The trait of openness to experience refers to someone who is active in intellectual pursuits and is related to typical intellectual engagement (Goff & Ackerman, 1992). The relationship between extroversion and academic performance can be seen in two ways because it can give someone who is introverted a greater ability to consolidate learning, less distractibility, and create better study habits than someone who is extroverted who performs inferior due to his social skills, distractions and impulsiveness. Neuroticism has a more negative correlation with academic performance because people are unable to manage stress and anxiety, which affects their performance. Some people can work better under stress, but most people have difficulty concentrating while taking a test or exam. Conscientiousness is also seen as a willingness to achieve (Digman, 1989), which results in highly successful educational measures. Finally, agreeableness focuses on friendliness, social conformity, and love from and with the people around you. The last two personality traits of the Big Five have in most cases a positive effect on academic performance because people feel good in their own skin when they are loved, which increases their willingness to achieve their academic goals. According to the study by Cost & McCrae (1992) the result of these Big Five traits is that they can be very useful in finding out whether someone's personality is more likely to lead to academic success or failure. This means that each of the Big Five personality traits has its own influence on academia