Abstract
In integrated studies, it is often pointed out that students have difficulties in determining themes, based on their own
interests. This paper explores the processes through detailed case studies of two contrasting students, by which highschool students turn their vague interests into concrete themes of study while undertaking their year-long graduation
course of study. The data were collected through interviews with the students and from their diary logs. I analyzed
theme-setting processes in terms of interactions between their topics, their inner referents, the voices of others, and
their self-judgment. I analyzed the relationship between the voices of others, and their self-judgment based on
"authoritative discourse" and "internally persuasive discourse." In conclusion, 1) themes come from their inner
referents and are constructed through interaction with the voice of others, 2) sufficient awareness of their inner
referents, appropriate self-judgment and having a good mentor are necessary, 3) teachers should have a trusting
relationship with students, understand their inner referents correctly and recognize the persuasiveness of the words
themselves so that their advice becomes internally persuasive.
