Social Psychology Research

Abstract Introduction: This study aimed to investigate the predictive role of self-concept and school well-being in anger levels among adolescent boys. 
Method: A sample of 170 participants was selected using Cochran's formula during the 1402-1401 academic year. Data were collected using the Kaplan and Maher School Well-Being Questionnaire (1999), the Piers-Harris Children's Self-Concept Scale (CSCS) (1969), a Demographic Information Questionnaire, and the Spielberger State-Trait Anger Inventory-2 (STAXI-2) (1999). After excluding incomplete responses, data were analyzed using Pearson correlation and regression analysis in SPSS-24 software. 
Results: The findings revealed significant correlations between the predictor variables (self-concept and school well-being) and the criterion variable (anger level) in adolescent boys (P < 0.05). For state anger, interest in school (P < 0.001, β = -0.42), perceived academic self-efficacy (P < 0.022, β = -0.20), and self-concept (P < 0.007, β = 0.22) collectively explained 29% of the variance in anger levels (R² = 0.29). For trait anger, interest in school (P < 0.029, β = 0.20), perceived academic self-efficacy (P < 0.048, β = 0.18), and self-concept (P < 0.001, β = 0.33) accounted for 17% of the variance (R² = 0.17). Furthermore, in the model predicting anger expression, interest in school (P < 0.002, β = -0.26) and self-concept (P < 0.001, β = -0.25) explained 31% of the variance (R² = 0.31). 
Conclusion: The findings highlight the significant role of self-concept and school well-being in predicting state and trait anger among adolescent boys. These results align with prior research and emphasize the importance of these factors in emotional regulation and adolescent mental health.