Zusammenhang von Belastungen der Lehrpersonen und Eltern mit reaktiver und proaktiver Aggression der Kinder: Bedeutung von Emotionsregulation und kooperativem Verhalten

Emotion regulation and cooperative behavior in stressful situations contribute to the explanation of children’s reactive and proactive aggression. How strongly do emotional regulation and cooperative behavior explain the effect of teachers’ and parents’ stress on children’s reactive and proactive aggression? Cross sectional questionnaire data from teachers and parents assessing N = 158 children with behavioral problems in kindergarten and primary school were analyzed. Structural equation models show that teacher’s or parent’s stress is related to emotion regulation and cooperation, indirectly to reactive and proactive aggression. The results highlight the importance of early support of emotion regulation and cooperative behavior.