Name: Ankit Kumar
Country: India

Year: 2025
Volume: Volume-15, Issue-1 (Jan-June)
Page Number: 273-284
DOI: https://doi.org/10.5281/zenodo.17801699

ABSTRACT
This study investigates the complex relationship between metacognitive awareness,
personality traits and their combined influence on students' study habits and learning
strategies in higher education. Using a mixed-methods approach with 248 undergraduate
students from diverse academic disciplines, we examined how the Big Five personality traits
(Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism) interact with
metacognitive awareness to influence study approaches. Quantitative data were collected
using the Metacognitive Awareness Inventory (MAI), the Big Five Inventory (BFI) and the
Study Habits and Learning Strategies Assessment (SHLSA). Qualitative data were gathered
through semi-structured interviews with 25 participants. Results revealed significant
interactions between metacognitive awareness and personality traits, particularly
conscientiousness and openness, in predicting effective study habits. Metacognitive
knowledge moderated the rel