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.