JPSY_V1_N3_RP3 Santoshi Halder Journal on Educational Psychology 2230 – 7141 1 3 36 43 Learning Behaviour, learning situations, cooperative, individualistic, ANOVA, t-test, learning attitudes, competitive, science, arts, commerce Tides of changes in the world economy, transportation and communication are resulting in increased levels of interdependence among individuals, groups, organizations and society as a whole. Students can be from diverse cultures, ethnic groups, language and religions, as well as from different economic social classes and ability levels. At the same time there are differences between disciplines or course of study in teaching and learning, which creates patterns of interaction that result in diversity, being valued or rejected and impact on the kind of attitudes and values one develop. When varied students are brought together, whether the diversity, results in positive or negative outcomes depend largely on how learning situations are structures; competitively, individualistically or cooperatively. While India is undergoing a particularly turbulent time, it has become prime requirement to inculcate in the young minds the values of cooperative learning. With these theoretical assumptions the author of the present study aimed at exploring the nature of learning behavior pattern (cooperative, competitive and individualistic) among the post graduate students of the three major disciplines of the selected state aided universities of West Bengal. Data has been collected from 180 randomly selected university students. The statistical treatment has been restricted to ANOVA and t-test. Data based fact highlighted the following facts: (i) the students were found to be highly inclined towards cooperative learning attitude; (ii) Science students were found to be most cooperative in terms of learning attitudes and comparatively arts students were found to be least cooperative; (iii) Science and commerce students were almost uniformly inclined towards competitive learning attitudes than arts students; (iv) Male and female students showed no significant difference in the nature of learning behavior attitudes (cooperative, competitive, individualistic). The contribution of the present study lies foremost in the emphasis of considering the significance of creating practical situations fo the implication of the student's cooperative learning behavioral patterns through the core curriculum in the educational institutes. November 2007 - January 2008 Copyright & copy; 2008 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=448