ArticleFrontiers in psychology2026
The effect of integrating situational frustration education into physical education teaching on the psychological resilience of junior high school students: a 16 week parallel controlled teaching experimental study.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Objective: Insufficient psychological resilience among adolescents has become a critical public health concern that urgently needs to be addressed in China's basic education sector. Physical education serves as a natural vehicle for implementing frustration education and enhancing adolescents' psychological resilience. Grounded in Self-Determination Theory (SDT) and indigenous frustration education theory, this study aims to construct a systematic curriculum system integrating situational frustration education into junior high school physical education, and examine its intervention effect on students' psychological resilience through a 16-week parallel controlled teaching experiment, so as to provide theoretical basis and practical reference for junior high school physical education to achieve the goal of integrated development of physical and mental education. Methods: Using a cluster sampling method, a total of 114 students from two parallel Grade 8 classes at No. 2 Middle School of Xuyong County, Luzhou City, Sichuan Province were recruited as participants. One class was randomly assigned to the experimental group ( Results: (1) Repeated-measures mixed ANOVA revealed a significant Time × Group interaction effect on the total psychological resilience score ( Conclusion: Integrating situational frustration education into physical education can significantly improve the overall psychological resilience of junior high school students, and its effect is significantly better than that of conventional physical education. It exerts differential improvement effects on various dimensions of psychological resilience, significantly enhancing students' abilities in emotion control, goal focus, interpersonal assistance, and positive cognition, making it an effective practical pathway for implementing mental health education objectives in junior high school physical education.
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