Investigation of the effect between personality traits, academic procrastination and metacognitive reading strategies of students studying in different faculties

This study aimed to investigate the impact among personality traits, academic procrastination, and metacognitive reading strategies of students from different faculties at Bingöl University. The study's population comprises students from various faculties at Bingöl University during the 2023-2024 academic year. The study involved a total of 675 students from the Faculty of Sports Sciences, Faculty of Arts and Sciences, and Vocational School of Social Sciences. The "survey method" was used as the data collection tool in our research. The survey form consists of four sections and a total of 66 questions. The first section contains 8 statements related to demographic variables. The second section utilizes the "Five-Factor Personality Inventory," consisting of 17 statements, the third section uses the "Metacognitive Reading Strategies Scale," consisting of 22 statements, and the fourth and final section uses the "Academic Procrastination Scale," consisting of 19 statements. Results were assessed at a 95% confidence interval, with a significance level of 0.05. In conclusion, based on the findings from our study, when examining the average responses of the students who participated in the research, it was observed that they utilized analytical and pragmatic reading strategies at a high level, had high levels of self-discipline and extraversion, and exhibited moderate levels of academic procrastination. A statistically significant difference was found among groups in metacognitive reading strategies with respect to gender, engagement in sports, participation in personal development activities, the faculty in which they studied, daily reading time, and daily study time. Similarly, for personality traits, there were statistically significant differences with respect to gender and daily study time. For academic procrastination, significant differences were identified with respect to gender and daily study time. A positive correlation was also found between the sub-dimensions of metacognitive reading strategies and personality traits and academic procrastination levels.