Extroversion and introversion are two of the personality variables mentioned in the context of learning and achievements. The present article examines the performance of students in a distance learning environment, focusing on the issue of the distinct effect of specific personality attributes (in this case, extroversion and introversion). The study included 171 respondents divided into three research groups. Each group received a different form of feedback -- content feedback, effort feedback and ability feedback. Significant differences were found between the groups that received ability or effort feedback and the group that received only content feedback. Relationships were found between extroversion-introversion and the changes that occurred in motivation and achievements. It seems that extroverts benefited considerably from ability and effort feedback rather than content feedback.