Relational aggression involves behaviors intended to harm others’ social relationships, reputation or status, and feelings of belonging (Linder, Crick, & Collins, 2002). Relationally aggressive behaviors (e.g., social exclusion, malicious gossip, ignoring someone) are likely to interfere with college students’ wellbeing and success. Examples of the adverse correlates of relational aggression include peer rejection, anxiety and depression, poor psychological adjustment, problematic alcohol use, and dysfunctional anger (Dahlen, Czar, Prather, & Dyess, 2013; Goldstein, 2011; Werner & Crick, 1999). Campus professionals regularly encounter the impact of relational aggression. University housing offices receive complaints about relationally aggressive living situations, resident assistants are asked to settle disputes involving relationally aggressive students, and counseling center staff encounter students experiencing emotional distress due to relational victimization. By improving our understanding of relational aggression, we will be better equipped to mitigate its impact on campus. We investigated the relationship of the Five-Factor Model (FFM; Goldberg, 1990) of personality and social anxiety to peer relational aggression among college students. The FFM conceptualizes personality as involving five latent domains: intellect/ imagination (i.e., openness to experience), conscientiousness, extraversion, agreeableness, and emotional stability (i.e., the inverse of neuroticism). The FFM has been used to understand the role of personality in overt aggression where the strongest relationships involve low emotional stability, low agreeableness, and low conscientiousness (Hosie, Gilbert, Simpson, & Daffern, 2014; Miller, Zeichner, & Wilson, 2012). While less is known about the relationships of FFM traits to relational aggression, most of the traits should be relevant. Low emotional stability involves an increased tendency to experience unpleasant emotional states (e.g., anger), and low agreeableness involves antagonism and hostility. Students high in extraversion enjoy groups and social events, suggesting they may be more likely to participate in group activities where relational aggression occurs. The role of conscientiousness is less clear, but the inverse relationship between conscientiousness and impulse control suggests that it might be inversely related to at least some forms of relational aggression. Burton, Hafetz, and Henninger (2007) found that low emotional stability, low agreeableness, and low

中文翻译：

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大学生人格、社交焦虑和关系攻击的五因素模型

关系攻击涉及旨在损害他人社会关系、声誉或地位以及归属感的行为（Linder、Crick 和 Collins，2002 年）。关系攻击性行为（例如，社会排斥、恶意八卦、无视某人）可能会干扰大学生的福祉和成功。关系攻击的不利关联的例子包括同伴排斥、焦虑和抑郁、心理调整不良、酗酒问题和功能失调的愤怒（Dahlen、Czar、Prather 和 Dyess，2013 年；Goldstein，2011 年；Werner 和 Crick，1999 年）。校园专业人士经常遇到关系攻击的影响。大学住房办公室收到有关关系激进的生活情况的投诉，常驻助理被要求解决涉及关系攻击性学生的纠纷，咨询中心工作人员会遇到因关系受害而经历情绪困扰的学生。通过提高我们对关系攻击的理解，我们将更有能力减轻其对校园的影响。我们调查了大学生中人格和社交焦虑的五因素模型（FFM；Goldberg，1990）与同伴关系攻击的关系。FFM 将人格概念化为涉及五个潜在领域：智力/想象力（即对经验的开放性）、尽责性、外向性、宜人性和情绪稳定性（即，神经质的反面）。FFM 已被用于了解个性在公开攻击中的作用，其中最强的关系涉及低情绪稳定性、低宜人性和低责任心（Hosie、Gilbert、Simpson 和 Daffern，2014 年；Miller、Zeichner 和 Wilson，2012 年） . 虽然对 FFM 特征与关系攻击的关系知之甚少，但大多数特征应该是相关的。低情绪稳定性涉及体验不愉快情绪状态（例如，愤怒）的倾向增加，低宜人性涉及对抗和敌意。外向性高的学生喜欢团体和社交活动，这表明他们可能更有可能参加发生关系攻击的团体活动。尽责的作用不太清楚，但尽责性和冲动控制之间的反比关系表明，它可能与至少某些形式的关系攻击呈负相关。Burton、Hafetz 和 Henninger (2007) 发现低情绪稳定性、低宜人性和低