Заинтересовать нельзя заставить. Роль академической мотивации и стилей преподавания в развитии критического мышления студентов
Аннотация
В условиях бурного роста объема доступной информации, включающей множество ложных фактов, неправомерных суждений, вводящей в заблуждение аргументации, способность критически мыслить становится одной из тех компетенций, от которых зависит адаптация человека в обществе и его профессиональная успешность. В качестве факторов, связанных с развитием у студентов критического мышления, исследователи выделяют академическую мотивацию и стили преподавания. В работах, посвященных взаимосвязи между названными факторами и критическим мышлением, ранее применялась дихотомическая шкала академической мотивации: внутренняя мотивация противопоставлялась внешней. В настоящем исследовании рассматриваются подвиды мотивации, выделенные в рамках теории самодетерминации Э. Деси и Р. Райана. Данные, полученные в ходе опроса студентов-экономистов российского национального исследовательского университета (4867 человек), проанализированы с помощью метода многомерной регрессии с включением переменных-медиаторов с целью определить, какой стиль преподавания приводит к активизации у студентов таких видов учебной мотивации, которые являются предикторами развития у них критического мышления. На этой основе в дальнейшем можно будет определить методы обучения, активизирующие нужные виды мотивации и, как следствие, способствующие повышению связанных с ними образовательных результатов. В результате проведенного анализа выделить дополнительные положительно связанные с критическим мышлением виды академической мотивации внутри субшкалы внешней мотивации не удалось. Доказано, что только виды внутренней мотивации положительно связаны с развитием критического мышления. Они активизируются при применении конструктивистского стиля преподавания и являются одним из факторов, объясняющих его эффективность в отношении развития заданного конструкта.
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