A Study On The Correlation Between English Reading Self-Efficacy,English Reading Anxiety And Reading Achievement Of Senior High School Students

The New English High School Curriculum Standards(2017 edition)clearly sets out the teaching objectives of emotional attitudes and moral values,which indicates English teachers,in the teaching process,ought to properly improve students’ intelligence,and in the meantime,the emotional factors in English learning are supposed to be given attention to hit the target of quality education for students’ holistic development.There exist researches showing reading self-efficacy and reading anxiety represent essential affective factors powerfully influencing students’ reading achievement,and consequently,they set out to explore the correlation between reading self-efficacy and reading achievement,reading anxiety and reading achievement as well.Nevertheless,there are few studies combing reading self-efficacy with reading anxiety to sufficiently examine the interrelationship between these two variables and reading achievement.Therefore,based on the theory of self-efficacy and affective filtering hypotheses,this study uses research methods of questionnaires and quantitative analysis to explore the correlation between English reading self-efficacy,English reading anxiety,and reading achievement.In this study,251 students from Grade 2 of a senior high school in Jiamusi,Heilongjiang Province,are randomly selected as research participants.The ‘Senior High School Students’ English Reading Self-efficacy Scale’ and ‘Senior High School Students’ English Reading Anxiety Scale’ are used as research tools to collect research data that are carefully analyzed by such statistical analysis software as SPSS26.0 and AMOS to properly answer the following research questions:1.What is the overall status quo of English reading self-efficacy and English reading anxiety among senior high school students?2.Are there any significant differences in English reading self-efficacy and English reading anxiety among senior high school students with different reading levels?3.What is the correlation of senior high school students’ English reading self-efficacy,English reading anxiety and reading achievement?Through data analysis,the major findings of the study are as follows:1.The overall English reading self-efficacy is at a medium level,and the English reading anxiety is at a medium level as well;2.There are significant differences in English reading self-efficacy among students with different English reading levels,and there is a decreasing tendency in the level of English reading self-efficacy among students in high,medium and low subgroups;in terms of English reading anxiety,except that students with high scores in reading achievement are more anxious in the self-evaluation dimension than students with low scores in reading achievement,the anxiety level of high-score students in such dimensions as comprehension ability,learning habits,and cultural understanding is lower than that of low-score students;3.For one thing,correlation analysis reveals precisely a bi-variate relationship is found between English reading self-efficacy,English reading anxiety and reading achievement among high school students.There is a significant moderate positive relationship between English reading self-efficacy and reading achievement,a significant low negative relationship between English reading anxiety and reading achievement,and a significant low negative relationship between English reading self-efficacy and English reading anxiety.For another,the construction of the regression model and structural equation model,including three variables,reveals that when English reading self-efficacy and English reading anxiety are re-related,they can predict reading achievement of 39.6%,proving that English reading self-efficacy and English reading anxiety are closely related to reading achievement and tend to jointly contribute to reading achievement.And English reading anxiety plays a partial mediation role in the structural equation model.That said,English reading self-efficacy is not only directly related to and influences reading achievement(DE=0.494,P=0.000),but can also be indirectly related to and act on reading achievement through English reading anxiety(IDE=0.039,P<0.05).Typically,based on the factual findings of this study,the author puts forward some practical suggestions that English teachers in senior high school are capable of improving students’ English reading self-efficacy,alleviating English reading anxiety,stimulating and cultivating English reading interest and self-confidence,and eventually improving their reading achievement.