Investigation of the Relationship Between Personality Traits, Academic Procrastination and Metacognitive Reading Strategies of Students Studying in Different Faculties

This study was conducted with the aim of examining the relationship between the personality traits, academic procrastination, and metacognitive reading strategies of students studying in various faculties at xxxxxUniversity. The population of the study consists of students enrolled in different faculties at xxxxx University during the 2023-2024 academic year. A total of 675 students from the Faculty of Sports Sciences, the Faculty of Arts and Sciences, and the Vocational School of Social Sciences participated in the study. The 'survey method' was used as the data collection tool in this study. The survey form consists of four sections and a total of 64 questions. The first section includes 5 statements related to demographic variables, the second section consists of the 'Five-Factor Personality Inventory' with 17 statements, the third section contains the 'Metacognitive Reading Strategies Scale' with 22 statements, and the fourth and final section includes the 'Academic Procrastination Scale' with 19 statements. The results were evaluated within a 95% confidence interval, with a significance level of 0.05. According to the results obtained from the findings of the study, when the averages of the answers given by the participating students to the scale questions were examined, it was found that they effectively used analytical and pragmatic reading strategies, exhibited high levels of self-discipline and extroverted personality traits, and had moderate levels of academic procrastination. Statistically significant differences were identified in metacognitive reading strategies with respect to gender, participation in sports, involvement in personal development activities, the faculty attended, and daily reading time. Additionally, significant differences were found in personality traits and academic procrastination levels with respect to gender. Lastly, a positive correlation was observed between the sub-dimensions of metacognitive reading strategies and personality traits, as well as with academic procrastination levels.