Stressful Situations, The Difficulty Of Articles On English Reading Comprehension Scores And Policy Impact

This study investigated how the different items influence subsequent study-time-allocation strategies and the effect of the reading comprehension achievement and strategy, using 193 Chinese senior high school students, under the different condition(having time pressure or no time pressure) . This study explored 2×3 mixed design. The first between-subject factor included two levels, having time pressure group and no time pressure group. The second within-subject factor is difficulty, included three levels, easy, medium and difficult. The results showed that:The main effect of the time pressure is significant and this significant difference explained that the reading comprehension achievement under no time pressure is better than under having time pressure, the subjects devoted more time under having time pressure than no time pressure, and more times under having time pressure than no time pressure significantly.The main effect of the difficulty is significant and the significant explained that the subjects gained the best achievement having read the easy items, and the worst achievement having read the difficult items, the people allocate their study time to the medium items mostly and the most times to the medium items, it took them the least time to read the difficult items, they read the easy items least.The result suggests that there is an interaction between time pressure and the difficulty. Reading the easy items, the subjects gained the better achievement under having time pressure than under no time pressure significantly, the subjects devoted the most time to read the medium items under the different conditions. The subjects took more time reading the medium items under having time pressure than no time pressure significantly.