个体情绪调节自我效能感、英语阅读理解材料不同难度排序对阅读理解成绩影响

发布时间：2018-11-12 19:43

【摘要】：摘要：本研究采用情绪调节自我效能感量表，，以个体的情绪调节自我效能感、英语阅读理解材料不同的难度排序为自变量，个体的英语阅读理解成绩为因变量，选取大学本科非英语专业的大一新生为被试，模拟大学英语四六级考试环境进行英语阅读理解测试，其中共随机抽取810人参加情绪调节自我效能感测试，426人参加英语阅读理解测试，探究针对不同英语水平的阅读者，英语阅读材料不同的难度排序和个体的RES对英语阅读理解成绩的影响。研究结论如下：（1）大学生情绪调节自我效能感总体水平较高，但是波动幅度较大，水平参差不齐，其中大学生表达积极情绪自我效能感（POS）高于调节消极情绪自我效能感（NEG）。（2）男性大学生的情绪调节自我效能感水平总体高于女性大学生，女性大学生表达正面情绪的自我效能感比男性大学生显著较高，而针对负性情感，女性大学生则较之男性大学生普遍偏低，故在性别方面，是考虑情绪调节自我效能感显著差异的重要因素之一。（3）情绪调节自我效能感在家庭归属地方面差异不明显。（4）英语阅读材料不同的难度排序对阅读理解成绩产生影响，其中对英语水平处于中等的阅读者影响最大，并且阅读易--难顺序的阅读者的平均阅读成绩高于阅读难--易排序的阅读者的阅读理解成绩。（5）在考试等压力情境下，阅读理解材料不同的难度排序会影响阅读者英语阅读理解的成绩，且针对相同英语水平阅读者，因其处于不同情绪调节自我效能感水平，其阅读理解成绩存在显著差异，尤其是针对中、低等英语水平阅读者。 (6)个体情绪调节自我效能感在英语阅读理解材料不同的难度排序和阅读理解成绩间存在调节效应。在难--易排序中情绪调节自我效能感的调节作用高于易--难排序，其中随着阅读者英语水平的提高，情绪调节自我效能感的调节作用逐渐增强。
[Abstract]:Absrtact: in this study, the emotional adjustment self-efficacy scale was used, with the individual emotion regulating self-efficacy, the different difficulty of English reading comprehension as independent variables, and the individual reading comprehension scores as dependent variables. A total of 810 non-English major freshmen were randomly selected to take part in the self-efficacy test of emotion regulation in a simulated CET-4 and CET-6 English reading comprehension test. 426 people took part in the English reading comprehension test to explore the influence of different difficulty ranking of reading materials and individual RES on English reading comprehension scores for readers with different English proficiency levels. The conclusions are as follows: (1) the overall level of emotion regulation self-efficacy of college students is high, but the fluctuation range is large, the level is uneven, The positive emotion self-efficacy (POS) of college students is higher than that of regulating negative emotion self-efficacy (NEG). (2) the level of emotion regulation self-efficacy of male college students was higher than that of female college students. The self-efficacy of female college students expressing positive emotions was significantly higher than that of male college students. Female college students are generally lower than male college students, so it is one of the important factors to consider the significant differences in emotional regulation self-efficacy. (3) there was no significant difference in emotional regulation self-efficacy in family ownership. (4) different difficulty ranking of English reading materials has a great influence on reading comprehension achievement, especially for readers with medium English level. And the average reading score of readers with easy-to-order reading is higher than that of readers who are difficult to read. (5) under the stress situation such as examination, the different difficulty ranking of reading comprehension materials will affect the reading comprehension scores of the readers, and the readers with the same English level, because they are in different emotional regulation self-efficacy level, There are significant differences in their reading comprehension scores, especially for the readers with middle and low English level. (6) there is a moderating effect between individual emotion regulation self-efficacy and reading comprehension achievement. The regulating effect of emotional self-efficacy is higher than that of easy to sort in the difficult-easy sort, and with the improvement of readers' English level, the regulating effect of emotional self-efficacy is gradually enhanced.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B848

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