Impact of Civic Education in Physical Education Classrooms on Students' Psychological Development and Its Quantitative Analysis Model

Abstract

The study started from the question of to what extent Civic Education in the physical education classroom can actually influence the development of students' psychological health, and explored the integration of theory and empirical evidence. With 478 physical education students as the research subjects and self-esteem scale, psychological elasticity scale and well-being scale as the measurement tools, the study quantifies the real changes that occur in students' psychology after the integration of Civic-Political education into the physical education classroom. The results found that sports civic education does effectively promote students' psychological health. Its effect is mainly reflected in four dimensions: teaching frequency, form richness, content identity, and effect perception. Students' identification with the content of Civics is closely related to their sense of self-affirmation, with a correlation coefficient of 0.694, while their perception of the teaching effect is closely related to their learning satisfaction, with a correlation coefficient of r=0.886. It was further found through the establishment of a multiple regression mathematical model that it is the students' internal identification with the content of the Civics and the actual feeling of the effectiveness of the teaching and learning that is the key driving force for the psychological growth, which explains 63.7% and 71.8% of the changes in mental health, respectively. In contrast, simply increasing the frequency of Civics elements or enriching the form of teaching has a limited effect. Teaching experiments showed that students who received sports Civics education improved significantly better than the traditional teaching group in psychological dimensions such as anxiety and paranoia, with effect sizes Cohen's d ranging from 0.293 to 0.482.