| English reading is a key component of English learning which occupies the important role in the four skills.However,from the research at home and abroad,it can be seen that there are some factors in deciding English reading performance.Among these factors,the self-efficacy and meta-cognitive strategies factors are gaining researchers’ eyes.From the existing literature,the majority of studies focuses on the two variables with academic performance.And the college students are mainly selected participants.Additionally,there are few researches on exploring the English self-efficacy,meta-cognitive strategies and English Reading achievements in the compulsory education.The thesis took 409 junior two middle school students as subjects.The quantitative and the qualitative methods were employed to answer the following questions,namely,(1)What is the general situation of junior middle school students’ English reading self-efficacy and the frequency use of English meta-cognitive strategies?(2)What is the relationship between English reading self-efficacy,the use of meta-cognitive strategies and English reading achievement ?(3)What is the important predictors of self-efficacy and meta-cognitive strategies which affect the subjects’ English reading achievement ?(4)Are there any significant differences in English reading self-efficacy and the use of meta-cognitive strategies related to gender and English reading scores?The software SPSS 22.0 was used to process and analyze the collected data.The findings of the research were presented as followings:(1)The junior two middle school students’ self-efficacy in reading was at the moderate level and students used meta-cognitive strategies infrequently.The factor of self-confidence of achieving English goals was at a high level and the use of selective attention strategies was the most frequent.(2)There was a significant,moderate and positive correlation between English reading performance and self-efficacy.English reading performance were significantly,moderately and positively correlated with reading meta-cognitive strategies.(3)The important predictors of the participants’ English reading achievement were confidence in achieving English goals,the ability to complete English tasks in self-efficacy and selective attention strategies in meta-cognitive strategies in English reading.(4)A significant difference was detected in the factor of the ability to face setbacks on self-efficacy,and girls scored significantly higher than boys.There were significant differences in the self-efficacy and meta-cognitive strategies of the students in different score segments,but there are no significant differences in the difficulties faced by the students in reading meta-cognitive strategies in regard to different score segments.Based on the above findings,the author put forward some suggestions for teachers and students.Firstly,teachers should strengthen the training on self-efficacy and the use of meta-cognitive strategies especially those important factors on English reading performance.Secondly,teachers should pay attention to the gender differences on the self-efficacy and the use of meta-cognitive strategies and take some measures to improve male students’ reading performance.Finally,students should enhance own self-efficacy and cultivate the awareness use of meta-cognitive strategies conscientiously. |
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