The Empirical Research About Regulatory Emotional Self-eiffcacy And The Diiffculty Of English Reading Comperhension Material Different Sort Affect The Reading Comprehension Scores

Abstract：In this study, the researcher used Regulatory Emotional Self-Efficacy (RES)Scale, regarded RES and the difficulty of English reading comprehension materialdifferent sort as independent variable, regarded the English reading comprehensionscores as dependent variable, and selected college non-English major freshmen assubjects. And then the researcher simulated the test environment of CET-4to startEnglish reading comprehension test. In this test, selected426freshmen who had joinedRES scale testing from810freshmen picked randomly in total. The goal of this test wasto explore in the view of different levels of English readers, the difficulty of Englishreading materials different sort and the Regulatory Emotional Self-Efficacy how toimpact on English reading comprehension scores. And the main conclusions are asfollows:(1)The Regulatory Emotional Self-efficacy of college students is in the medium leveland a big volatility. And college students’ perceived self-efficacy in expressing positiveaffect is higher than perceived self-efficacy in managing negative affect.(2) College students’ Regulatory Emotional Self-efficacy exist significant differences ingender, and male’s is higher than female’s on the whole. The female’s perceivedself-efficacy in expressing positive affect is significantly higher than the male’s,however, the male’s perceived self-efficacy in managing negative affect is significantlyhigher than the female’s.(3)College students’ RES do not exist significant differences in which they are fromdifferent cities.(4)especially to the readers in medium English level. The average read comprehensionscores of easy-to-hard order are higher than hard-to-easy order’s.(5)In pressure situation such as exam, The difficulty of English reading comprehensionmaterial different sort has an effect on students’ English reading comprehension scores,and the readers who have the same English reading abilities but have differentRES test scores have significantly differences in English reading comprehensionscores,especially to the middles and the lows.(6)RES has adjustment effect between English reading comprehension material differentdifficulty sort and English reading comprehension scores, and the adjustment effect ofhard-to-easy order is higher than east-to-hard order. The English readers’ level is higher,the RES’ adjustment effect is stronger.