篮球教学对于初中生积极心理发展影响的实验研究
Experimental Study on the Influence of Basketball Teaching on the Positive Psychological Development of Junior High School Students
DOI: 10.12677/ap.2026.166310, PDF,    科研立项经费支持
作者: 李媛媛：武汉体育学院体育教育学院，湖北 武汉；洪晓彬：武汉体育学院心理学院，湖北 武汉
关键词: 篮球；初中生；积极心理；Basketball； Junior High School Students； Positive Psychology
摘要: 目的：本研究旨在探讨篮球教学干预对初中生积极心理发展的影响。方法：以初中生为研究对象，采用随机对照实验设计，将其分为实验组(篮球教学组，n = 44)与对照组(田径教学组，n = 42)，两组均接受为期一学期的教学干预。采用青少年积极心理发展量表，分别对两组研究对象进行干预前测与后测，通过独立样本t检验、两因素方差分析对干预效果进行统计检验。结果：干预前，实验组与对照组的积极心理发展水平无显著差异(t = 1.12, p = 0.266)；干预后，实验组积极心理发展水平显著高于对照组(t = 2.26, p = 0.009)。两因素方差分析结果显示，时间主效应显著(F = 31.51, p = 0.001)，表明两种教学干预均能提升初中生整体积极心理水平；组别主效应显著(F = 4.12, p = 0.045)，提示篮球教学干预效果优于田径教学干预；时间与组别的交互作用显著(F = 16.70, p = 0.001)，进一步简单效应分析表明，仅在干预后，实验组积极心理发展水平显著高于对照组。
Abstract: Objective: This study aims to explore the effect of basketball teaching intervention on the positive psychological development of junior high school students. Methods: Junior high school students were selected as research subjects and divided into an experimental group (basketball teaching group, n = 44) and a control group (track and field teaching group, n = 42) using a randomized controlled trial design. Both groups received one semester of teaching intervention. The Adolescent Positive Psychological Development Scale was used to conduct pre-intervention and post-intervention tests on the two groups respectively. Independent-samples t-test and two-factor analysis of variance (ANOVA) were adopted to statistically examine the intervention effects. Results: Before the intervention, there was no significant difference in the level of positive psychological development between the experimental group and the control group (t = 1.12, p = 0.266); after the intervention, the level of positive psychological development in the experimental group was significantly higher than that in the control group (t = 2.26, p = 0.009). The results of two-factor ANOVA showed that the main effect of time was significant (F = 31.51, p = 0.001), indicating that both teaching interventions could improve the overall positive psychological level of junior high school students; the main effect of group was significant (F = 4.12, p = 0.045), suggesting that the effect of basketball teaching intervention was superior to that of track and field teaching intervention; the interaction effect between time and group was significant (F = 16.70, p = 0.001). Further simple effect analysis revealed that the level of positive psychological development in the experimental group was significantly higher than that in the control group only after the intervention.
文章引用：李媛媛, 洪晓彬 (2026). 篮球教学对于初中生积极心理发展影响的实验研究. 心理学进展, 16(6), 228-233. https://doi.org/10.12677/ap.2026.166310

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