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Reading has been playing an important part in English teaching history of this country. Either in highschool or in colleges and universities, English reading is always given priority. Therefore, to improve thereading performance is significant. Just as Dr. Wen Qiufang(2003) points out, reading has dual aims. One isto get new information from abroad as quickly as possible; the other is to learn language through reading.However, to our surprise, few research findings on the correlation among self-efficacy, reading anxiety andreading performance have been reported among non-English major college students.First, Through the analysis of collected data, the correlation between self-efficacy and English readinganxiety is weak negative(r=-.436, p<.01) just as table shows., which indicates that the higher the level ofself-efficacy, the lower the states of reading anxiety are. Then, the highest scored item 6 and lowest scoreditem 3 would be given a further explanation in the GESE.The mean of Item 6 (if I pay the necessary efforts, I can solve most of the problems in the reading) is4.25 (total score is 5), the highest one, and the correlation with reading anxiety is -.208, and the correlationwith reading performance is.137, which means that with necessary effort, their reading anxiety is muchlower.
Item 3(for me, it is easy to adhere to the ideals and achieve their goals), which is the lowest item, acorrelation analysis is conducted. The correlation with reading anxiety is -.119, which means that highself-efficacy is significantly negatively correlated with reading anxiety. Also, the correlation between highself-efficacy and reading performance is -.038, which means the high-efficacy is negatively correlated withreading performance. Combined with the interview of the subjects, the researcher found that most of thereading question were not asked directly, but with some blocks, so students were not sure about theirresponse. In the reading exercise, excessive self-efficacy is not good for the performance.

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