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The purpose of the work is to determine the signs of conflicts in social effects of crises of economic systems and to determine perspectives of studying crises on the basis of the concept of economic conflicts.

For determining the signs of conflicts in social effects of crises of economic systems, this work uses the method of qualitative break-even analysis, the methods of systemic, problem, and structural and functional analysis, and the method of formalization (table presentation of authors’ conclusions).

It is substantiated that social causes and social manifestations and consequences of crises of economic systems have signs of conflicts – violation of balance of socio-economic phenomena and processes and the following negative reaction of economic subjects. Causal connections of distribution of conflicts within social effects of crises of economic systems are determined and a preferable method of their regulation is offered.

A new method of state regulation of socio-economic system for overcoming its crisis and crisis management is offered. An advantage and essential difference of this method from the traditional one is influence on social cause of crisis (not on its economic and social consequences), due to which it is possible to quickly overcome the crisis and reduce the risk of its renewal.

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.

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.

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.

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.