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

Abstract

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.

Keywords

• Personality Traits
• Academic Procrastination
• Metacognitive Reading Strategies

Farklı Fakültelerde Öğrenim Gören Öğrencilerin Kişilik Özellikleri, Akademik Erteleme ve Üt Bilişsel Okuma Stratejileri Arasındaki İlişkinin İncelenmesi

Abstract

Bu çalışma, xxxx Üniversitesi bünyesinde farklı fakültelerde öğrenim gören öğrencilerin kişilik özellikleri, akademik erteleme ve üst bilişsel okuma stratejileri arasındaki ilişkinin incelenmesi amacı ile gerçekleştirilmiştir. Araştırmanın evrenini, xxxxx Üniversitesinde 2023-2024 eğitim öğretim döneminde farklı fakültelerde öğrenim gören öğrenciler oluşturmaktadır. Araştırmaya Spor Bilimleri Fakültesi, Fen Edebiyat Fakültesi ve Sosyal Bilimler Meslek Yüksekokulunda öğrenim gören toplam 675 öğrenci katılmış. Araştırma kapsamında veri toplama aracı olarak “anket yöntemi” kullanılmıştır. Anket formu dört bölüm ve toplam 64 sorudan oluşmakta olup, anketin birinci bölümünde demografik değişkenlerle ilgili 5 ifade yer almaktadır. Anketin ikinci bölümünde, 17 ifadeden oluşan “Beş Faktör Kişilik Envanteri”, üçüncü bölümünde 22 ifadeden oluşan “ Üst bilişsel Okuma Stratejileri Ölçeği”, dördüncü ve son bölümünde ise 19 ifadeden oluşan “Akademik Erteleme Ölçeği” yer almaktadır. Anket sonuçları %95 güven aralığında, anlamlılık 0.05 düzeyinde değerlendirilmiştir. Araştırmadan elde edilen bulgulara göre, araştırmaya katılım gösteren öğrencilerin ölçek sorularına verdikleri cevapların ortalamalarına bakıldığında analitik okuma ve pragmatik okuma stratejilerini iyi düzeyle kullandıkları, öz disiplin ve dışa dönük kişilik özelliklerinin yüksek düzeyde olduğu, akademik erteleme düzeylerinin de orta düzeyde olduğu tespit edilmiştir. Üst bilişsel okuma stratejilerinde cinsiyet, spor yapma durumu, kişisel gelişimi sağlayacak etkinlik, öğrenim görülen fakülte ve günlük kitap okuma süresi değişkenlerinde, kişilik özelliklerinde ve akademik erteleme düzeylerinde ise cinsiyet değişkeninde gruplar arasında istatistiksel olarak anlamlı farklılık tespit edilmiştir. Son olarak, üst bilişsel okuma stratejileri ve kişilik özellikleri alt boyutları ile akademik erteleme düzeyleri arasında da pozitif yönlü korelasyon tespit edilmiştir.

Keywords

• Kişilik Özellikleri
• Akademik Erteleme
• Üst Bilişsel Okuma Stratejileri

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