The Research Of Mediating Effect Of English Reading Anxiety In The Relationship Between Reading Self-concept And Reading Performance In Junior Middle School

In recent years,as second language acquisition research has intensified,its focus has gradually shifted from teachers to students in order to explore the influence of affective factors on students’ academic performance.Among them,English academic self-concept and English reading anxiety have attracted the attention of a wide range of researchers.Numerous studies have outlined the significance of English academic self-concept and reading anxiety,and many researchers have examined that students’ English Reading self-concept and English reading anxiety are both correlated with English reading performance.However,much of the existing research has focused on the overall level of English academic self-concept,and few results have been found on how these variables interact to influence specific language learning such as reading.Therefore,this paper will explore the correlation between multiple variables from the perspective of English reading self-concept and English reading anxiety.This study took 331 students from Q Middle school in Hohhot as the research subjects.On the basis of collecting data through questionnaires,a structural equation model of English reading self-concept,English reading anxiety,and English reading performance was constructed,and SPSS 26.0 and AMOS 26.0 software were used to analyze the data,aiming to answer the following three questions: 1.What are the overall situations of junior middle school students’ English reading self-concept and English reading anxiety? 2.What are the correlations among junior middle school students’ English reading self-concept,English reading anxiety,and English reading performance? 3.What is the mediating effect of English reading anxiety in the relationship between English reading self-concept and reading performance?Through data analysis,this study concluded the following.Firstly,the English reading self-concept and English reading anxiety of students in Q Middle school are at a medium level.Secondly,junior middle school students’ English reading self-concept has a significant positive correlation with English reading performance,English reading anxiety shows a significantly negative correlation with English reading performance,and English reading self-concept is in line with English reading anxiety negatively.Thirdly,junior middle school students’ English reading anxiety has a partial mediating effect on the relationship between English reading self-concept and English reading performance.That is,junior middle school students’ English reading self-concept not only has a direct effect on English reading performance,accounting for73% in total effect of English Reading self-concept to English reading performance,but also has an indirect effect on English reading performance by regulating students’ reading anxiety.The proportion of the mediating effect to the total effect is 27.1%.Based on the above research results,this study provides practical suggestions on how to improve junior middle school students’ English reading self-concept and alleviate English reading anxiety,so as to help students form a positive and healthy English reading self-concept and relieve reading anxiety.In this way,thus,students can achieve excellent reading performance and teachers can achieve good reading teaching effects.