The present study aimed to analyze the relationship between behavioral characteristics of hyperactivity and aggression with test anxiety and the level of academic engagement in second-year elementary school students. This study is applied in terms of purpose and is classified as a descriptive correlational study in terms of method. The statistical population of the study consisted of all sixth-grade female students in District 1 of Ardabil city in the academic year 1404-1405, from which a sample of 183 people was selected using a random cluster sampling method and based on statistical criteria. Standard instruments for measuring hyperactivity, aggression, test anxiety, and academic engagement were used to collect data. The resulting data were analyzed using descriptive and inferential statistical methods, including normality test, Pearson correlation coefficient, and multiple regression analysis. The results of the analyses indicated that aggression has a direct and significant relationship with test anxiety and, on the contrary, is associated with a decrease in the level of academic engagement. The findings also showed that hyperactivity can significantly predict increased test anxiety and decreased academic participation and engagement of students. Multivariate indices also indicated the intensity and significance of the effect of these behavioral variables on emotional and academic outcomes. Based on the results obtained, it can be concluded that hyperactivity and aggression are important factors that affect the emotional state and academic engagement of second-year elementary school students, and paying attention to these factors can play an effective role in educational planning and psychological interventions in schools.