ADOLESCENT AGGRESSION IN SCHOOL CONTEXTS AND ITS PSYCHOLOGICAL CORRELATES

Abstract

Adolescent aggression is a heterogeneous set of intentional behaviors: physical, verbal, relational, direct, indirect, reactive, or proactive. This narrative review synthesizes theory, measurement research, longitudinal evidence, meta-analyses, and Pakistani studies to clarify contextual correlates of aggression in school-age adolescents. Evidence indicates that aggression should not be treated as a single trait or diagnosis. Anxiety may co-occur with aggression, particularly threat-driven reactive behavior, but directionality varies. Difficulties in emotion regulation and lower emotional intelligence are associated with aggression, although much evidence is correlational. Recent longitudinal meta-analysis does not support a causal claim that low self-esteem produces externalizing problems. Family relationships, peer victimization, school climate, and social learning provide contexts for risk and protection. Multi-informant assessment and differentiation of aggressive functions are recommended. School-based, parent-involved, and cognitive-behavioral interventions show promise, but adolescent-specific and culturally responsive evidence remains limited. Priorities for Pakistan include representative data, validated Urdu measures, longitudinal designs, and implementation research.