Prospective teachers' beliefs regarding information seeking and responsible behaviour towards environment at post graduate level

The study was carried out to identify the prospective teachers' beliefs regarding information seeking and responsible behaviour towards environment at postgraduate level. The main emphasis was in this study to measure the male and female prospective teachers' beliefs about information seeking and responsible behaviour towards environment among different disciplines. A sample consisting of 128 prospective teachers enrolled in science teacher education programs responded to this study. Data was collected from prospective teachers, through a self-administered questionnaire based on two subscales: beliefs about information seeking and responsible behavior towards environment. Results indicated a significant mean difference in male and female prospective teachers' beliefs regarding information seeking and responsible behaviour towards environment. Male prospective teachers held more significant, mean scores on both subscales compared to female prospective teachers. Moreover significant mean scores difference was found among prospective teachers of different discipline on information seeking behavior towards environment subscale

Student's causal attribution towards their success and failure in examination at post graduate level

This study explored the post graduate students' causal internal and external attribution regarding their success and failure in examination. It is based on Heider's attribution theory concerned with how the people attribute their own or others behaviors to certain set of behaving patterns. The purpose of the study was to measure the students' internal and external attribution, how they attributed their success [high marks] and failure [low marks] in examination. A sample of 300 students enrolled in second year at post graduate level was selected randomly from the six disciplines. Two instruments were used to gather the data of high and low achiever students' internal and external causal attribution towards their success and failure in examination. High and low achiever students were identified from each discipline on the basis of their GPA 's attained in first year. Results indicated that high and low achiever female students significantly attributed internally and externally towards their success and failure in examination rather than low and high achiever male students