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4 orderlmess, dependability, mpulse control, and bemg goal-oriented, which demonstrates a consistently positive correlation with academic performance (Costa McCrae, 1992; Grant, 2024). Several studies have demonstrated a strong link between conscientiousness and academic achievement across both secondary and postsecondary education (Odermatt et al., 2024). Research indicates that students who exhibit higher levels of conscientiousness often achieve better grades. This relationship is partly attributed to increased motivation and effort, with emerging studies identifying mediators like study behaviours and self-regulation that facilitate this connection (Conrad, Patry, 2012). One important aspect of personality that has garnered significant attention in academic achievement is extraversion which is associated with characteristics such as energetic, sociable, assertive, and sensation-seelang. its influence on academic achievement has been a topic of considerable discussion in the literature (Duff et al., 2004). However, despite these positive interpersonal qualities, research has shown that Exiraversion does not reliably predict academic performance. Hashmu Naz, (2020), found that while extraverted students may thrive socially and engage actively in discussions, these traits do not necessarily translate into higher AP. Previous studies have often utilised broad Big Five measures, which can cloud specific effects of individual traits (John et al., 2020). Significant gaps remain in the literature, particularly as reliance on domain-level personality scores may mask theoretically meaningful facet effects. This leaves ambiguities regarding which self-regulatory processes such as dutifulness, achievement striving, and self-discipline, predict performance beyond global Conscientiousness and IQ. Additionally, many studies focus exclusively on cumulative GPA as the outcome, which limits the ability to generalise findings to more precise, standardised assessments. This research aims to focus on individual personality elements, conscientiousness and extraversion examined separately alongside IQ. Using a single university sample with wide score variability and a continuous GPA, This study aims to