本研究以北京师范大学汉语国际教育第二学士学位学生为研究对象，探究其人格特质对专业认同的影响。本研究对北京师范大学珠海校区汉语国际教育第二学士学位2021级的54名毕业生发放大五人格问卷和专业认同问卷，收集数据后采用斯皮尔曼等级相关分析和线性回归分析。

研究结果显示，人格类型与专业认同存在相关关系。其中，神经质、外倾性、开放性、宜人性和尽责性与总体专业认同以及其下属的六个维度（认知、情感、投入、匹配、群体和教学）均存在不同程度的相关。在进一步研究中发现，高开放性的学生专业认知认同更高；高宜人性的学生的专业群体认同得分更高；高尽责性的学生的专业投入认同和专业教学认同相对更高。

In this study, students of the second bachelor's degree in Teaching Chinese to Speakers of other languages in Beijing Normal University were selected as the research objects, aiming to explore the influence of personality traits on professional identity of students of the second bachelor's degree in Teaching Chinese to speakers of other languages. In this study, 54 graduates of the class of 2021 with the second Bachelor's degree in Teaching Chinese to Speakers of Other Languages from Zhuhai Campus of Beijing Normal University were surveyed by the Big Five personality questionnaire and professional identity questionnaire, Spearman rank correlation analysis and regression analysis were used.

The results show that there is a correlation between personality type and professional identity. Among them, neuroticism, extraversion, openness, agreeableness and conscientiousness have different degrees of correlation with the six dimensions of overall professional identity （cognition, emotion, investment, matching, group and teaching ）and its subordinates. In the further study, it is found that students with high openness have higher professional cognitive identity; Students with high agreeableness scored higher on professional group identity; Students with high conscientiousness have higher professional involvement identity and professional teaching identity.