Self-Concept and Aggression in Elementary School Students

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Abstract
The relation between self-concept and aggression was studied utilizing a variety of assessment modalities and statistical procedures. Self-report, teacher-report, and sociometric ratings concerning aggression and self-concept were obtained on 251 children in Grades 2 through 5. Self-concept was not found to predict aggression nor vice versa; neither did self-concept differentiate aggressive and nonaggressive children. These results suggested that self-concept and aggression are important but independent aspects of child adjustment. Different correlates of aggression, however, were obtained, depending on the assessment procedure used to define the construct of aggression, highlighting issues of method variance and arguing for the importance of careful specification of assessment modalities in future research.