The purpose of this research was to investigate the relationship between career perspectives measured by the questions of career choice after graduating senior high school and of the consideration of vocation in the future and career indecision measured by the 16 subscales of educational indecision and vocational indecision developed by Shimizu (1989). The subjects of this research were 773 junior high school students in total. The career choices after graduating senior high school were classified into four categories ; university, college, vocation, and undecided. On the 16 subscales independently, two-way analysis of variance tests for the two factors from these four categories and the three response categories regarding their future vocations ("already decided", "have a vague idea", and "have no idea") were used. A number of significant differences on the subscales of educational indecision were found to be due to both career choice after senior high school and the consideration of future vocation. On the subscales of vocation! indecision, a number of significant differences were found to be due only to the latter factor, A canonical discriminate analysis for 16 subscales of career indecision was used to classify 12 subgroups constructed by the combination of above categories. Results demonstrated significants distances among these 12 subgroups on two dimensions.

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It was found in many researches that aptitude is a very critical standard for career decision making. Then the present study tried to ascertain the effectiveness to describe adoption and rejection of an career alternative, teaching profession, with some measures on aptitude. A questionaire was administered to 71 Undergraduates who choosed teaching course. The subjects consist of Adoption-group( A group), of which members have decided to be a teacher, and Rejection-group(R group), of which members have decided not to be a teacher. The following questions were examined: 1. Do R group-students express unfitness-feeling to the teaching job more than A group-students? 2. Are the criteria to which R group attach importance different from those of A group? 3. What criterion do A group-students consider to proves their fitness to the teaching job? 4. What criterion do R group-students consider to show their unfitness to the teaching job? The results are follows;(1)As expected, R group-students expressed unfitness-feeling more than A group-students. (2)A group-students attached importance to two criteria, a sence of mission and ability to punish on children, as standards of aptitude more than R group-students. (3)Some criteria of fitness and unfitness to which were attached importance by either group were founded. Both two types of criteria which divide R group-students from A group-students seem to be in relation to interpersonal events.

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The purpose of this study is to examine how do "the view of career-choices", "the view of ability and interest", "the experiences of development", and "the criteria of career-choices" have relations with the trends of understanding own career-choices in terms of "the possibilities" of abilities and interests, by using the step wise method of multiple regression analysis. Subjects are 637 male undergraduates and 250 female undergraduates. Main results are the followings; 1. Main feature of the sex differences was that the male trends of understanding their career-choices in terms of "the possibilities" of abilities and interests had the trends of the choices of their goals in life, and the female trends of that had the trends of the possibilities of their vocational-choices. 2. Main feature of the major differences was that, in the case that their majors had the great influence on their career-choices, "the possibilities"of abilities and interets in career-choices was the possibilities of "extension"of their abilities and interests, and in the case that their majors did not have the great influence on their career-choices, they were the possibilities of "expansion" of their abilities and interests. 3. Main feature of the year differences was that the junior trends of understanding their career-choices in terms of "the possibilities" of abilities and interests took on the character of "criteria of career-choices".

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