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Freier Beitrag

Reaktive und proaktive Aggression bei Kindern und Jugendlichen – welche Rolle spielen sozial-emotionale Kompetenzen?

Published Online:February 28, 2015https://doi.org/10.1024/1661-4747/a000197

Abstract

Die vorliegende Studie untersucht spezifische Zusammenhänge zwischen reaktiver sowie proaktiver Aggression und sozial-emotionalen Kompetenzen aus der Sicht von 1468 Kindern und Jugendlichen (9–19 Jahre). Erfasst wurden Selbsteinschätzungen zu jeweils zwei Subtypen der reaktiven sowie proaktiven Aggression mit dem Differentiellen Aggressionsfragebogen (DAF) und zu sozial-emotionalen Kompetenzen anhand der Schülereinschätzliste für Sozial- und Lernverhalten (SSL). Korrelationsanalysen zeigten in fast allen Bereichen der Aggression negative Zusammenhänge mit sozial-emotionalen Kompetenzen. Mehrebenen-Regressionsanalysen ergaben, dass beide Aggressionstypen durch geringe wahrgenommene Kompetenzen (Selbstkontrolle, angemessene Selbstbehauptung) erklärt werden können und selbstberichtete reaktive Aggression auch mit hohem Einfühlungsvermögen assoziiert ist. Reaktive Aggression ging dabei mit einem niedrigeren und proaktive Aggression mit einem höheren Alter einher. Zudem lagen bedeutsame Geschlechtseffekte in nahezu allen Aggressionstypen zuungunsten von Jungen vor. Implikationen für die klinische Praxis werden diskutiert.


Reactive and proactive aggression in children and adolescents – the role of social-emotional skills

The present study examines specific relations between reactive/proactive aggression and social-emotional skills in self-assessments of 1468 children and adolescents (9–19 years). Self-assessments for two subtypes of reactive and proactive aggression measured by the Differential Aggression Questionnaire (DAF) as well as for social-emotional skills assessed by the Self-Report Checklist for Social and Learning Behavior (SSL) were collected. Correlation analyses indicated negative relations to self-perceived social-emotional skills in almost all subtypes of aggression. Multi-level regression analyses revealed that both types of aggression can be explained by low perceived skills (self-control, self-assertion). Reactive aggression was associated with a high perceived empathy. Furthermore, reactive aggression was related to a lower age and proactive aggression to a higher age. Implications for clinical practice are discussed.

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