BXU Logo

Buxoro Xalqaro
Universiteti

10-tom, 1-son, b. 43–46, Nashr: 2026-10-01

ACADEMIC MOTIVATION AND CRITICAL THINKING DISPOSITIONS AMONG UNIVERSITY STUDENTS IN UZBEKISTAN

O‘ZBEKISTON OLIY TA’LIM TALABALARI ORASIDA AKADEMIK MOTIVATSIYA VA TANQIDIY FIKRLASHGA MOYILLIK

АКАДЕМИЧЕСКАЯ МОТИВАЦИЯ И ПРЕДРАСПОЛОЖЕННОСТЬ К КРИТИЧЕСКОМУ МЫШЛЕНИЮ У СТУДЕНТОВ ВУЗОВ УЗБЕКИСТАНА

  • Zarina Nasimova — Department of Psychology, Bukhara State University, Bukhara, Uzbekistan · ORCID: 0000-0001-9913-5033

To'liq matn (PDF)

Annotatsiya

Critical thinking in higher education depends partly on students’ willingness to question claims, examine evidence, and remain open to new information. This study examined how seven dimensions of academic motivation relate to seven critical thinking dispositions in an Uzbek university sample. It reports a focused correlational analysis from a doctoral project involving 300 students: 120 from Bukhara State University, 100 from Karshi State University, and 80 from Urgench State University. Critical thinking dispositions were assessed with the seven-domain California Critical Thinking Disposition Inventory framework, and academic motivation with the Academic Motivation Scales described by Gordeeva, Sychev, and Osin. The dissertation reports Pearson correlations. The largest reported positive associations were between inquisitiveness and cognitive motivation (r = .44), analyticity and achievement motivation (r = .42), open-mindedness and cognitive motivation (r = .37), and critical thinking self-confidence and self-development motivation (r = .35); truth-seeking was negatively related to amotivation (r = −.36). All five associations were marked significant at p ≤ .05 in the source table. The results suggest that distinct learning motives are linked to different dispositions rather than to a single undifferentiated critical thinking trait. Because the analysis is correlational and relies on reported summary statistics, its findings do not establish direction of influence or the effectiveness of a particular teaching strategy.

Annotatsiya

Oliy ta’limda tanqidiy fikrlash talabaning fikrlarni shubha ostiga olish, dalillarni tekshirish va yangi axborotga ochiq bo‘lishga tayyorligi bilan ham bog‘liq. Tadqiqotda akademik motivatsiyaning yetti ko‘rsatkichi tanqidiy fikrlashga moyillikning yetti ko‘rsatkichi bilan qanday bog‘liqligi o‘rganildi. Doktorlik tadqiqotining korrelyatsion ma’lumotlari Buxoro davlat universitetidan 120, Qarshi davlat universitetidan 100 va Urganch davlat universitetidan 80 nafar, jami 300 talabani qamrab oladi. Tanqidiy fikrlashga moyillik CCTDI metodikasining yetti yo‘nalishi, akademik motivatsiya esa Gordeyeva, Sichev va Osin akademik motivatsiya shkalalari asosida baholangan. Dissertatsiyada Pirson korrelyatsiyalari keltirilgan. Eng yuqori ijobiy bog‘lanishlar qiziquvchanlik va bilishga motivatsiya (r = .44), tahliliylik va yutuqqa motivatsiya (r = .42), ochiq fikrlilik va bilishga motivatsiya (r = .37), tanqidiy fikrlashga ishonch va o‘zini rivojlantirish motivatsiyasi (r = .35) o‘rtasida kuzatilgan; haqiqatni izlash va amotivatsiya o‘rtasidagi bog‘lanish salbiy bo‘lgan (r = −.36). Ushbu besh bog‘lanish manba jadvalida p ≤ .05 darajasida ahamiyatli deb belgilangan. Natijalar turli o‘quv motivlari tanqidiy fikrlashga moyillikning turli jihatlari bilan bog‘liqligini ko‘rsatadi. Korrelyatsion natijalar ta’sir yo‘nalishi yoki muayyan pedagogik usul samaradorligini isbotlamaydi.

Аннотация

Критическое мышление в высшем образовании отчасти связано с готовностью студента подвергать утверждения сомнению, проверять доказательства и рассматривать новую информацию. В исследовании изучены связи семи показателей академической мотивации с семью показателями предрасположенности к критическому мышлению. Корреляционный анализ данных докторского исследования охватил 300 студентов: 120 из Бухарского государственного университета, 100 из Каршинского государственного университета и 80 из Ургенчского государственного университета. Предрасположенность к критическому мышлению оценивалась по семи шкалам CCTDI, академическая мотивация — по шкалам академической мотивации Гордеевой, Сычёва и Осина. В диссертации приведены корреляции Пирсона. Наибольшие положительные связи выявлены между любознательностью и познавательной мотивацией (r = .44), аналитичностью и мотивацией достижения (r = .42), открытостью мышления и познавательной мотивацией (r = .37), уверенностью в собственном критическом мышлении и мотивацией саморазвития (r = .35); связь стремления к истине с амотивацией была отрицательной (r = −.36). Все пять связей отмечены в исходной таблице как значимые при p ≤ .05. Результаты указывают на различия в связях отдельных учебных мотивов с компонентами предрасположенности к критическому мышлению. Корреляционный характер данных не позволяет установить направление влияния или эффективность конкретного метода обучения.

Kalit so'zlar: critical thinking disposition, academic motivation, inquisitiveness, amotivation, university students, Uzbekistan

Foydalanilgan adabiyotlar

  1. Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. DOI: https://doi.org/10.3102/0034654314551063
  2. Berestova, A., Kolosov, S., Tsvetkova, M., & Grib, E. (2022). Academic motivation as a predictor of the development of critical thinking in students. Journal of Applied Research in Higher Education, 14(3), 1041–1054. DOI: https://doi.org/10.1108/JARHE-02-2021-0081
  3. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. DOI: https://doi.org/10.1207/S15327965PLI1104_01
  4. Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. California Academic Press. https://eric.ed.gov/?id=ED315423
  5. Giancarlo, C. A., & Facione, P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50(1), 29–55. DOI: https://doi.org/10.1353/jge.2001.0004
  6. Gordeeva, T. O., Sychev, O. A., & Osin, E. N. (2014). Опросник «Шкалы академической мотивации» [Academic Motivation Scales questionnaire]. Психологический журнал [Psychological Journal], 35(4), 96–107. https://publications.hse.ru/en/articles/118240237
  7. Lukačková, E., & Šeboková, G. (2026). Enhancing academic success in higher education: The predictive role of critical thinking through sequential mediation of academic control, self-efficacy, and intrinsic motivation. Frontiers in Psychology, 17, 1783512. DOI: https://doi.org/10.3389/fpsyg.2026.1783512
  8. Nasimova, Z. I. (2026). Oliy ta’lim talabalarida tanqidiy fikrlash ko‘nikmalarini rivojlantirishning pedagogik psixologik omillari [Pedagogical and psychological factors in developing university students’ critical thinking skills]. Buxoro Xalqaro Universiteti Ilmiy Axborotnomasi, 9(1), 258–261. https://journal.bxu.uz/articles/oliy-talim-talabalarida-tanqidiy-fikrlash-konikmalarini-rivojlantirishning-pedagogik-psixologik-omillari
  9. Poondej, C., Koul, R., & Sujivorakul, C. (2013). Achievement goal orientation and the critical thinking disposition of college students across academic programmes. Journal of Further and Higher Education, 37(4), 504–518. DOI: https://doi.org/10.1080/0309877X.2011.645463