Hafsa, AmiraMansouri, Keltoum2024-10-232024-10-232024http://dspace.univ-oeb.dz:4000/handle/123456789/20179This study explored the extent to which students with different personality traits exhibit varying academic performance. Adopting a quantitative ex post facto research design, we collected data via a detailed questionnaire administered to a sample of 100 undergraduate EFL students at Larbi Ben M’hidi University. The gathered data were then analysed using the Statistical Package for the Social Sciences (SPSS), applying a non-parametric test, including the Kruskal-Wallis test, to examine the distribution of academic averages across different personality types. The central hypothesis posited that there would be no significant difference in academic performance among students with different personality traits. The Kruskal-Wallis test results showed no significant differences in academic averages across the different personality types, as evidenced by a p-value of .79. Despite some observed variances in academic performance among the different personality traits, these differences were not statistically significant. The findings imply that within this sample, personality traits are unlikely to be related to academic performance. The conclusion suggests that factors other than personality traits may play a more critical role in determining academic success. Then, teachers and policymakers may want to focus on these factors when aiming to enhance academic outcomes. The study contributes to the broader understanding of the complex interplay between personality and academic performance, indicating that personality may not be a crucial factor in academic performance in this context.enOther