A Study On The Effects Of Senior High School Students’ Reading Ambiguity Tolerance And Reading Self-efficacy On Their English Reading Achievements

English reading plays a vital role in English learning,and students’English reading achievements（ERA）can be greatly affected by their emotions and attitudes.However,emotional factors,including reading ambiguity tolerance（RAT）and reading self-efficacy（RSE）,are often overlooked by educators and fail to play their role.Consequently,it is necessary to explore the correlations between RAT,RSE and ERA and the effects of RAT,RSE on ERA.In this study,311 senior high school students of Grade 2 in Zhangzhou city Fujian province were selected as the research subjects.Using questionnaire survey method,this study tries to explore 3 questions:1)What are the situations of senior high school students’reading ambiguity tolerance and reading self-efficacy?2)Is high school students’RAT,RSE and ERA correlated?If so,what are the relationships among them?3)Do high school students’RAT and RSE impact their English reading achievements?If so,what are the effects?The findings of this research are as follows:1)The overall RAT of senior high school students is at a medium level（m=2.90）,of which the situation of multiple and uncertain information reaches the highest while that of unclear meaning of information the lowest.The overall RSE of senior high school students is at a medium level（m=2.82）,of which the sense of effort is at the highest level while that of competence at the lowest.2)RAT and ERA show significant positive relationship（r=0.550,p<0.01）,RSE and ERA significant positive relationship（r=0.618,p<0.01）and RAT and RSE significant positive relationship（r=0.569,p<0.01）.When RSE is controlled,the r value between RAT and ERA drops to 0.306.When RAT is controlled,the r value between RSE and ERA drops to 0.445.3)RAT and RSE have a positive impact on ERA,which can positively predict 44%of ERA jointly.The estimation model of regression analysis is:Y=5.499+3.269X₁+5.399X₂（Y refers to English reading achievements,X₁to reading ambiguity tolerance and X₂ to reading self-efficacy）.In addition,RSE acts as a partial intermediary effect in the influence of RAT on ERA.Based on the above research results,the author puts forward three pieces of advice for English reading teaching in senior middle school:1)to better use the situation of multiple and uncertain information in English reading;2)to positively eliminate the adverse effect of the situation of unclear meaning of information;3)to strive to improve students’sense of ability in English reading.