introvert personalities. Extraverted qualities may help learners seek out opportunities and people to assist with L2 learning, whereas introverts may find it more difficult to seek out such opportunities for interaction. However, it has also been suggested that, while extraverts might experience greater fluency, introverts are likely to make fewer linguistic errors. Further, while extraversion might be beneficial through its encouragement of learning autonomously, it may also present challenges as learners may find reflective and time-management skills to be difficult. However, one study has found that there were no significant differences between extroverts and introverts in the way they achieve success in a second language. Other personality factors, such as conscientiousness, agreeableness, and openness influence self-regulation, which helps L2 learners engage, process meaning, and adapt their thoughts, feelings, and actions to benefit the acquisition process. SLA research has shown conscientiousness to be associated with time-management skills, metacognition, analytic learning, and persistence; agreeableness to effort; and openness to elaborative learning, intelligence, and metacognition. Both genetics and the learner's environment impact the personality of the learner, either facilitating or hindering an individual's ability to learn. Social attitudes such as gender roles and community views toward language learning have also proven critical. Language learning can be severely hampered by cultural attitudes, with a frequently cited example being the difficulty of Navajo children in learning English. Also, the motivation of the individual learner is of vital importance to the success of language learning. Motivation is influenced by goal salience, valence, and self-efficacy. In this context, goal salience is the importance of the L2 learner's goal, as well as how often the goal is pursued; valence is the value the L2 learner places on SLA, determined by the desire to learn and attitudes about learning the L2; and self-efficacy is the learner's own belief that he or she is capable of achieving the linguistic goal. Studies have consistently shown that intrinsic motivation, or a genuine interest in the language itself, is more effective over the long term than extrinsic motivation, as in learning a language for a reward such as high grades or praise. However, motivation is dynamic and, as an L2 learner's fluency develops, their extrinsic motivation may evolve to become more intrinsic. Learner motivation can develop through contact with the L2 community and culture, as learners often desire to communicate and identify with individuals in the L2 community. Further, a supportive learning environment