阅读理解能力在中国高中生的英语学习中起着重要作用。自我效能感等影响阅读理解能力的心理因素已经引起了越来越多的关注。本研究旨在调查高中生的阅读自我效能感、阅读理解能力以及这两个变量之间的相关性。针对这些目的，研究者选取了珠海市某高中高一年级的146名学生作为方便样本并采用了混合研究法。在这种研究方法的指导下，本研究通过调查问卷收集学生的阅读自我效能数据，并以学生在TOEFL初级标准测试卷阅读部分的分数作为阅读理解能力强弱的指标。同时，阅读自我效能感和阅读理解能力之间的相关性通过统计软件SPSS 27进行检验。为了进一步验证这两个变量之间的相关性，本研究对四名学生进行了结构化访谈。

研究结果如下： 1）学生的整体阅读自我效能感处于低水平。2）学生的整体阅读理解能力处于中等水平。3）阅读自我效能感和阅读理解能力之间存在着显著的正相关。此外，还考察了阅读自我效能感的四个维度各自与阅读理解能力的相关性，四个维度分别与阅读自我效能感呈正相关。该研究有利于引导教师关注到学生阅读自我效能感的培养从而更好地提高学生的英语阅读理解能力。

Reading comprehension ability plays an important role in senior high school students’ English learning in China. Psychological factors like self-efficacy affecting reading comprehension ability have attracted increasing attention.

This study aimed to investigate senior high school students’ reading self-efficacy, reading comprehension ability and the correlation between these two variables. In response to these purposes, a convenience sampling method was used to choose 146 students from grade 10 in a senior high school in Zhuhai and a mixed research method was adopted. With the guidance of this method, students’ data of reading self-efficacy was collected through a questionnaire and their scores in reading section of TOEFL Junior Standard Test paper were used as indicators of reading comprehension ability. Meanwhile, the correlation between reading self-efficacy and reading comprehension ability was examined by a statistical software: SPSS 27. To further validate the correlation between these two variables, structured interviews with four students were conducted.

The results of this study are as follows: 1) Students’ overall reading self-efficacy is at a low level. 2) Students’ overall reading comprehension ability is at an intermediate level. 3) There is a significantly positive correlation between reading self-efficacy and reading comprehension ability. Additionally, the correlation between the four dimensions of reading self-efficacy each and reading comprehension ability was also examined and each of the four dimensions is positively correlated with reading comprehension ability. This study may guide teachers to pay more attention to students; reading self-efficacy while improving their reading comprehension ability.