DiscussionThe results for the first question on the big five personality traits indicated that agreeableness is the most common among the participants. Agreeableness is characterized by tolerance, selflessness, positive relationships and cooperating with others. Conscientiousness was in second place, characterized by competence, order, dutifulness, and self-discipline. Researchers attribute this to cultural factors and Jordanian customs, in addition to the fact that students are clinging to their own moral values.The third trait is openness to experience, which is characterized by flexibility and acceptance of new things, the technical development and globalization have a role in encouraging students to be open and curious. Extroversion is in fourth place, it is characterized by vitality and activity in addressing economic circumstances and the pressures of life. Neuroticism, characterized by anxiety, sadness, worry, and tension, is in the last place, possibly because of students' ability to adapt to circumstances and reduce anxiety through their social and personal skills.The results showed a high level of academic self-efficacy, reasons may include the university use of modern techniques in the classroom which encourage students, motivate them and increase their self-confidence. There was a statistical significance in academic self-efficacy according to gender, in favor of females. Females are more driven, following-up their studies and working harder to prove themselves, while males have a pessimistic outlook on the future with a poor chances of employment.There are also statistically significant differences academic self-efficacy by specialization, in favor of the sciences. This result agrees with others (Bandura,1996; Harris, 1990; Zemmerman, 1990).asserting that highly self-efficient individuals accomplish hard educational tasks. The researchers claim that students specializing in science make an effort because through their hard subjects the acquire high efficacy in comparison with students of humanities who may feel bored. The difference may also arise the educational environment, with laboratory provision and scientific instruments, while the humanities do not have a practical side. The results indicated a high level of academic adaptation, resulting from the educational environment taking into account requirements of the curriculum and practical's, and training courses to attract students to the university and improve their skills. However, there was a statistically significant difference in the level of academic adaptation in accordance with gender, in favor of females. There are more female than male students, facilitating their integration in to the environment; females also focus on the academic side more than males, who tend to spend time on other activities such as finding a source of income, which affects their level of academic adaptation negatively.The results showed a positive significant correlation between extroversion, openness to experience and both academic self-efficacy and academic adaptation; individuals with these two traits are active, enthusiastic and open to new ideas, which are reflected in their self-realization and make them more efficient (Sink, 1991Harris (1990) indicates that self-efficacy is influenced by student activities. Extroversion and openness to experience help in building good relations with teachers and colleagues in addition to participating in different activities and being open to the latest updates in technology. Consequently integrating with the university environment.There was a positive significant correlation between neuroticism, conscientiousness and both academic self-efficacy and academic adaption. Neuroticism is a negative emotional state in which the individual loses control of emotional stability and feels angry and stressed. Conscientiousness is characterized by obligation and self-discipline, with little time spent on other university activities. Therefore, academic self-efficacy and academic adaptation are lower.Agreeableness does not correlate with either academic self-efficacy or academic adaptation because it depends on tolerance and selflessness, which do not influence activity and efficacy as much as extroversion and being open to experience.