Traditional masculinity and aggressive behavior: the influence of gender norms and educational attainment.

Introduction: Traditional masculinity norms have been consistently linked to aggression in men, yet relatively few studies have examined how specific masculinity dimensions relate to distinct forms of aggression within structural and social contexts. Drawing on hegemonic masculinity and gender role strain theory, this study conceptualized masculinity as a socially constructed and contextually reinforced set of ideals influencing emotional and behavioral regulation. The aim was to examine how distinct masculinity dimensions relate to multiple aggression domains, while considering educational attainment and geographic setting as contextual factors. Methods: A sample of 229 Swedish men aged 18 to 40 completed the Male Role Norms Inventory-Short Form (MRNI-SF) and the Swedish Universities Scales of Personality (SSP), assessing seven masculinity dimensions and five aggression domains: mistrust, irritability, verbal trait aggression, physical trait aggression, and social desirability. A multivariate general linear model (GLM) was conducted, followed by univariate analyses. Results: The multivariate GLM revealed significant multivariate effects for the masculinity dimensions Restrictive Emotionality, Dominance, and Toughness, as well as for Educational Attainment. Univariate analyses showed that Restrictive Emotionality and Dominance predicted higher levels of Mistrust, whereas Dominance and Toughness were associated with higher Physical Trait Aggression. Avoidance of Femininity showed a positive unadjusted association with Verbal Trait Aggression, although this effect did not remain significant after correction. Educational Attainment demonstrated consistent main effects, with lower education associated with higher scores on Mistrust and Physical Trait Aggression. Geographic Setting did not show significant effects. Discussion: These findings indicate that aggression is shaped by a combination of psychological dispositions and socially reinforced gender expectations, with different masculinity dimensions uniquely associated with specific forms of aggression. The results underscore the importance of structural context, particularly educational environments, in shaping the internalization and behavioral expression of masculine norms. Interventions that promote emotional competence and critical engagement with gender roles, especially within educational settings, may help reduce male aggression and support healthier expressions of masculinity. Future research should adopt intersectional and longitudinal approaches to further clarify how gender, class, and cultural background interact to shape masculinity and its behavioral outcomes.