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DOI

10.14221/ajte.2011v36n12.4

Abstract

The study investigated the styles of learning and thinking, study habits, achievement motivation of teacher trainees along with their attitude towards teaching and perception for B.Ed. course. It also explored the predictors that may determine the academic success of these pre-service teachers. The data were analyzed by employing product moment correlation, factor analysis and multiple regression. Findings showed that a total of 29.7% variance in marks in theory papers may be explained a total of 29.7% variance was explained by eight measures whereas five measures contributed towards the explanation of 29.5% variance in skills in teaching. But only three predictors emerged that accounted for 13.1% variance in their aggregate marks in B.Ed. The major predictor for overall academic success was participation of these trainees in dramatics in their colleges. Attitudinal variables were ineffectual in determining the overall academic success of pre-service teachers.

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Link to publisher version (DOI)

10.14221/ajte.2011v36n12.4