阅读动机、自我调节阅读策略与英语词汇知识：哪一项对学生的英语阅读理解预测力最强？
Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students' English reading comprehension?
作者信息
Li Hong, Gan Zhengdong
机构信息
School of Foreign Studies, Guangzhou University, Guangzhou, China.
Faculty of Education, University of Macau, Taipa, Macao SAR, China.
出版信息
Front Psychol. 2022 Dec 15;13:1041870. doi: 10.3389/fpsyg.2022.1041870. eCollection 2022.
This study explored how reading motivation, self-regulated reading strategies and English vocabulary knowledge influenced students' English reading comprehension simultaneously in one model. A total of 543 students from five universities in Southern China completed a reading motivation questionnaire, a reading strategy questionnaire, two vocabulary knowledge tests, and a reading comprehension test. Multiple regression analysis results showed that reading efficacy and enjoyment, and vocabulary knowledge (i.e., both vocabulary breadth and depth) significantly predicted reading comprehension. When students were grouped into high, average, and low achievers on the reading test, monitoring strategies and vocabulary depth were found to significantly predict reading comprehension for the high achievers.
本研究探讨了阅读动机、自我调节阅读策略和英语词汇知识如何在一个模型中同时影响学生的英语阅读理解。来自中国南方五所大学的543名学生完成了一份阅读动机问卷、一份阅读策略问卷、两项词汇知识测试和一项阅读理解测试。多元回归分析结果表明，阅读效能和阅读乐趣以及词汇知识（即词汇广度和深度）显著预测阅读理解。当根据阅读测试成绩将学生分为高成就者、中等成就者和低成就者时，发现监控策略和词汇深度对高成就者的阅读理解有显著预测作用。
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