PurposeThe 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/approachThe 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.FindingsThe 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/valueIt 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.

One of the most important factors in successful e- learning is the motivation of the student. This article examines the very essence of student motivation in the context of e-learning and identifies the factors that influence it. The investigation involved 123 five-year students of the Elabuga Institute of Kazan Federal University and the I.M. Sechenov First Moscow State Medical University aged from 21 to 23 (M = 22.6 SD = 0.03). Determination of specific factors affecting students’ motivation was performed by means of a specially designed questionnaire. Motivation analysis was done by using the Academic Motivation Scale (AMS) adapted for Russian students.  The link between the reviewed factors of influence and academic motivation was established by using correlation analysis. In general, the results of the experiment indicate the absence of statistically significant variations in motivation levels across experimental (studying online) and control (studying traditionally) group participants (t = 0.721, p > 0.05).  The significance of this research stems from the fact that it provides an idea of how to increase student engagement in e-learning and limit the effect of determinants reducing student motivation. That aside, they may be taken advantage of when planning and carrying out future research on the influence of e-learning on student motivation.

The vocational education, as the entire system, is undergone constant changes that shape new tendencies. This undoubtedly indicates that it is necessary to know about them and to apply them in a timely manner in the educational process. The purpose of this study was to identify attitudes towards new tendencies and possible issues associated with them. For research purposes the surveys were conducted among university lecturers and students. Fifty five teachers from three Russian universities were surveyed. They teach various specialties, from the humanities to the technical ones. Also, 700 students aged from 18 to 21 have participated in the survey. The survey was conducted among representatives of various specialties. The study has shown that students and teachers are aware of the variability of the educational system and noticed new tendencies in it. They also said that these tendencies are used in their universities. In order to assess the possibilities of expanding the new tendencies in the vocational education, several solutions were proposed: study of curricula and conducting surveys among university employees, explaining their importance, changes in curriculum and organizing optional training meetings with students.

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