This study aimed to examine the relationship between the Big Five personality traits and academic procrastination, and mindfulness moderate the relationship between Big Five personality traits and academic procrastination. A correlational design was employed, and data were collected through self-report questionnaires. The participants consisted of university students aged 18 to 24 in Taiwan. Convenience sampling was utilized to recruit eligible participants through popular social media platforms such as Facebook and Instagram. A total of 349 questionnaires were distributed, and after excluding 19 invalid responses, the final analysis included 330 valid responses. The research instruments used were the Chinese version of the "Mini-Markers Big Five Inventory," the "Academic Procrastination Scale," and the "Mindful Attention Awareness Scale." Descriptive statistics and hierarchical regression analysis were employed for data analysis. The study yielded the following results: (1) Openness exhibited a significant negative correlation with academic procrastination. (2) Conscientiousness exhibited a significant negative correlation with academic procrastination. (3) Extraversion exhibited a significant negative correlation with academic procrastination. (4) Agreeableness exhibited a significant negative correlation with academic procrastination. (5) Emotional stability exhibited a significant negative correlation with academic procrastination. (6) Mindfulness did not moderate the relationship between openness and academic procrastination. (7) Among individuals with high mindfulness, conscientiousness exhibited a stronger negative correlation with academic procrastination compared to individuals with low mindfulness. (8) Mindfulness did not moderate the relationship between extraversion and academic procrastination. (9) Mindfulness did not moderate the relationship between agreeableness and academic procrastination. (10) Mindfulness did not moderate the relationship between emotional stability and academic procrastination. (11) Mindfulness exhibited a significant negative correlation with academic procrastination. Based on the findings, the researchers provide substantial suggestions for future practical interventions and research based on the present study.
