The purpose of this article is to analyse the specific role of two types of subjective norms in forming the intention to purchase green food. Based on the outcomes of a questionnaire completed by a sample of 411 household primary shoppers from a transitional country in the Southeast Europe region, we developed three models that depict the predictive power of attitudes, perceived behavioural control and subjective norms, and confirmed a significant positive relationship between green food purchasing intention and all three antecedents. Furthermore, regression analysis revealed two important theoretical insights: (1) descriptive norms represent statistically significant predictors of green food purchase behaviour; and (2) incorporating both social and descriptive norms increases the variance explained in intention. The latter also empirically proves that the meaning behind the two variables (social and descriptive norms) is different. These results contribute to the strengthening of the theory of planned behaviour in the part which has so far been referred to as the weakest link.

The literature and research results suggest that teachers' behavior in the classroom is under the strong influence of teachers' beliefs about their own role in the educational process. The aim of this study was to examine the perception of teacher's professional roles and teacher's beliefs about teaching, and their correlation with the quality of teacher interaction. The study was conducted on a sample of 99 primary school teachers. The perception of the role of teachers and pupils was examined by the metaphor technique, and the Approaches to Teaching Inventory and Questionnaire on Teacher Interaction were applied. The results show that teacher beliefs differ depending on the research approach. The qualitative approach shows a dominant protectivetraditional orientation in understanding the role of a teacher, and a typical traditional orientation in understanding the role of pupils, while the quantitative approach based on teacher self-assessments points to the dominance of the constructivist approach focused on the pupil. There was also a weak correlation between teacher beliefs and teacher interpersonal behavior, which is considered in the context of data collection technique, teacher self-assessments.

In 1987 the Brundtland commission introduced the idea of sustainable development, which is defined as environmentally friendly, more socially acceptable (equality) economic growth and development. There are three major components of sustainable development: environmental, economic and social. The research shows that fundamental societal reorientation in all three areas can lead to the successful sustainable development. The aim of the article is to examine the role of consumption for the implementation of sustainable development within a growth and development model. Sustainable development depends on the existence of a specific (not standard, consumption maximizing) consumer. The article develops the model of a new, environmentally oriented consumer, and takes account of the environmental component, as a contingency part of the consumer values. Then the new type is entered into a growth mode and the consequences for the implementation of sustainable development are examined. It is shown that consumers are social agents capable of changing their utility (well-being) maximization patterns and their attitude towards relative importance of different factors. Thereby consumers impact their consumption habits, but also give an important signal to the market and producers. Empirically, the model is illustrated by the attitudes of Slovenian consumers.