【摘要】：摘要：本研究采用情緒調節(jié)自我效能感量表，，以個體的情緒調節(jié)自我效能感、英語閱讀理解材料不同的難度排序為自變量，個體的英語閱讀理解成績?yōu)橐蜃兞浚x取大學本科非英語專業(yè)的大一新生為被試，模擬大學英語四六級考試環(huán)境進行英語閱讀理解測試，其中共隨機抽取810人參加情緒調節(jié)自我效能感測試，426人參加英語閱讀理解測試，探究針對不同英語水平的閱讀者，英語閱讀材料不同的難度排序和個體的RES對英語閱讀理解成績的影響。研究結論如下： （1）大學生情緒調節(jié)自我效能感總體水平較高，但是波動幅度較大，水平參差不齊，其中大學生表達積極情緒自我效能感（POS）高于調節(jié)消極情緒自我效能感（NEG）。 （2）男性大學生的情緒調節(jié)自我效能感水平總體高于女性大學生，女性大學生表達正面情緒的自我效能感比男性大學生顯著較高，而針對負性情感，女性大學生則較之男性大學生普遍偏低，故在性別方面，是考慮情緒調節(jié)自我效能感顯著差異的重要因素之一。 （3）情緒調節(jié)自我效能感在家庭歸屬地方面差異不明顯。 （4）英語閱讀材料不同的難度排序對閱讀理解成績產(chǎn)生影響，其中對英語水平處于中等的閱讀者影響最大，并且閱讀易--難順序的閱讀者的平均閱讀成績高于閱讀難--易排序的閱讀者的閱讀理解成績。 （5）在考試等壓力情境下，閱讀理解材料不同的難度排序會影響閱讀者英語閱讀理解的成績，且針對相同英語水平閱讀者，因其處于不同情緒調節(jié)自我效能感水平，其閱讀理解成績存在顯著差異，尤其是針對中、低等英語水平閱讀者。 (6)個體情緒調節(jié)自我效能感在英語閱讀理解材料不同的難度排序和閱讀理解成績間存在調節(jié)效應。在難--易排序中情緒調節(jié)自我效能感的調節(jié)作用高于易--難排序，其中隨著閱讀者英語水平的提高，情緒調節(jié)自我效能感的調節(jié)作用逐漸增強。
[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.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B848

【參考文獻】

相關期刊論文 前8條

1 董奇;論元認知[J];北京師范大學學報;1989年01期

2 閆國利;伏干;白學軍;;不同難度閱讀材料對閱讀知覺廣度影響的眼動研究[J];心理科學;2008年06期

3 田學英;盧家楣;;外傾個體何以有更多正性情緒體驗:情緒調節(jié)自我效能感的中介作用[J];心理科學;2012年03期

4 汪玲,郭德俊;元認知的本質與要素[J];心理學報;2000年04期

5 陸昌勤,凌文輇,方俐洛;管理自我效能感與一般自我效能感的關系[J];心理學報;2004年05期

6 湯冬玲;董妍;俞國良;文書鋒;;情緒調節(jié)自我效能感:一個新的研究主題[J];心理科學進展;2010年04期

7 劉源;鄭健;楊熹;劉紅云;;英文閱讀材料的顏色對閱讀成績的影響[J];心理學探新;2010年02期

8 張萍;張敏;盧家楣;;情緒調節(jié)自我效能感量表在中國大學生中的試用結果分析[J];中國臨床心理學雜志;2010年05期

本文編號：2328037