| Abstract | 第3-4页 |
| 摘要 | 第5-12页 |
| 1 Introduction | 第12-16页 |
| 1.1 Background of the Study | 第12-13页 |
| 1.2 Significance and Purpose of the Study | 第13-14页 |
| 1.3 Organization of the Thesis | 第14-16页 |
| 2 Literature Review | 第16-36页 |
| 2.1 The Definitions of Core Concepts | 第16-18页 |
| 2.1.1 Self-efficacy | 第16-17页 |
| 2.1.2 Self-attribution | 第17-18页 |
| 2.2 Previous Studies on Self-efficacy | 第18-27页 |
| 2.2.1 Previous Studies on Academic Self-efficacy | 第18-23页 |
| 2.2.2 Previous Studies on English Self-efficacy | 第23-26页 |
| 2.2.3 Previous Studies on English Reading Self-efficacy | 第26-27页 |
| 2.3 Previous studies on Self-attribution | 第27-36页 |
| 2.3.1 The Origin and Development of Attribution Theory | 第27-30页 |
| 2.3.2 Previous Studies on Academic Self-attribution | 第30-31页 |
| 2.3.3 Previous Studies on English Learning Self-attribution | 第31-34页 |
| 2.3.4 Studies on English Reading Self-attribution | 第34-36页 |
| 3 Methodology | 第36-44页 |
| 3.1 Research Questions | 第36页 |
| 3.2 Participants | 第36-37页 |
| 3.3 Instruments | 第37-40页 |
| 3.3.1 Attribution Style Questionnaire | 第37-39页 |
| 3.3.2 English Reading Self-efficacy Questionnaire | 第39-40页 |
| 3.4 Data Collection and Analysis | 第40-44页 |
| 3.4.1 Data Collection | 第40页 |
| 3.4.2 Data Analysis | 第40-44页 |
| 4 Results and Discussion | 第44-72页 |
| 4.1 The Relationship Between English Reading Self-efficacy and Reading Performance | 第44-50页 |
| 4.1.1 The Overall Situation of Students’ English Reading Self-efficacy | 第44-45页 |
| 4.1.2 Comparison of English Reading Self-efficacy of Students with DifferentGenders and Grades | 第45-47页 |
| 4.1.3 Relationship between English Reading Self-efficacy and Performance | 第47-50页 |
| 4.1.4 The Predictions English Reading Self-efficacy Has on Reading Performance | 第50页 |
| 4.2 Relationship between English Reading Self-attribution and Performance | 第50-54页 |
| 4.2.1 Comparison of Self-attribution of Students with Different Genders and Grades | 第51-53页 |
| 4.2.2 Self-attribution of Students with Different English Reading Proficiency | 第53-54页 |
| 4.3 Relationship between English Reading Self-efficacy and Self-attribution | 第54-62页 |
| 4.3.1 Relationship between English Reading Self-efficacy and the Seven Dimensionsof Self-attribution | 第54-56页 |
| 4.3.2 Relationship between the Six Dimensions of English Reading Self-efficacy andthe Seven Dimensions of Self-attribution | 第56-59页 |
| 4.3.3 Multiple Stepwise Regression Analysis | 第59-62页 |
| 4.4 Discussion of the Results | 第62-72页 |
| 4.4.1 The Situation of Students’ English Reading Self-efficacy and Self- attribution | 第62-66页 |
| 4.4.2 Correlation between English Reading Self-efficacy and English ReadingPerformance | 第66-67页 |
| 4.4.3 Correlation between English Reading Self-attribution and Reading Performance | 第67-69页 |
| 4.4.4 Correlation between English Reading Self-efficacy and Self- attribution | 第69-70页 |
| 4.4.5 Relationship among English Reading Self-efficacy, Self-attribution andReading Performance | 第70-72页 |
| 5 Conclusion | 第72-82页 |
| 5.1 Major Findings of the Study | 第72-73页 |
| 5.2 Implications of the Study | 第73-80页 |
| 5.2.1 Implications for Improving Students’ English Reading Self-efficacy | 第73-77页 |
| 5.2.2 Implications for Developing Students’ Positive English Reading Self-attribution | 第77-80页 |
| 5.3 Limitations and Suggestions for Further Research | 第80-82页 |
| Bibliography | 第82-88页 |
| Appendix A | 第88-92页 |
| Appendix B | 第92-96页 |
| Appendix C | 第96-100页 |
| Publications | 第100-102页 |
| Acknowledgements | 第102页 |
