چكيده به لاتين
Among all personality traits, conscientiousness had an important role in academic achievement and reading comprehension (Chamorrow-premuzic and Furnham, 2008). In this respect, this study aims to investigate the relationship between conscientiousness and academic reading challenges, as reading skill is considered as a necessary requirement in many educational contexts, because it helps students to access different information resources. Iranian university students need to master the ability to read academic texts in English, Therefore, academic reading difficulties and challenges are also investigated. The study, aims at finding the students’ major problems as they read academic texts. To this aim data were collected from 252 Iranian students studying Physics at different levels of higher education such as Bachelor’s, Master's, and PhD. Data were gathered through questionnaires on students challenges while reading academic texts and NEO-FFI to assess students’ conscientiousness personality traits. Data were analyzed qualitatively and Pearson Correlation analysis was used to find the correlation. The results revealed that there was a weak relationship between students’ conscientiousness and their academic reading challenges (r=-.259, p<0.01). The findings showed that understanding long and complicated sentences in the academic texts is difficult for university students, and reading academic texts in English is time-consuming for the participants. The finding is helpful for students and stakeholders to improve the academic reading comprehension skill to decrease the students’ struggles with academic texts which are not available in students’ mother tongue.
