在過去的二十年中，閱讀焦慮和閱讀能力之間的相關性成為了廣泛的學術探討焦點。儘管普遍認為這兩個變項之間存在負相關，但學術文獻同時呈現出不一致或無法得出結論的實證數據。為了解決這一矛盾，進行了一項後設分析以確定閱讀焦慮和閱讀能力之間的關聯性的性質和程度。對文獻的全面回顧獲得了21個相關的主要研究，發表於2006年至2023年之間，提供了25個獨立效應值（N = 2,633）。後設分析揭示了這兩個變項之間的中等負相關（r = -0.40, 95% CI：[-0.51, -0.30]）。此外，研究還發現閱讀焦慮可能透過調節變項對閱讀成效產生不利影響。研究結果還強調，加權平均效應質可能取決於目標語言的調節變項。研究結果的學術意義在這些實證發現的背景下進一步闡明。

Within the past twenty years, the correlation between reading anxiety and reading proficiency has been the focus of extensive scholarly inquiry. Despite the prevailing notion that a negative relationship exists between these constructs, the literature simultaneously presents disparate or inconclusive empirical data. To address this discrepancy, a meta-analysis was conducted to ascertain the nature and magnitude of the association between reading anxiety and reading proficiency. A comprehensive review of the literature yielded 21 germane primary studies, published from 2006 to 2023, offering 25 independent effect sizes for consideration (N = 2,633). The meta-analysis unveiled a moderate negative correlation between the constructs (r = -.40, 95% CI: [-0.51, -0.30]). Moreover, it was determined that reading anxiety may exert a detrimental influence on reading achievement via the moderators. The findings also highlighted that the weighted average effect size may vary contingent upon a crucial moderating variable, such as target language. The research implications were further elucidated within the context of these empirical findings.

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