翻譯從業人員依服務形式大體上可分為口譯人員及筆譯人員，此二類同為翻譯從業人員，但有不同的工作型態，因此是否具備不同心理素質目前也未有定論。至今臺灣多數口筆譯者人格特質的相關研究，多是以口筆譯學生為研究對象，之前多項研究也多未將口譯專業及筆譯專業進行區分，或僅研究其中一個領域，由此可見目前臺灣翻譯領域針對性向測驗的相關研究仍有相當大的缺口，有待補足。故本研究應用邁爾斯──布里格斯性格分類法（Myers-Briggs Type Indicator，簡稱MBTI），以修訂過的中文版量表，針對「口譯組在學生」、「專業口譯員」、「筆譯組在學生」、「專業筆譯員」，分析並比較各組的人格類型差異。得至以下結論：本研究共169個樣本中，有42位的人格類型為ISTJ（內向/感官/思考/判斷），約莫所有樣本的四分之一，因此ISTJ可稱為是具口筆譯淺質的大宗人格類型，且其中有高達94位受試者同時具備TJ（思考/判斷），可推測思考與判斷是多數有意從事口筆譯的人大多的傾向。再者，本研究還測出ISTJ（內向/感官/思考/判斷）及ESTJ（外向/感官/思考/判斷）兩者皆為專業口譯員相對多數的人格類型，共36位專業口譯員樣本中，兩種人格類型各有7人。而專業筆譯員最大宗的人格類型為ISTJ（內向/感官/思考/判斷），共94位專業筆譯員樣本中，ISTJ即占27人。可從有限的在學生樣本分析結果推論目前翻譯研究所筆譯組篩選學生的機制與標準的確可能找出具專業筆譯員人格類型的人才，但口譯組則未必能有效找出符合大部分專業口譯員人格類型的學生，這可能是因專業口譯員的工作內容往往更加複雜，致使選才上的困難。

Translators and interpreters both provide interlingual language services but through different mediums of communication. However, translators and interpreters are often defined as and categorized under the same type of occupation. No conclusion has been reached in regard to whether translators and interpreters have different personality profiles. To date, the majority of the studies on the personality traits of interpreters and translators in Taiwan have focused on students of interpretation and translation. They also have not made a distinction between the professions of interpretation and translation, or may have only studied one of the two fields. It can be seen that there still exists a considerable gap in the research of personality in the field of translation and interpretation. Therefore, this study has applied the Myers-Briggs Type Indicator (MBTI) with an existing personality test in Chinese to analyze and compare the personality type differences of four groups of subjects, student interpreters, professional interpreters, professional translators, and student translators. The researcher concludes: 42 out of the total 169 subjects belong to the personality type of ISTJ (Introversion/Sensing/Thinking/Judging), which is about a quarter of all subjects. Therefore, it is inferred that ISTJ (Introversion/Sensing/Thinking/Judging) is the major personality type of people with potential as translators and interpreters. And 94 out of the total 169 subjects demonstrate more preference for both T and J, which indicates that Thinking and Judging are the major personality preferences of translators and interpreters. The two most frequent personality types of professional interpreters are ISTJ (Introversion/Sensing/Thinking/Judging) and ESTJ (Extraversion/Sensing/Thinking/Judging). In the total subjects of 36 professional interpreters, 7 interpreters belong to the two personality types respectively. The most frequent personality type of professional translators is ISTJ (Introversion/Sensing/Thinking/Judging). In the total subjects of 94 professional translators, 27 translators belong to the type. With the limited subjects of students, the study suggests that the interpretation and translation institute in Taiwan for selecting students are more likely to find the talents with the personality type of professional translators, but may not be able to effectively identify students who have the personality type of most professional interpreters due to the complexity and diversity of interpreters’ jobs.

一、中文文獻
朱明星（2010）。管理者的血型、人格特質與工作績效之關聯性研究（未出版之碩士論文）。國立臺北大學，臺北。
池進通、李鴻文、陳芬儀（2008）。五大人格特質與工作績效關係之研
究。經營管理論叢，4（2），1-9。
李文進、簡伯丞（2002）。飛行員之人格特質與生活適應。中華民國航空醫學暨科學期刊，16（1），19-26。
李化達（2016）。MBTI人格類型與崗位勝任力的相關研究（未
出版之碩士論文）。澳門城市大學，澳門。
邱皓政（2011）。量化研究與統計分析：SPSS（PASW）資料分析範例解
析。台北：五南書局。
施彥如（2005）。會議口譯員之人格特質及焦慮程度初探：以台灣地區自由會議口譯員為例（未出版之碩士論文）。國立臺灣師範大學，臺
北。
胡家榮、廖柏森（2009）。臺灣大專中英口譯教學現況探討。編譯論叢，2（1），151-178。
范家銘（2012）。口譯員潛質:口譯員觀點。編譯論叢，5（2），117-151。
張同廟、劉維群（2007）。五大人格特質與領導能力之關係探討：以台南地區大學校院學生社團幹部為例。高雄餐旅學報，9（1&2），35-
61。
張春興（1989）。張氏心理學辭典。臺北：東華。
張春興（1991）。教育心理學。臺北：東華。
張春興（2013）。現代心理學。臺北：東華。
莫薇．安姆瑞（Merve Emre）（2019）。「性格」販子：最受歡迎的人格測驗MBTI大揭密（駱香潔譯）。臺北：行路（原著出版年：2018）
陳子瑋、林慶隆、彭致翎、林俊宏、何承恩（1996）。臺灣大專校院翻譯課程師資及教師教學目標之研究。編譯論叢，10（1），83-120。
陳子瑋、林慶隆、彭致翎、吳培若、何承恩、張舜芬、廖育琳（2012）。臺灣翻譯產業調查研究。臺北：國家教育研究院。
曾信超、周宥均（2010）。銀行從業人員內外控人格特質之實證研究。臺南科技大學通識教育學刊，9，49-62。
曾仁德（2005）。臺灣口譯產業分析：以中英會議口譯次產業為例（未出版之碩士論文）。輔仁大學翻譯學研究所，臺北。
趙峻波（2009）。MBTI性格類型方法在大學生職業規劃中的應用。中國
電力教育。2009（8），151-152。
劉宗明、黃德祥（2008）。國中教師人格特質與教學效能之研究。臺北市立教育大學學報，39(2)，1-33。
蔡華儉、朱臻雯、楊治良（2001）。心理類型量表（MBTI）的修訂初
步。應用心理學，7（2），33–37。
薛秀宜、陳利銘、洪佩圓（2006）。人格理論新紀元：人格五因素模式之測驗工具與其研究應用。教育與發展，23（1），109-118。
鍾玉玲、黃芸新（2013）。翻譯能力與人格特質之關連：以臺灣的科技大學學生為例。廣譯，9，149-176。
羅正學、苗丹民、皇甫恩、陳足懷（2001）。MBTI—G 人格類型量表中
文版的修訂。心理科學，24（3），361-362。

二、英文文獻
Alessandri, G., & Michele, V. (2012). The Higher-Order Factors of the Big Five as Predictors of Job Performance. Personality and Individual Differences, 53(6), 779-784.
Alexandra, R. & June, E. (2017). Investigating tolerance of ambiguity in novice and expert translators and interpreters: An exploratory study. The International Journal for Translation & Interpreting Research, 9(2), 53–66.
Alexandra, R., June, E., & Daniel, B. (2011). A story of attitudes and aptitudes? Investigating individual difference variables within the context of interpreting. Interpreting, 13(1), 53-69.
Alicia, B. M. (2014). Self-efficacy in translation. Translation and Interpreting Studies. 9(2), 197-218.
Allport, W.G. (1961). Pattern and Growth in Personality. New York: Holt, Rinehart & Winston.
Barboni, T. (1999). Translation and the unconscious. In C. Lejeune (Ed.), Translation theory and practice 3th (pp. 23–33). Mons: Le Ciephum.
Barrick, M. R., Michael K. M. & Timothy A. J. (2001) Personality and Performance at the Beginning of the New Millennium: What Do We Know and Where Do We Go Next? International Journal of Selection and
Assessment, 9(1-2), 9-30.
Bowen, M. (1994). Ingredients to Success as a Language Specialist. In Deanna L. H. (Ed.), Professional Issues for Translators and Interpreters (pp. 181-192). Amsterdam, Netherlands: John Benjamins Publishing Company.
Charles R. M. (1997). Looking at Type: The Fundamentals. Gainesville, FL: CAPT.
Costa, P. T., Jr., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4, 5-13.
Eysenck, H. J. (1990). Biological dimensions of personality. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 244–276). New
York: Guilford Press.
Gay, L. R. (1992). Educational research competencies for analysis and application. New York, NY: Macmillan.
George, D., & Mallery, P. (2003). Using SPSS for Windows Step by Step: A Simple Guide and Reference (4th ed.). London, England: Pearson Education.
Gile, D. (2001). L’évaluation de la qualité de l’interprétation en cours de formation. Translators’ Journal, 46(2), 379-393.
Goldberg, L. R. (1999). A Broad-Bandwidth, Public Domain Personality Inventory Measuring the Lower-Level Facets of Several Five-Factor Models. Journal of Research in Personality, 40(1), 84-96.
Goldberg, L.R. (1992) The Development of Markers for the Big-Five Factor Structure. Psychological Assessment, 4, 26-42.
Henderson, J. (1980). Siblings observed. Babel, 26(4), 217–225.
Huang, C. & Huang, C. (1992) Chinese university students on the MBTI. Psychological Testing, 39, 285-295.
Hubscher-Davidson, S. (2009). Personal Diversity and Diverse personalities in Translation: A Study of Individual Differences. Perspectives, 17(3), 175-92.
Hubscher-Davidson, S. (2013). Emotional Intelligence and Translation Studies: A New Bridge. Meta, 58(2), 324–346.
Isabel Briggs Myers. (1998). Introduction to Type (6th ed). Mountain View, CA: Cpp.
Jackson, S. L., Parker, C. P., & Dipboye, R. L. (1996). A comparison of competing models underlying responses to the Myers-Briggs Type Indicator. Journal of Career Assessment, 4, 99–115.
Kreutzer J.S., DeLuca J., Caplan B. (2010). Encyclopedia of Clinical Neuropsychology. New York, NY: Springer.
Liu J. (2019). Significance of MBTI Personality Type Theory in the Diversified Growth of Applied Undergraduates. IETI Transactions on Social Sciences
and Humanities, 5, 243–249.
McCaulley, M. H., & Martin, C. R. (1995). Career assessment and the Myers-Briggs Type Indicator. Journal of Career Assessment, 3, 219–239.
Merchant, K. A. (1985). Organizational Controls and Discretionary Program Decision Making: A Field Study. Accounting, Organizations and Society, 10(1), 67-85.
Mlačić & Goldberg. (2007). An analysis of a cross-cultural personality inventory: the IPIP Big-Five factor markers in Croatia. Journal of Personality Assessment, 88(2), 168-177.
Moore, T. (1987). Personality tests are back. Fortune, 30. 74-82.
Myers, I. B. (1962). The Myers-Briggs Type Indicator manual. Princeton, NJ: Educational Testing Service.
Myers, I. B., & McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
Myers, I. B., McCaulley, M. H., Quenk, N. L., & Hammer, A. L. (1998). MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
Pervin, L. A., Cervone, D., & John, O. P. (2005). Personality: Theory and Research (9th ed). New York: John Wiley & Sons.
Reiss, K. (2000). Translation Criticism---the Potentials and Limitations: Categories and Criteria for Translation Quality Assessment (Rhodes, Erroll F., Trans.) Manchester, England: St. Jerome Publishing. (Original work published 1971)
Schriesheim, C., Hinkin, T. & Podsakoff, P. (1991). Can ipsative and single-item measures produce erroneous results in field studies of French & Raven’s (1959) Five Bases of Power? Journal of Applied Psychology, 76, 106-l14.
Timarová, Šárka & Salaets, Heidi (2011): Learning styles, motivation and cognitive flexibility in interpreter training: Self-selection and aptitude. Interpreting, 13(1):31-52.
Weber, W. K. (1984). Training Translators and Conference Interpreters. Florida, FL: ERIC Clearinghouse on Language and Linguistics.