The present study was conducted on 400 students (200 boys and 200 Girls) selected from senior secondary school of A.M.U., Aligarh-India, to establish the prognostic value of different measures of cognition, personality and demographic variables for success at higher secondary level in science stream. The scores obtained on different variables were factor-analyzed to get a smaller number of meaningful variables or factors to establish the predictive validity of these predictors. Factors responsible for success in science stream were identified. The prognostic value of the predictors was compared for high achievers and low achievers in order to identify the factors which differentiate them.

<p><em>The present study was undertaken with the objectives to find out the impact of Socio-economic Status as well as sex differences on study habits of class VII students (100) of Government Colleges of Amroha District. The effects of two independent variables on study habits of the aforementioned students were assessed by using two Psychological tests namely Socio-economic Status Scale (Urban); by Dr. Kulshrestha and Rao’s Study Habits Inventory. The findings indicated a significant effect of gender on study habits of the subjects. The effect of Socio-economic Status on study habits was found to be insignificant. Interaction effect of sex difference and Socio-economic Status was also not significant.</em><em></em></p>

Problem statement:As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose was to facilitate learning in professional education in Indian conditions by way of improving learning styles of learners. Approach: The sample consisted of 200 students studying in B. Tech., MBBS, LLB and MBA courses selected from Aligarh Muslim University Aligarh, India, by using cluster sampling method. For measuring learning styles, Honey and Mumford's Learning Style Questionnaire (LSQ) was used which was considered appropriate in terms of its validity and reliability. For analyzing data Student's tstatistic was applied which is useful for comparing mean scores based on two groups at a time. Results:The students pursuing various professional courses were compared on four dimensions of learning styles, namely, activist, reflector, theorist and pragmatist. The study led to some useful conclusions. It was found that B. Tech. and MBBS students differed significantly on reflector and theorist dimensions and those of M.B.A. and B. Tech. also differed on the same dimensions. The students of LLB and MBA differed on activist and theorist dimensions while students of MBBS proved better than those of MBA on activist reflector and theorist dimensions. The students of LLB and B. Tech. and those of LLB and MBBS, also differed significantly on the same dimensions. The students of LLB and MBA did not show significant differences on any aspect of learning style. Conclusion:The findings of the study provided, useful guidelines to teachers of all professional courses to improve their teaching styles. They should devise their teaching strategies in such a way that students of varying learning styles may take their full advantage.

Problem statement: Professional education is the principle means of the developing the human resource. Students who do not perform well in professional courses are not in any way better than those who do not have professional knowledge, because their chances of employment and efficient working are bleak. The present study attempted to examine success in different professional courses at undergraduate level in relation to cognitive and non-cognitive characteristics. Approach: The sample of 450 students (girls and boys) was selected from medical, engineering, law, library science and teacher education of AMU Aligarh India. The population was taken to be reasonably homogenous from the socio economic point of view. It also caters students from the whole country. Suitable Psychological tests were administered on the subjects of the present study to obtain scores on cognitive (intelligence and creativity) and non-cognitive (personality characteristics and socio-economic status) variables. The final achievement scores (at the completion of their respective courses) of the students were considered to be criterion variable. Attempts were made to see that scores obtained satisfy the basic assumption of correlational techniques. Results: The engineering students were at the highest intellectual level while the group of medicine students stands second. The other groups, in descending order were library science and teacher education. Significant relationships between creativity with academic achievement irrespective of professional courses were studied. The personality factors such as-reservedness, impulsiveness, dominance, expediency, harshness and perseverance were found to be the best predictors of success in above professional courses. Socio-economic Status was measured in terms of scores and it was found that socio-economic status had a significant and positive correlation with successful achievement in the professional courses viz engineering, medicine, library science and teacher education. Conclusion: The efficiency of a person depended not only on education and training received by him/her but also on his/her cognitive as well as non-cognitive factors. These factors determined the attitude, interests and the degree of motivation of the students for professional studies

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Social Cohesion is the expression of that tradition of tolerance in all religions and cultures that are the basis of peace and progress. It is foreign to know culture and native to all nations. Tolerance and mercy have always and in all cultures being ideals of Government rules and human behavior. Professional educator often comments on the poor quality of education, politician and bureaucrats try to paint it as unproductive and a liability to the society. Social cohesion educational challenges are vital, crucial and powerful. We have to respond to the challenges immediately and continuously, so as to achieve the goals of democratic state.

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