Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly restrictive statistical models on a sample of n = 246 FL learners. The relationships between personality—operationalized as global and lower order factors in the five factor model—and the FL emotions of Foreign Language Enjoyment, Anxiety, and Boredom were examined. The global factors of Neuroticism, Extraversion, and Conscientiousness, and the lower order factors of Trust, Dutifulness, and Cheerfulness were significant predictors of FL emotions. However, the complexity of personality as a predictor variable is demonstrated in the intricacy of the results and as such the inclusion of personality in explanatory models of FL emotions ought to be approached with caution.

人格已被认为是外语（FL）课堂上经历的情绪的可能先决因素。然而，对比的结果和不同的人格模型导致了模棱两可的发现。本研究旨在通过对n = 246 名 FL 学习者样本进行一系列越来越严格的统计模型，深入探讨人格作为 FL 情绪预测因子的作用。研究了人格（在五因素模型中可操作为全局因素和低阶因素）与外语享受、焦虑和无聊的 FL 情绪之间的关系。神经质、外向性和尽责性的全局因素以及信任、责任感和快乐的低阶因素是 FL 情绪的重要预测因子。然而，人格作为预测变量的复杂性在结果的复杂性中得到了证明，因此将人格纳入 FL 情绪的解释模型中应该谨慎对待。