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The article argues the relevance of the self-esteem problem in adolescence, which is extremely important during their period of maturation, self-definition, evaluation of their abilities, basic values, and the search for ways to fulfill their dreams and satisfy needs. In scientific literature, there is no unequivocal interpretation of the essence of this phenomenon, as some researchers emphasize the need to create conditions for the development of necessary practical experience in positive self-assessment. Others focus on enhancing self-expression and self-disclosure, while others emphasize raising demands on adolescents to develop the ability to overcome difficulties in achieving success. The article emphasizes the necessity of considering the peculiarities of adolescence, the processes of self-identification, evaluation of one's actions, and the construction of perspectives, which are particularly challenging at this age. Unresolved aspects of the identified problem are highlighted, including the study of the level of formation of key competencies crucial for the formation of a positive attitude towards deep self-discovery, serving as a stimulus for self-development and self-improvement. Experimental findings establish that the individual's attitude towards oneself and the development of self-esteem are influenced by the attitudes of those around them. The research identified a range of problems in adolescents that require targeted systematic work, such as the inability to conduct a deep analysis of their achievements and failures, the inability to determine ways and options to overcome purely educational or life difficulties, the inability to appreciate the advice and remarks of more experienced individuals, insufficiently formed orientation towards the future, inadequate evaluation of others' attitudes towards oneself, and the inability to maintain the desired social status, as well as the inability to terminate unwanted relationships. The most essential competencies are highlighted, and the conclusion is drawn that they should be systematically developed, considering three basic factors: the experience of success and failure, the experience of others, and deep internal motivation. Keywords: self-esteem, adolescence, adolescent as an individual, attitude towards oneself, personality as the subject of own life, self-image, inner position.

A survey model was used with 499 students between 16 and 18 years of age to investigate associations between perceived social support, self-esteem, trait anger, and anger expression revealed by the Perceived Social Support scale - Revised (Yıldırım, 2004), the Rosenberg
Self-Esteem Scale (Rosenberg, 1965; Turkish version Cuhadaroglu, 1986), and the Trait Anger and Anger Expression Scale (Spielberger, Jacobs, Russell, & Craine, 1983) translated and adapted by Ozer (1994). Pearson product-moment correlation coefficients were determined. There was a significant
negative relationship among anger expression and the social support and trait anger perceived from family and teachers, and between self-esteem and trait anger. However, there was no significant relationship between peer support and trait anger, anger-in, anger-out, and anger control; nor
was there a significant relationship between self-esteem, anger-in, and anger-out. We also identified a significant positive relationship between self-esteem and anger control, and between self-esteem and the social support received from family and teachers.

AbstractThe present study compared the behavioral correlates of sociometric popularity status and consensual popularity status among a large group of children (N= 778) in their first year of secondary school. By means of self‐report and classmates' nomination procedures, the relative contribution of the two types of popularity to peer role strain and self‐esteem were investigated. Results indicated large differences in the behavioral correlates of both types of popularity: Sociometric popularity is largely related to cooperative behavior and being perceived as popular. Consensual popularity is highly related to fashion style and being perceived as not boring. The two types of popu‐larity were uniquely related to self‐esteem levels. Consensual popularity was directly linked to social self‐esteem; sociometric popularity appeared to be linked to self‐esteem through the reduction of peer role strain levels. The results are discussed in the light of social psychological theories of dominance and prestige among children.

AbstractAggressive behaviours during adolescence may be predictive of later conduct disorders, hence it is important to early detect their signals and deepen the study of their possible risk factors. In order to address these issues, our study pursued two main objectives: to evaluate the psychometric properties of the Italian adaptation of the Aggression Questionnaire Short‐Form (AQ‐SF), a form never previously used among Italian adolescents; and to investigate the relation among aggressiveness, emotional relationship with both parents and self‐esteem in a sample of adolescents. Our results highlighted that psychometric properties of the Italian AQ‐SF are satisfactory and encourage a wider use of this tool; in addition, we found that self‐esteem plays a mediation role between parental emotional availability and aggression. Prevention efforts should focus on improving the relationship with both parents and strengthening adolescent's self‐esteem.

Psychology researchers have suggested that in addition to its level, self-esteem is also manifested by other psychological components. One such component is contingency, which is the degree to which one's feeling of self-worth is influenced by evaluative standards. I investigated
how contingent self-esteem is related to trait self-esteem using Paradise and Kernis' Contingent Self-Esteem Scale and Rosenberg's (trait) Self-Esteem Scale. Data collected from classroom (N = 898) and Internet (N = 655) groups rendered a significant and consistent negative relationship
between contingent and trait self-esteem. In addition, higher contingent self-esteem individuals tend to have a greater variability with their trait self-esteem levels; as individuals age, their contingent self-esteem tends to decrease; psychological sensitivity to evaluations is the contingent
component most strongly associated with the level of self-esteem; and some evaluative resources, such as appearance, performance, and relationship, can be used by some individuals to boost their self-esteem. Future researchers should consider that the contingency of self-esteem is the psychological
component not only related to the stability of self-esteem but also to the level of self-esteem.