Autonomy support, critical thinking, and motivation as key predictors of translator trainees' strategic competence

Abstract This study consists of a correlational and regression analysis of certain factors involved in the practice of translator training, as perceived by translator trainees. More precisely, our aim is to examine the relationships between translator trainees' strategic competence (as the dependent variable), and autonomy support, amotivation and critical thinking (as the independent variables) in the translation classroom. Building upon recent advances in educational and social psychology, we have relied on Self-determination theory (Deci & Ryan, 2011) as an interpretative frame of reference. After revising the concept of translators' strategic competence, the main contributions in the field of translators' motivation are also reviewed and the notions of autonomy support and critical thinking are approached from the perspective of both psychology and translatology. Our findings seem to point to the fact that autonomy support and critical thinking can play a facilitating role in the development of strategic competence in undergraduate translator students, who may also benefit from both when they encounter new challenges in real professional settings. Finally, the implications for translator training are discussed.