High Narcissism and Low Self-Esteem as Risk Factors
for the Development of Conduct Problems and Aggression in Children
Tammy D. Barry, Ph.D.1, Alice Thompson2, Christopher T. Barry, Ph.D.1, John E. Lochman, Ph.D.3, Kristy Adler1, & Kwoneathia Hill4
1 The University of Southern Mississippi, 2 The University of Alabama Birmingham, 3 The University of Alabama, 4 The University of Mississippi
Table 1. Results of multiple regression analyses with narcissism and self-esteem as predictors
INTRODUCTION of conduct problems, aggression, and subtypes of aggression.
RESULTS
Narcissism is not viewed simply as high self-esteem. Indeed, Initial Model Main Effects Model Interaction Model The results generally supported the present study’s
narcissism includes a strong motivation to establish one’s Criterion Variables R2 ß ß ΔR2 ß ß ΔR2 ß
hypotheses. Narcissism was significantly related to race and
Gender Race Narca SEb Narc X SE
superiority in the eyes of others (Baumeister, Campbell, gender, thus these variables were controlled for in all
Conduct Problems-Parent Report c .082** -.28*** .03 .319*** .57*** -.14* .001 -.03
Krueger, & Vohs, 2003). Research has linked narcissism to subsequent analyses. As expected, narcissism and self-esteem
Conduct Problems-Teacher Reportc .078** -.24** .14† .121* .16† -.13† .001 .02
aggressive and violent behavior in adults and conduct were unrelated and were differentially related to problem
Aggression-Parent Report c .082** -.25** -.15† .435*** .67*** -.14* .000 .01
problems in children (Barry, Frick, & Killian, 2003; Bushman & behavior, with high narcissism and low self-esteem generally
Aggression-Teacher Report c .080** -.21** .19* .063** .16† -.19* .000 -.01
Baumeister, 1998; Frick, Bodin, & Barry, 2000). The relation of predicting conduct problems and aggression, even when
self-esteem is less clear, with lower self-esteem relating to controlling for gender and race (see Table 1). Contrary to
Proactive Aggression-Parent Report d .032† -.18* .03 .483*** .72*** -.07 .012* -.11*
aggression and conduct problems in younger children (e.g., Proactive Aggression-Teacher Report d .042* -.14† .15† .080** .22** -.18* .000 -.01
prediction, an interaction between narcissism and self-esteem
Lochman & Dodge, 1994) but higher self-esteem relating to Reactive Aggression-Parent Report d .062** -.24** -.09 .424*** .66*** -.14* .000 .01
was generally not found. Narcissism was a good predictor of
such problems in adults (e.g., Baumeister, Smart, & Boden, Reactive Aggression-Teacher Report d .097** -.26** .18* .073** .17* -.21** .000 -.01
aggression in general, and no differences between proactive
1996). and reactive aggression emerged. Although CU traits were
Note. Narc = Narcissism; SE = Self-esteem. Scores on Narcissism and Self-esteem were centered for these analyses. positively related to parent-reported conduct problems and
The present study examined the relation between narcissism a Composite based on the greater of parent or teacher report on the Narcissism scale of the Antisocial Processes Screening Device aggression, narcissism predicted unique variance in these
(APSD); b Score on the General Self-Worth scale on the Perceived Competence Scale for Children (PCSC); c From the Behavior
and self-esteem in children and the relation of these Assessment System for Children (Parent Rating Scale and Teacher Rating Scale; BASC-PRS and BASC-TRS); d From the VIRA-R problem behaviors, even when controlling for gender, race, and
constructs to conduct problems and aggression. The unique Measure of Proactive and Reactive Behaviors. CU traits (see Table 2).
† Trend; p < .10; * p < .05; ** p < .01; *** p < .001
contribution of narcissism, above and beyond a well-
established predictor of severe and persistent conduct DISCUSSION
problems (i.e., callous-unemotional traits), was also
examined. Table 2. Results of multiple regression analyses with narcissism and CU traits as predictors of The overall conclusions apparent from the child and adult
conduct problems, aggression, and subtypes of aggression literature appear to suggest that development plays a crucial
Main Effects Model Interaction Model role in the nature of the relation between self-esteem and
Criterion Variables ΔR2 ß ß ΔR2 ß narcissism. The findings of the present study provide further
METHOD Narc a CU b Narc X CU evidence that narcissism and self-esteem are unrelated (or
Conduct Problems-Parent Report c .327*** .49*** .19*** .001 .04 negatively related) in a sample of children with moderate to high
Participants were 160 children (99 boys and 61 girls) who were Conduct Problems-Teacher Report c .026 .18† -.02 .035* -.19* aggression and that high narcissism and low self-esteem predict
considered high-risk for aggressive behaviors based on a Aggression-Parent Report c .438*** .60*** .17** .004 -.06 aggression and conduct problems. Furthermore, narcissism is
teacher screener (Teacher Report of Proactive and Reactive Aggression-Teacher Report c .028 .18* -.02 .033* -.18* an important predictor of conduct problems and aggression in
Behaviors; Dodge & Coie, 1987). Following informed consent children, even when controlling for CU traits. Thus,
from parents and assent from children, children were Proactive Aggression-Parent Report d .506*** .64*** .19** .044*** .21*** consideration of narcissistic traits appears useful in the
administered the Perceived Competence Scale for Children Proactive Aggression-Teacher Report d .056* .28** -.09 .041* -.20* prediction of behavior problems. By providing interventions to
(Harter, 1982) to obtain a measure of their general self-esteem. Reactive Aggression-Parent Report d .415*** .62*** .10 .001 -.03
regulate narcissistic behaviors (e.g., emphasis on appropriate
Parents and teachers completed the Antisocial Processes responses to threats), externalizing behavior problems in
Reactive Aggression-Teacher Report d .032† .19* -.01 .043** -.21**
Screening Device (Frick & Hare, 2001), which provided several children with narcissistic tendencies may be minimized.
Note. Narc = Narcissism; CU = Callous-Unemotional traits. Scores on Narcissism and Callous-
subscales of psychopathy, including narcissism and callous- Unemotional traits were centered for these analyses. Gender and race were controlled in these
unemotional (CU) traits (scores based on a composite of both analyses (see Table 1 for effects). a Composite based on the greater of parent or teacher report on the REFERENCES
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For further information, please contact Tammy D. Barry, Ph.D., The University of Southern Mississippi, Department of Psychology 62, 366-374.
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