Abstract

Critical thinking constitutes a frame of reference for human action, promoting knowledge, transformation and application of cognitive abilities in society. For their part, study readiness strategies integrate self -regulation of learning, allowing for increased skills and academic performance. The objective of this study was to analyse the relationship between critical thinking and study readiness strategies in 159 Psychology students from the University of Atacama, Chile. The methodology used was quantitative, correlational. The results indicate that the total score for critical thinking was at a medium level, while the study disposition strategies scale showed a frequency of sometimes in the use of the strategies. There was a significant positive correlation between these two variables, proving the study hypothesis at a higher level of critical thinking, greater use of study readiness strategies. Concluding that it is essential that there is intentionality for the development of strategies, programs and a critical environment that allows the development of critical thinking in universities.