor syndrome’
疫情之下的英国大学生可能患“冒充者综合征”
New intake of undergraduates could feel like frauds, says study, because they didn’t sit A-level exams
研究表示，新入学的本科生可能会觉得自己是个骗子，因为他们没有参加中学高级水平考试。
New students are more likely to suffer “impostor syndrome” because they have won their place at university on the back of teacher-assessed A-level grades and not exams, a new study has warned.
一项新研究做出警示，新入学的学生可能会罹患“冒充者综合征”，因为他们是凭借教师评估做出的高考成绩，而非是亲自参加考试赢得了上大学的资格。
Undergraduates arriving on campuses this week may “feel like a fraud” as they have not had the chance to “earn” their grades in public examinations, said the study from the University of Leeds.
利兹大学的一项研究表示，本周（2021年9月底）入学的本科新生可能“感觉自己是个骗子”，没因为他们没有机会通过参加公开考试“赢得”分数、
Such perceptions could particularly affect students from disadvantaged backgrounds, leaving some at risk of dropping out, it warned.
该研究警告，上述心态可能会尤其影响到来自弱势背景的学生，这会使一些人面临辍学的风险。
A strong sense of belonging at university is associated with the feeling that a student “deserves” their place, said the Psychology Learning and Teaching journal’s study.
对于大学的强烈归属感和学生认为自己“值得”该入学资格是相关的，《心理学学习与教育》期刊上的研究表示。
“When students do not feel that their place at university is legitimately earned, they may experience ‘impostor syndrome’, or ‘feeling like a fraud’, which is related to mental health problems, such as anxiety,” the paper said.
“当学生认为其入学资格不是正当赢得的，他们会产生‘冒充者综合征’心态，或者‘感觉自己像个骗子’，这一点与心理问题相关，比如焦虑，”该论文表示。
“However, academic-related ‘impostor syndrome’ may be negated by pretertiary grades that serve as a testament to students’ ability to perform academically.”
“然而，学业相关的‘冒充者综合征’可能会被学生上大学之前所取得的成绩抵消，该成绩也能证明学生学业表现与能力。”
Under teacher-assessed grades this summer, 45% of candidates in England, Wales and Northern Ireland were awarded an A/A*, compared with the 25% awarded the top grades in exams in 2019.
根据今年夏天由老师评估的分数，英格兰、威尔士和北爱尔兰有45%的考生取得A或A*的成绩，而在2019年仅有25%的学生取得如此高的成绩。
The Department for Education has said it “expects” exams to run in 2022 and is proposing mitigating measures for pupils who have missed out on teaching, such as allowing them to choose the topics they will be examined on.
教育部表示“预计”在2022年恢复线下考试，而且为错失教学的学生提供了补救措施，比如允许他们选择考试的话题。
But there are concerns that pupils will not be given enough advance notice of the changes and that no contingency plan has been drawn up by the government.
但是也有人担忧，如果发生变化，没有足够的时间来提前通知学生，而且政府目前还没制定出应急计划。
The Leeds study also said that students’ sense of disconnect could be exacerbated by the reduced opportunity to mix because of online teaching.
利兹大学的研究也表示，由于线上教学，学生社交的机会减少，这会加剧他们的脱节感。
Most UK institutions are retaining some online teaching, despite students’ preference for in-person learning and government directives to scrap Covid restrictions and offer a normal student experience.
尽管学生偏好线下学习，而且政府也做出指示解除防疫限制并为学生提供正常的学习体验，大部门的英国大学仍保留一些线上教学的做法。
“Given that online teaching, or a hybrid of online and in-person teaching, may last into the next academic year, students in the incoming cohort may also not have … frequent in-person peer-to-peer social interaction during the transition to university,” the study said.
“鉴于线上教学或者线上、线下教学结合的方式将会在下一学年持续，在从高中到大学过渡的这段时间，即将入学的这批学生也能也无法进行充分的线下人际交往，”该研究表示。
“The social networks of students are an important factor in buffering stress and improving academic performance.”
“学生的社交网络是缓解其压力、提高其学业表现的重要因素。”
It recommends universities take measures to foster a sense of belonging, particularly with underrepresented groups of students, through peer-to-peer support schemes and measures to boost the academic confidence of a cohort that has missed out on substantial amounts of schooling.
该研究建议各大学采取措施为学生营造归属感，尤其是弱势群体的学生，对于那些错失大量学习经历的学生，通过同伴支持计划并采取一些措施来增强其学业自信。
