Purpose

The study deals with the problems of development of critical thinking among university students, its connection with motivation for learning and academic achievements of students. The purpose of the study is to define the relationship between academic motivation and critical thinking.

Design/methodology/approach

The study involved a survey based on the academic motivation scale. A total of 520 students from four universities in Russia and one Bulgaria University were interviewed.

Findings

The analysis of the questionnaires showed that among the students surveyed the types of motivation contributing to self-development and analysis predominate, namely self-development, cognitive, achievement and self-esteem motivation. The null hypothesis of the study that there was no difference between the average score of the critical thinking test (Watson Glaser Critical Thinking Appraisal, WGCTA) for total sample and the results of students with dominant types of academic motivation that contribute to critical thinking was rejected.

Originality/value

It was revealed that academic motivation has a notable effect on critical thinking and can become a predictor of its development. Several ways have been proposed to track and help students with low academic motivation: regular testing, identification of students with amotivation and strong extrinsic motivation, and psychological support for such students.

中文翻译：

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学术动机作为学生批判性思维发展的预测因素

目的

该研究涉及大学生批判性思维发展的问题，其与学习动机和学生学业成就的关系。该研究的目的是确定学术动机和批判性思维之间的关系。

设计/方法/方法

该研究涉及基于学术动机量表的调查。共有来自俄罗斯四所大学和保加利亚一所大学的520名学生接受了采访。

发现

问卷分析表明，在被调查的学生中，有助于自我发展和分析的动机类型占主导地位，即自我发展动机、认知动机、成就动机和自尊动机。该研究的零假设认为，总样本的批判性思维测试（Watson Glaser Critical Thinking Appraisal，WGCTA）的平均分数与具有有助于批判性思维的主要学术动机类型的学生的结果之间没有差异被拒绝.

原创性/价值

研究表明，学术动机对批判性思维有显着影响，并且可以成为其发展的预测因素。已经提出了几种方法来跟踪和帮助学习动机低的学生：定期测试，识别有动机和强烈外在动机的学生，以及为这些学生提供心理支持。