When Self-Esteem Makes the Difference: An Analysis of the Relationship Between Self-Perception and Aggressive Behavior in School Settings
Keywords:
Multidimensional self-esteem, Aggressive behavior in childhood, Primary school, Interpersonal relationships, Emotional regulation, Educational preventionAbstract
Aggressive behavior represents one of the major developmental challenges in school-age children, with significant impacts on individual and relational well-being. Although most studies highlight a protective effect of self-esteem on aggressive behaviors—and only under specific clinical conditions suggest a potential risk—the evidence remains fragmented, especially in the 9–11 age group. This study explores the relationship between self-esteem and aggressive behavior in a sample of 65 primary school children, using the TMA and the Aggressive Behavior subscale of the CBCL/6-18. Results revealed a negative—though not statistically significant—correlation between global self-esteem and aggressive behavior. However, significant negative correlations emerged for the Interpersonal and Competence domains of self-esteem, suggesting that children perceived relational acceptance and personal efficacy play a key role in behavioral regulation. Gender differences highlighted a higher prevalence of aggressive behaviors among boys. Despite the limitations related to sample size and cross-sectional design, these findings offer insights for designing targeted educational interventions aimed at strengthening relational efficacy and conflict management skills. From this perspective, experiential workshops based on simulations and guided reflections could provide children with practical tools to develop socio-emotional competencies, contributing to the prevention of aggressive dynamics. This study represents a first step toward future longitudinal and multidimensional research aimed at clarifying developmental trajectories linking self- perception and behavior in educational contexts.
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