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Abstract: The article deals with the main theoretical aspects of the problem of the relationship between the self-attitude of the individual and aggression. On the basis of theoretical analysis, the authors pose a hypothesis that highly aggressive students should have some peculiarities of the structure of their self-attitude. Exploratory factor analysis was used to test the hypothesis of research and study of the peculiarities of the structure of self-attitude in highly aggressive students. Three factors were identified by means of a varimax rotation, which were defined as superiority complex, sincerity of self-presentation, and self-sufficiency. Superiority complex is a factor consisting of such structural elements as self-acceptance, self-confidence and self-guidance. Thus, highly aggressive students are distinguished by unquestionably positive attitude towards themselves. They are good at controlling their actions, preferring not to listen to others and do everything their own way. Sincerity of self-presentation is manifested in the fact that highly aggressive students are open to the external environment and have no internal conflict, no conflict with themselves, because their openness does not lead to awareness of problems as a critical situation. They do not hesitate to show aggression, because they believe that this is a normal way of problem solving. Self-sufficiency of highly aggressive students is expressed in the attitude according to which they are said incapable of being wrong. This behavior can be explained by the mechanism of the formation of the “looking-glass self” according to Charles Cooley, i.e. positive self-perception of oneself, as a result of the positive reinforcement of aggressive actions from the outside. Aggressive students have a high level of sense of self-efficacy, and are, therefore, self-confident.