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Intervention on the externalization of undercontrolled junior high school students: a school-based randomized
Songhan Liu1, Yaru Li1, Wen Zhang2,3
1College of Psychology, Liaoning Normal University, Dalian, 116029, China.
BMC Public Health
|October 30, 2025
Summary
This study shows that an intervention program significantly reduced externalizing behaviors in undercontrolled junior high students. The program also improved personality traits, with lasting positive effects observed.
Area of Science:
- Developmental Psychology
- Clinical Psychology
- Educational Psychology
Background:
- Undercontrolled junior high school students exhibit high impulsivity and low self-control, increasing their risk for externalizing behaviors like aggression and antisocial conduct.
- Identifying and intervening with undercontrolled students is crucial for mitigating long-term social maladjustment and behavioral issues.
Purpose of the Study:
- To evaluate the effectiveness of a systematic experiential intervention program on the externalizing problem behaviors of undercontrolled junior high school students.
- To assess the impact of the intervention on personality traits associated with undercontrol.
- To determine the sustained effects of the intervention over time.
Main Methods:
- Latent class analysis identified 68 undercontrolled students (10.6%) from a sample of 643 junior high students.
- An experimental group (32 students) received 15 weeks of systematic experiential intervention, while a control group (30 students) engaged in free activities.
- Externalizing behaviors and personality scores were measured using the Youth Self-Report and Junior High School Students Personality Development Self-Assessment Questionnaire at pre-intervention, post-intervention, and four-month follow-up.
Main Results:
- The intervention group showed significantly lower externalizing problem behaviors compared to the control group post-intervention.
- Personality scores significantly improved in the intervention group compared to the control group.
- These positive effects on behavior and personality were sustained at the four-month follow-up.
Conclusions:
- The systematic experiential intervention program effectively ameliorates externalizing problem behaviors in undercontrolled junior high school students.
- The intervention demonstrates a sustained positive impact on personality development and behavioral regulation.
- Findings support the implementation of targeted interventions for at-risk student populations.
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