请写一篇名为中国非英语专业大学生阅读监控能力，阅读水平和阅读策略的博士论文总结部分，要求将论文中实验结果进行总结，列出6-7条总结性陈述。要点：
1. 大部分受访者年龄在19岁，男女比例分别为48.6%和51.4%，按专业来说，比例法学人数最高，其次是电气类，机械类和财经类。
2. 请对以下调查问卷结果分析进行对比，总结出一段200字左右的话。
Table 2
Reading Comprehension Monitoring Ability in terms of Self-efficacy 
Composite Mean	2.67	Agree. 
Table 3
Reading Comprehension Monitoring Ability in terms of Monitoring Behavioral Performance 
Composite Mean	2.91	Agree.
Table 4
Reading Comprehension Monitoring Ability in terms of Working Memory 
Composite Mean	2.69	Agree.
Table 5
Reading Comprehension Monitoring Ability in terms of Reading Focus
Composite Mean	2.78	Agree.
 Table 7
Comprehension Level as to Reading Speed 
Composite Mean  2.80  Agree.
Table 8
Comprehension Level as to Vocabulary Understanding 
Composite Mean	2.71	Agree.
Table 9
Comprehension Level as to Sentence Structure Analysis 
Composite Mean	2.82	Agree.
Table 10
Comprehension Level as to Identifying the Author's Purpose
Composite Mean	2.82	Agree.
Table 12
Reading Strategies as to Reasoning 
Composite Mean	2.89	Agree.
Table 13
Reading Strategies as to Reasoning Predicting Summarizing Collaboration
Composite Mean	2.92	Agree.
Table 14
Reading Strategies as to Summarizing 
Indicators	WM	VI	Rank
Composite Mean	2.82	Agree.
Table 15
Reading Strategies as to Collaboration
Composite Mean	2.92	 Agree.
3.请对以下陈述进行总结：
①There was a statistically significant difference of responses on reading focus when grouped according to sex because the obtained p-value was less than 0.05. It shows that there was significant difference of responses between male and female where the male respondents have higher assessment on reading focus as compared to female respondents.
There was a statistically significant difference of responses on monitoring behavioral performance when grouped according to major because the obtained p-value was less than 0.05. Post hoc test revealed that there was significant difference of responses between electrical engineering and finance. Based on the results, the electrical engineering students have lesser assessment on monitoring behavioral performance.
②There was a statistically significant difference of responses on sentence structure analysis when grouped according to age because the obtained p-value was less than 0.05. Post hoc test showed that there was significant difference of responses between 21 years old and 20 years old. Based on the results, the respondents belonged to 20 years old age group have higher assessment on sentence structure analysis. 
There was a statistically significant difference of responses on vocabulary understanding when grouped according to major because the obtained p-value was less than 0.05. Post hoc test revealed that there was significant difference of responses between electrical engineering and finance and between electrical engineering and mechanical. Based on the results, the electrical engineering students have lesser assessment on vocabulary understanding.
③There was a statistically significant difference of responses on summarizing when grouped according to sex because the obtained p-value was less than 0.05. It shows that there was significant difference of responses between male and female where the female respondents have higher assessment on summarizing as compared to male respondents.
There was a statistically significant difference of responses on reasoning when grouped according to major because the obtained p-value was less than 0.05. Post hoc test revealed that there was significant difference of responses between electrical engineering and finance. Based on the results, the electrical engineering students have lesser assessment on reasoning. 
④As seen in the table, the computed rho values ranging from 0.234 to 0.503 indicate a weak to moderate direct relationship among the sub variables of reading comprehension monitoring ability and comprehension level. It shows a statistically significant relationship between reading comprehension monitoring ability and comprehension level since the obtained p-values were less than 0.01.
⑤As seen in the table, the computed rho values ranging from 0.181 to 0.377 indicate a very weak to weak direct relationship among the sub variables of reading comprehension monitoring ability and reading strategies. It shows a statistically significant relationship between reading comprehension monitoring ability and reading strategies since the obtained p-values were less than 0.01.
⑥As seen in the table, the computed rho values ranging from 0.232 to 0.472 indicate a weak to moderate direct relationship among the sub variables of comprehension level and reading strategies. It shows a statistically significant relationship between comprehension level and reading strategies since the obtained p-values were less than 0.01.