ACADEMIC MOTIVATION AND CRITICAL THINKING DISPOSITIONS AMONG UNIVERSITY STUDENTS IN UZBEKISTAN

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.

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