<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This paper combines the characteristics of the ARCS model and the goals of psychology education to design a model of psychology education that incorporates the ARCS model and explains in detail the structure and implementation principles of the model. The survey samples are determined, the research data are obtained by distributing questionnaires to three universities, the correlation coefficients of the research variables are obtained by using the formula for calculating the correlation coefficients in the linear regression model, and the regression equations are constructed with the help of the least squares method. The impact of integrating the ARCS model for psychology education was analyzed using the data that had already been processed. The results showed that the trailing “*” in the T-value of the experimental and control groups in the posttest assessment of learning disabilities, personality deficits, behavioral disorders, and other heart problems indicated that the correlation coefficients were at the 0.05 level of significance and that their correlation coefficients of the two-sided probability of relevance, Sig. (2-tailed), were all less than 0.05, i.e., they satisfied the P&lt;0.05, indicating that there is a significant difference between the dimensions of the experimental group’s posttest and the control group’s posttest. After the psychological education integration of the ARCS model, the ability of students in the experimental group to overcome learning disabilities and behavioral disorders has significantly improved, which is considerably higher than the ability of students in the control group, confirming the feasibility of the research method in this paper.</p>
</abstract>

This paper combines the characteristics of the ARCS model and the goals of psychology education to design a model of psychology education that incorporates the ARCS model and explains in detail the structure and implementation principles of the model. The survey samples are determined, the research data are obtained by distributing questionnaires to three universities, the correlation coefficients of the research variables are obtained by using the formula for calculating the correlation coefficients in the linear regression model, and the regression equations are constructed with the help of the least squares method. The impact of integrating the ARCS model for psychology education was analyzed using the data that had already been processed. The results showed that the trailing “*” in the T-value of the experimental and control groups in the posttest assessment of learning disabilities, personality deficits, behavioral disorders, and other heart problems indicated that the correlation coefficients were at the 0.05 level of significance and that their correlation coefficients of the two-sided probability of relevance, Sig. (2-tailed), were all less than 0.05, i.e., they satisfied the P<0.05, indicating that there is a significant difference between the dimensions of the experimental group’s posttest and the control group’s posttest. After the psychological education integration of the ARCS model, the ability of students in the experimental group to overcome learning disabilities and behavioral disorders has significantly improved, which is considerably higher than the ability of students in the control group, confirming the feasibility of the research method in this paper.

An analysis of the effectiveness of psychology education in colleges and universities based on the ARCS model

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

This paper combines the characteristics of the ARCS model and the goals of psychology education to design a model of psychology education that incorporates the...

An analysis of the effectiveness of psychology education in colleges and universities based on the ARCS model

Publié en ligne: 30 mai 2024

Pages: -

Reçu: 06 févr. 2024

Accepté: 10 avr. 2024

DOI: https://doi.org/10.2478/amns-2024-1231

Mots clés
Linear regression model, Correlation coefficient, Significance test, ARCS model, Psychology education

© 2024 Xiaomei Wu, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

An analysis of the effectiveness of psychology education in colleges and universities based on the ARCS model

Publié en ligne: 30 mai 2024

Pages: -

Reçu: 06 févr. 2024

Accepté: 10 avr. 2024

DOI: https://doi.org/10.2478/amns-2024-1231

Mots clésLinear regression model, Correlation coefficient, Significance test, ARCS model, Psychology education

© 2024 Xiaomei Wu, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
Linear regression model, Correlation coefficient, Significance test, ARCS model, Psychology education