AStudyontheInfluenceofSelf-efficacyonAutonomousEnglishReadingofEnglishMajorsAStudyontheInfluenceofSelf-efficacyonAutonomousEnglishReadingofEnglishMajors自我效能感對(duì)英語專業(yè)學(xué)生自主閱讀的影響研究.IntroductionLifelonglearningisthedominantlearningconceptofthesociety.Lifelonglearningrequirestheabilitytolearnindependentlyandthecultivationofautonomouslearningability.Withthedevelopmentofsociety,autonomouslearningisbecomingmoreandmoreimportant.Pedagogyandeducationalpsychologyalsostudyautonomouslearningasanimportantsubject.EnglishreadingplaysaveryimportantroleinEnglishlearning.AutonomouslearningofEnglishreadingreferstostudents’self-consciousnessandinitiativeinEnglishreading.Self-efficacyofEnglishreadingreferstoanindividual’sbeliefinhis/herabilitytodowellinEnglishreading.Theyareclosetoourstudylifeandofdeepmeaningforusandgetalotofattentiontoday.Theresearchwillgiveusmanyusefullessons.ThispapermainlydealswithananalysisontheEnglishreadingautonomyandtheEnglishreadingself-efficacy.Thisthesisintendstoexploretheself-studyofreadingforEnglishmajorsfromtheperspectiveofself-efficacy.TheauthorwantstoinvestigatethestatusquoofEnglishreadingself-efficacyandEnglishreadingautonomyamongEnglishmajors.TheauthorwantstoanalyzetherelationshipbetweenEnglishmajors’self-efficacyandautonomyinEnglishreading.Thispaperfocusesontheself-learningabilityofEnglishmajorsinEnglishreadingandstudieshowtoimprovetheself-learningabilityofEnglishmajorsinEnglishreadingbycultivatingtheirself-efficacyinEnglishreading.Asforthereaders,theycanlearnsomelessonsfromthispaperthroughdeepanalysis.Theycanlearnsomeconclusionswithrespect,implicationsforteachingandapplytheseconclusionstoteaching.Theycanalsostudysuggestionsforfurtherresearch.Atthesametime,sincethereareveryfewstudiesabouttheinfluenceofself-efficacyofEnglishmajorsonEnglishreadingautonomy,thisthesiswillprovideareferenceforotherscholars.So,itisnecessarytostudytheinfluenceofcollegestudents’self-efficacyonEnglishreadingautonomy.2.LiteraturereviewInthefollowingpart,theauthorhastriedtointroduceandsummarizethemainresearchtrendintermsofnewstranslationathomeandabroadinordertolayasolidtheoreticalfoundationforher/hisstudy.2.1Definitionofself-efficacyThefirstdefinitionisfromBandurawhoputforwardtheideaofself-efficacyinthe1970s.Bandurapointedoutthatself-efficacycanaffectordeterminepeople’schoiceofbehavior,aswellasthepersistenceandeffortofthebehavior.Itaffectspeople’sthinkingmodeandemotionalresponsemode,andthenaffectsbehavioracquisitionandtheperformanceoflearnedbehavior.TheseconddefinitionisfromYangFan.Inhisopinion,Self-efficacyisdefinedas“howconfidentpeoplearethattheycanusetheirskillstoperformatask”.[1]Theauthoragreesthelatter.2.2PreviousresearchesathomeInrecentyears,manyresearchershavestudiedtheinfluenceofself-efficacyonvariousfieldsandaspects.Researchersalsohavealotoffruitfulresearchonself-efficacy,affirmingthepositiveeffectsofhighself-efficacy.InEnglishstudying,readingscoresaccountedforahigherproportionoftestscores,soreadingabilityisanimportantfactortoimproveEnglishcomprehensiveability.However,readingabilityisinfluencedbyalotoffactors,suchasreadingself-efficacy.Somanyresearchersstudyreadingself-efficacy.Theymainlystudythelevelofreadingself-efficacy,thefactorsofaffectingreadingself-efficacy,themethodsofimprovingreadingself-efficacyinEnglishandtheapplicationofself-efficacyinreadingteaching.YangFanresearcheshowtoimproveself-efficacyofseniorhighschoolstudentinEnglishreading.Inthisresearchstudy,wecanknowthattheresearcheraimstochangeseniorhighschoolstudents’interestinEnglishreading,helpstudentsenhanceEnglishreadingconfidence,andthenimprovestudents’readingself-efficacyandfinallyimprovestudents’overallEnglishlevelandEnglishscores.[1]WangWeiwenalsoresearcheshowtoimprovetheself-efficacyofhighschoolEnglishreading.Inhisresearch,theresultisfocusingonoptimizingtheprocessandmethodsofreadingteaching.[2]However,amoreimportantfactisthattheobjectofstudyislimitedtoseniorhighschoolstudents.Therefore,theobjectsofthesestudiesareverysingle.Ontheotherhand,ZhangHaoresearcheshowtoimproveself-efficacyofjuniorhighschoolstudentsinEnglishreading.Thisresearchanalyzestheimportantvalueofself-efficacytoEnglishreadingofjuniorhighschoolstudentsandoffersfiveconstructiveandfeasiblesuggestions.Theyaretosetsmallgoals,tofindgoodrolemodels,tobuildaharmoniousrelationshipbetweenteachersandstudents,toGuidetheattributioncorrectlyandtoencouragestudentstoresearchandthinkcarefully.Meanwhile,Hisstudyalsooffersjuniorhighschoolteacherssomevaluableknowledgeaboutteachingandadvisesteacherstoadoptappreciateincentivemeasures.[3]However,amoreimportantfactisalsothattheresearchobjectislimitedtojuniorhighschoolstudents,sotheobjectofthisstudyisalsoverysingle.LuJiaojiaoresearchesjuniormiddleschoolstudents’self-efficacyinEnglishreading.Theresultsareasfollows:1)thegeneralsituationofjuniormiddleschoolstudents’Englishreadingself-efficacyisatamediumlevel.Amongthem,senseofbenefitingfromreadingisthehighest,followedbysenseofself-confidenceinreading,senseofreadingplanning,senseofreadingcontrol,andsenseofresistingdisturbanceinreading,whilesenseofreadingabilityisthelowest.[4]Ontheotherhand,ZhouCaixiaresearchesthecorrelationofEnglishreadingself-efficacy,self-attributionandreadingperformanceofHighSchoolStudents.Theresultsofthestudyareasfollows:Students’Englishreadingself-efficacyhadsignificantlypositivecorrelationwithreadingperformanceandcanpredictitefficiently.Amongstudentswithhigh,moderateandlowreadingperformance,high-achieverstendedtoperformbestinthesixdimensionsofreadingself-efficacy,whilelow-achieversperformworst.[5]Meanwhile,TangGuaiguairesearchesthecorrelationsamongreadingself-efficacy,readingstrategiesandreadingachievementofnon-English.Theresultsshowthatthereisasignificantcorrelationbetweenthereadingself-efficacy,readingstrategiesandreadingachievementsofnon-Englishmajors.Thereadingself-efficacyplaysthemaineffectonreadingachievements.Inaddition,thereadingself-efficacyindirectlyaffectsreadingachievementsbytheinfluenceofreadingstrategies.[6]Accordingtotheresults,theteachersalsorealizetheimportanceofreadingself-efficacyandpayattentiontoitinteaching.ChenZhongpingresearchestheapplicationofself-efficacytoEnglishreadingteachinginhighschool.InEnglishreadingteaching,theuseofself-efficacyshouldpayattentiontoindividualdifferences,andstudentsshouldsetreadinggoalssuitablefortheiractuallevel,sothatstudentscandevelopintheirrecentdevelopmentareas.Teachersshouldplayaguidingrole,useavarietyofteachingmethodstooptimizeandimprovestudents’readingthinkingmode,andpromotethemtoformeffectivereadinglearningstrategies.Thisstudyconcludesthatself-efficacynotonlydirectlypositivelyinfluencesreadingperformance,butalsoindirectlypositivelyinfluencesreadingperformancethroughreadingmetacognitivestrategies.[7]Throughthisstudy,weunderstandthatreadingself-efficacyisofgreatsignificancetoimprovereadingperformance.Thisstudyismainlyacross-sectionalstudyinashortperiodoftime,andtheobjectofthisstudyisonlynon-Englishmajors.Onlysimplecorrelationanalysisandregressionanalysisareadopted.Ingeneral,thepreviousresearchershavehadfruitfulresultsinthestudyofreadingself-efficacy.However,therearesomeminorflawsintheirresearch.Studentsinhighschool,juniorhighschoolandelementaryschoolhavebeenstudiedbythem.However,therearefewstudiesonEnglishreadingself-efficacyamongEnglishmajors.PreviousresearchesabroadForeignstudiesonself-efficacymainlyfocusonthespecificityofprimaryschoolstudents’readingself-efficacyandthecorrelationbetweenreadingself-efficacyandreadingfluency.InJournalofExperimentalEducation,2019,87(3):496-516,Self-efficacyfactorswerepositivelyassociatedwithreadingfluency,butthestrengthoftheseassociationsvariedaccordingtospecificitylevel.Findingssuggestthatreadingself-efficacyinprimarygradesshouldbeassessedatdifferentspecificitylevelsaccordingtoresearchaims.Inthisstudy,primaryschoolteachersteachstudentsaccordingtotheiraptitudeanddifferentmethodsofself-efficacytrainingweredevelopedfordifferentstudents.[8]However,thestudyonlyfocusedonprimaryschoolstudents.InLearning&IndividualDifferences,2019(73):67-78,theresultsshowedthatself-efficacyrelatedpositivelytoreadingfluencyanditsdevelopment.Theassociationwasdependentonthespecificityoftheself-efficacymeasure.Specificandintermediateself-efficacywaspositivelyrelatedtofluency,whereasgeneralself-efficacywasnot.Intermediateself-efficacypredictedfluencydevelopment.Findingsindicatetheneedtoidentifyandaddresslowreadingself-efficacyamongchildrenasyoungasGrade2,asself-efficacycorrespondstothereadingskillsbeinglearned.[9]Ontheotherhand,InLearning&IndividualDifferences,2018(67):53-66,itshowsthatchangesinSEarerelatedtochangesinreadingfluency.TheSE-program(n=40)wascontrastedwiththeSKILL-program(n=42)providingtrainingsolelyinreadingfluency.Thegroupsshowedequalimprovementsinreadingfluency.PositivechangeinSEemergedonlyintheSE-group,andthischangewasassociatedwithchangesinfluency,buttheassociationdependedonthereadingmeasure.Thefindingsindicatethatareadingfluencyinterventionsupportingself-efficacybyprovidingconcretefeedbackandhelpingchildrentoperceivetheirprogresscanyieldpositivechangesinself-efficacy.Moreresearchisneededonthevariabilityininterventionresponsiveness.[10]Inaword,foreignstudiesonself-efficacymainlyfocusonthespecificityofprimaryschoolstudents’readingself-efficacyandthecorrelationbetweenreadingself-efficacyandreadingfluency.Intheirresearches,readingself-efficacyhasbeenpositivelylinkedtoreadingskills,readingcomprehensionandreadingfluency,butlessisknownaboutitsrelationshiptoreadingself-efficacyandotheraspects.3.MethodologyBasedontheliteratureinParttwo,thissectionpresentsadetaileddescriptionofhowtheresearchwascarriedout.Thedatacollectionprocessanddataanalysiswillbedescribedindetail.Inthisstudy,theobjectsareEnglishmajorsinourschool.Inthisresearch,theauthorgetsalotofdataabouttheSelf-efficacyofEnglishreadingamongEnglishmajorsandtheirEnglishreadingautonomy.3.1TheresearchmethodsTheauthorsortedthecollecteddataintoatableforanalysisbySPSS.Thecentraltrendanalysisandcorrelationanalysisindescriptivestatisticsweremainlyused.Descriptivestatisticsisamethodofcollatingandanalyzingdatathroughchartsormathematicalmethods,andestimatinganddescribingthedistributionstate,numbercharacteristicsandtherelationshipbetweenrandomvariablesofdata.Descriptivestatisticsincludethreeimportantparts:centraltrendanalysis,divergencetrendanalysisandcorrelationanalysis.TheauthorneedstoanalyzethestatusquoofEnglishreadingself-efficacyandthestatusquoofEnglishreadingautonomyamongEnglishmajors.Therefore,theauthoradoptsthecentraltrendanalysisindescriptivestatistics.Theanalysisofcentraltendencymainlyusesstatisticalindexessuchasaverage,medianandmodetorepresentthecentraltendencyofdata.Centraltendencyanalysis(CML)isamethodofdataanalysisthatusesavarietyofmeasuresthatactasrepresentativevaluestoreflectthetendencyofvariablestowardsthecentralposition.Undernormalconditions,somephenomenatendtothesituationofthecentralposition,thistendstothecentralizedequilibrium,isakindofequilibriumphenomenoninnature.Therefore,intheanalysisofresearchdata,ifanumericalvaluetendingtothecentralpositioncanbeunderstood,itcanbeusedtorepresentthegeneralsituationofthedata.Themeasureofthiscentralvalueisthemeasureoftheconcentration.ThispaperstudiestheeffectofEnglishreadingself-efficacyonEnglishreadingautonomyofEnglishmajors.Therefore,theauthoradoptsthecorrelationanalysisindescriptivestatistics.Correlationanalysisexploreswhetherthedataarestatisticallyrelatedtoeachother.Thisrelationshipincludesbothasinglecorrelationbetweentwodata,suchasageandpersonaldomainspace,andamultiplecorrelationbetweenmultipledata,suchasage,incidenceofdepression,andpersonaldomainspace.Itcanincludethelinearcorrelation,orthecomplexcorrelation(A=Y-B*X).ItcanbeeitherAandBvariablesincreasingatthesametimeorBvariablesdecreasingatthesametimeasAvariableincreasingWhenwetalkaboutcorrelation,wehavetorefertoaterm:correlationcoefficient.CorrelationcoefficientisthestatisticalindexfirstdesignedbystatisticianCarlPearson.Itisthequantitytostudythedegreeoflinearcorrelationbetweenvariables,generallyexpressedbytheletterr.Becauseofthedifferentresearchobjects,therearemanywaystodefinethecorrelationcoefficient.Correlationcoefficientisastatisticalindextoreflecttheclosecorrelationbetweenvariables.Manythingsintheworldarecorrelatedtosomeextent,soweoftenneedtocarryoutcorrelationanalysisoftwoormorevariables.Ifbothvariablesarecontinuousvariables,thePearsonanalysismethodcanbeused.Correlationanalysismeasuresthedegreeofcorrelationbetweentwovariables.ThePearsoncorrelationcoefficientrofpersoncorrelationcanbeobtainedinSPSS.Randcanbeevaluatedinthefollowingways.(1)Whenrisgreaterthanzero,itmeansthatthetwovariablesarepositivelycorrelated.(2)Whentheabsolutevalueofrisgreaterthan0.8,itmeansthatthetwovariablesarehighlycorrelated.Whentheabsolutevalueofrisequalto8,thisalsomeansthatthetwovariablesarehighlycorrelated.(3)Whentheabsolutevalueofrisbetween0.5and0.8,itmeansthatthetwovariablesaremoderatelycorrelated.(4)Whentheabsolutevalueofrisbetween0.3and0.5,itmeansthatthetwovariableshavealowdegreeofcorrelation.(5)Whentheabsolutevalueofrisbetween0and0.3,itmeansthatthetwovariablesarebasicallyunrelated.ResearchquestionBasedonthepreviousresearchresultsontheself-efficacy,thisresearchistostudytheinfluenceofself-efficacyonautonomousEnglishreadingofEnglishmajors.Specifically,theresearchaddressedfollowingquestions:(1)What’stherealsituationoftheSelf-efficacyofEnglishmajorsinEnglishreading?(2)WhatisthereallevelofEnglishreadingautonomyofEnglishmajors?(3)IsthereanycorrelationbetweenEnglishmajors’self-efficacyandautonomousEnglishreading?ResearchparticipantsThesubjectsofthestudyarechosenfromEnglishmajorsinourschoolWuchangShouyiUniversity,whichislocatedinLionrockstreet,WuHan.Theauthormade200questionnairesandtherewere120questionnairesgottenback.Amongthesubjects,thereare20boysand100girls.Therearemanymoregirlsthanboys.3.4ResearchproceduresIntermsofdatacollection,thispapermainlyadoptsquantitativemethods.ThetoolsusedinthispaperincludeEnglishreadingself-efficacyquestionnaireforEnglishmajorsandself-readingquestionnaireforEnglishmajors.Firstly,theauthorusedthequestionnairetoconductquantitativeresearch.TheauthordesignedquestionnairesaboutEnglishreadingautonomyandEnglishreadingself-efficacybyreferringtorelevantmaster’stheses.Thisquestionnaireconsistsofthreeparts.Thesethreepartsarethebasicinformationoftherespondents,EnglishreadingautonomyandEnglishreadingself-efficacy.Therewerefourquestionsaboutthebasicinformationoftherespondents.Theself-efficacyquestionnairehas10questionsaboutself-efficacy.TheEnglishreadingautonomyquestionnairealsohad10questionsaboutautonomy.Ofcourse,thebasicinformationoftherespondentsisonlyusedforthisstudy.Therearefivedifferentoptionsforeachquestion.Thesefivedifferentchoicesgraduallymovefrom“completelyoutofmyreality”to“completelyinlinewithmyreality.”Forstatisticalpurposes,theauthorsassignaspecificscorevaluetoeachoption.The“outofmydepth”optiongetsascore.Theoption“notinmysituation”givestwovalues.The“occasionallysuitingmysituation”optiongivesthreeratings.Theoption“moreinmysituation”givesfourratings.The“exactlymysituation”optiongivesfiveratings.Specialattentionisgiventoquestion18and21.Thesetwoquestionsarereversedmultiplechoice.Thescoresettingistheexactoppositeofthescoresettingabove.Eachquestionhasascaleofonetofive.TheEnglishreadingself-efficacyquestionnaireandtheEnglishreadingautonomyquestionnairehave10questionsrespectively.Asaresult,self-efficacyinEnglishreadingrangesfrom1to50.Similarly,thescoreforEnglishreadingautonomyrangesfrom1to50.Thisfacilitatessubsequentdataanalysis.Secondly,theauthorsconductedquestionnairesandcollecteddata.Thequestionnairesurveyadoptsthemethodofcollectivetesttocollectaccuratedata.Theauthordecidedtoconductaquestionnairesurveyamong120studentsrandomlyselectedfromWuchangShouyiCollege.InordertogetthecooperationofEnglishmajorsandmaketheinvestigationgosmoothly,theauthorandthestudentsreachedaconsensus.Freshmenandsophomoresareveryenthusiastic,willingtobetheobject,andaccordingtotheiractualsituationveryseriouslytocompletethequestionnaire.Atthesametime,thedatacollectionisgoingverywell.Afterthat,theauthorconductsdatacollationanddataanalysis.Therearetwodifferentpiecesofdata.PartisthedataofEnglishreadingself-efficacyofEnglishmajors.TheotherpartisthedataofEnglishreadingautonomyforEnglishmajors.Inordertofacilitatethelaterresearch,theauthorsortedthecollecteddataintoexcelsheets.Insortingoutthedata,theauthorhasageneralunderstandingofEnglishreadingself-efficacyandEnglishreadingautonomyofEnglishmajors.Thecentraltrendanalysisandcorrelationanalysisindescriptivestatisticsweremainlyadoptedinthispaper.TheauthorwantstoanalyzethestatusquoofEnglishreadingself-efficacyandthestatusquoofEnglishreadingautonomyofEnglishmajors.Therefore,theauthoradoptsthecentraltrendanalysisindescriptivestatistics.ThispaperstudiestheeffectofEnglishreadingself-efficacyonEnglishreadingautonomyofEnglishmajors.Therefore,theauthoradoptstheresearchmethodofcorrelation.TheauthorusesSPSS22toanalyzethesurveydata.Throughthecarefulanalysisofthedata,theauthordrawsareliableconclusion.First,Englishmajorshaveasenseofself-efficacyinEnglishreadingandhaveapositiveunderstandingofEnglishreadinglearning.Second,EnglishmajorshaveapositiveattitudetowardsEnglishreadinglearningandarewillingtobecomeindependentEnglishreadinglearners.However,thecurrentlevelofself-efficacyandautonomyinEnglishreadingislow.Third,onthewhole,thereisapositivecorrelationbetweenEnglishreadingself-efficacyandEnglishreadingautonomy.EnglishreadingautonomyandEnglishreadingself-efficacyaffecteachother.Finally,somepracticalwaystoimprovetheself-efficacyofEnglishreadingareputforwardbytheauthor.Meanwhile,theshortcomingsofthisstudywillbeanalyzedbytheauthor.4.ResultsanddiscussionInthispart,theauthorhasreportedthestatisticalresultsoftheinvestigation.Resultshavebeendiscussedfocusingonthedatainterpretationaccordingtothecollecteddataandanalysisinrelationtotheresearchquestions.TheSituationofreadingautonomyandreadingautonomyInthissection,descriptivestatisticswereconductedtoinvestigatethecurrentsituationofEnglishmajorsinautonomousEnglishreading.Basedontheactualdata,thecurrentsituationofautonomousreadingofEnglishmajorsisdescribedbytheauthor.Thefollowingisatableofdescriptivestatistics.Fromthetable,someimportantdatacanbeseen.Thefirstrowshowsthemean,thestandarddeviation,andthetotalnumberofpeople,respectively.ThefirstrowofthetableshowsEnglishmajors’EnglishreadingautonomyandEnglishmajors’Englishreadingself-efficacy.Ninthetablerepresentsthenumberofpeoplesurveyed.Thenumberofpeoplesurveyedwas120.DescriptiveStatisticsMeanStd.DeviationNReadingAutonomy30.7757.8681120ReadingSelf-efficacy29.9586.6817120First,theauthorslookataverages.Averageisanimportantconceptinstatistics.Theaverageisthemostcommonlyusedstatisticinstatistics,usedtoindicatethecenterofthedatawheretheobservationsarerelativelyconcentrated.Itisintuitiveandconcisetousetheaveragetorepresentagroupofdata.Therefore,averagesarewidelyusedinpracticeandresearchinvariousindustries.Thestatisticalaverageisusedtoreflectthegenerallevelofthephenomenon,orthecentraltendencyofthedistribution.TheaverageofEnglishreadingautonomyofEnglishmajorsis30.775.Fromthisrealdata,theauthorcanunderstandthatEnglishreadingautonomyofEnglishmajorsisatanintermediatelevel.ThisalsoshowsthattheEnglishmajorsinthisschoolarewillingtobeindependentlearnersinEnglishreadinganddonotwanttopassivelyaccepttheteacher’sknowledge.However,theirEnglishreadingautonomyisnotveryhigh.ThisgivesEnglishteachersaninspirationintheprocessofEnglishreadingteaching.Englishteachersoughttopayattentiontoimprovingstudents’autonomyinEnglishreading.Similarly,fromthistable,theauthoralsoreadsthattheaverageself-efficacyofEnglishmajorsinEnglishreadingis29.958.ThisalsoindicatesthatEnglishmajorsinthisschoolbelievethattheycanfinishEnglishreadingwell.However,theyarenotverystronginbelievingthattheycancompleteEnglishreading.Similarly,Englishteachersshouldpayattentiontoimprovingstudents’self-efficacyinEnglishreadingteaching.Ingeneral,Englishreadingself-efficacyisslightlylessthanEnglishreadingautonomy.Secondly,theauthorlookedatthestandardvariancedataofEnglishreadingautonomyandEnglishreadingself-efficacy.StandardDeviation,alsoknownasmeansquareDeviationinChineseenvironment,isthesquarerootofthearithmeticmeanofDeviationsquared.Thestandarddeviationisthearithmeticsquarerootofthevariance.Thestandarddeviationcanreflectthedispersionofadataset.Thestandarddeviationmaynotbethesamefortwosetsofdatawiththesamemean.Thestandarddeviationcanreflectthedispersionofadataset.Thestandarddeviationmaynotbethesamefortwosetsofdatawiththesamemean.Standarddeviation(StandardDeviation)themostoftenusedasastatisticaldistributioninprobabilityandstatisticsdegree(statisticaldispersion)measurement.Thestandarddeviationisdefinedasthesquarerootofthearithmeticmeanofthesquaredeviationbetweenthestandardvalueofeachunitofthepopulationanditsmean.Itreflectsthedegreeofdispersionbetweenindividualswithinthegroup.Inprinciple,theresultsmeasuredtothedegreeofdistributionhavetwoproperties:Isnon-negativevalueandhasthesameunitasthemeasureddata.There’sadifferencebetweenthestandarddeviationofapopulationorthestandarddeviationofarandomvariable,andthestandarddeviationofasubsetofsamples.Insimpleterms,thestandarddeviationisameasureofthedispersionofthemeanofasetofdata.Alargestandarddeviationrepresentsalargedifferencebetweenmostvaluesandtheirmeanvalues.Asmallerstandarddeviationmeansthatthesevaluesareclosertothemean.ThestandardvarianceofEnglishreadingautonomyofEnglishmajorsis7.8681.Fromthisdata,theauthoralsoknowsthatthedegreeofdispersionofEnglishreadingautonomyisverylow.ThestandardvarianceofEnglishreadingself-efficacyofEnglishmajorsis6.6817.Basedonthisdata,theauthoralsoknowsthatthedegreeofself-efficacyofreadingisnothigh.Tosumup,alltheEnglishmajorsintheuniversityagreewithindependentreadingandarewillingtobecomeindependentlearnersofEnglishreading.Tosomeextent,theybelievethattheycanfinishEnglishreadingwell.Theself-efficacyofEnglishreadingandtheautonomyofEnglishreadingoftheEnglishmajorstudentsareatmediumlevel.Therefore,Englishteachersshouldpayattentiontoimprovestudents’self-efficacyandautonomyinEnglishreadingteaching.TheauthorhasjustanalyzedthestatusquoofEnglishreadingautonomyandEnglishreadingself-efficacy.4.2DetailedstatisticalanalysisoftheitemsAtpresent,theauthorextracts10groupsofdatafromEnglishreadingself-efficacyandEnglishreadingautonomyfordescriptivestatistics.Theauthorsanalyzedeachsetofdataindetail.Inthefigure,RAstandsforreadingautonomy,whileRSEstandsforreadingself-efficacy.Nisstillthenumberofpeoplesurveyed.DescriptiveStatisticsMeanStd.DeviationNRA53.042.9111120RA63.042.9294120RA73.033.8976120RA83.000.9167120RA93.125.8846120RA102.933.9325120RA112.967.9609120RA123.5421.0916120RA133.167.9288120RA142.925.9715120RSE153.033.9069120RSE163.008.8744120RSE172.683.9956120RSE182.992.8648120RSE193.017.8695120RSE202.925.9182120RSE213.017.8695120RSE223.058.8916120RSE233.117.9365120RSE243.108.85791204.2.1DetailedstatisticalanalysisoftheitemsinEnglishreadingautonomyTheRA5inthepicturerepresents“IcansetmyEnglishreadinggoalsaccordingtomyactualsituation”.Theaveragevalueis3.042andthestandarddeviationis0.9111.Thisind