The present study aimed at investigating student's motives for entrance into university and value orientation. Two kinds of inventories were administered to a sample of 1,103 undergraduates : 260 from Faculty of Education (E), 210 from Faculty of Letters (L), 206 from Faculties of Law and Economics (L-E), 224 from Faculties of Sciences, Engineering and Agriculture (S-E-A), and 203 from Faculties of Medicine, Dentistry and Pharmacy(M-D-P). One of the inventories was constructed for assessing the motives and the other for value orientation. Factor analysis was applied to the correlation matrix of the motive items and four factors were extracted: No Purpose-Compliance, Enjoyment, Pursuit of Knowledge, and Licence-Employment. Two-way of analyses of variance, with each scale score for the motive factors extracted above as dependent variable and faculty and sex as factors, yielded the following results : (1) The male students of L-E, S-E-A, and M-D-P scored higher on the No Purpose-Compliance scale than those of L and E. On the other hand, the female students of L and E scored higher than those of S-E-A. (2) The students of M-D-P and S-E-A had a stronger motive to pursue Knowledge than those of L-E, E, and L. (3) The students of M-D-P and E had a stronger motive for Licence-Employment than those of L, L-E, and S-E-A. Hayashi's Quantification Method of the 3rd Type was applied to the value orientation items. Based on the result, all the subjects were classified into four types : Egocentric, Indifferent, Heteronomous, and Serious. The relationships of the four motive factors to the four types of value orientation were as follows : (1) The students of Indifferent type scored highest on the No Purpose-Compliance scale. (2) The students of Serious and Heteronomous types had a stronger motive to pursue Knowledge than those of Indifferent and Egocentric types. (3) The students of Egocentric type had the weakest motive for Licence-Employment.

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The purpose of this study was to investigate the relationship between Goal Instability and Superiority scales and other measures of career development. The two self-report rating scales were constructed by Robbins & Patton (1985) corresponding to Kohut's central developmental constructs of gradiosity and idealization. The Goal Instability and Superiority scales, and Career Development Test (CDT) consisting of occupational profile and career maturity scale were administered to 225 junior high school students, 274 senior high school students and 287 college students. The results of Pearson product-moment correlations indicated that both scales significantly related to some items and scales of career development. Regarding to career maturity, main results were as follows. The Goal Instability scale predicts the low level of career maturity. This suggests that a general instability or absence of orienting goals interrupt the spontanity, independence, and deliberateness of occupational choice. On the other hand, the Superiority scale could not always predict the immaturity of career development. At the younger stage, higher superiority can promote the career maturity. But it was also found that superiority was independent of career maturity or had partially negative correlation with it, in case of college students. These findings suggested that the ideas from Kohut's Self-Psychology, gradiosity and idealization, were useful to explain the process of career development and vocational behavior.

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The purpose of this study is to clarify how vocational identity, causal attributions and achievement motives correlate with each other in making a career choice. The subjects were 115 male college juniors, whose fields of study were technologically related such as electrical engineering. The main results obtained were as follows : 1) Those students with an established vocational identity attributed their cause of career choice to incessant efforts, while those without it attributed their cause to luck. 2) As for the individual durability of problems to solved in their personal achievement motives, the degrees of their identity achievement and moratorium of vocational identity status were higher than the degree of their identity diffusion of vocational identity status. 3) As for the individual durability of problems to solved in their personal achievement motives, those subjects showing a low degree attributed their cause of career choice to luck and difficulties. Those showing an average degree attributed their cause to their own ability and their friends. Those with a high degree of personal achievement motives and those with an average degree attributed their cause of career choice to their parents and teachers. 4) The quantification method II was used to examine the differences between the factors that help determine career choices. Those students choosing to be a teacher showed higher degrees of achievement motives, with their vocational identity achived, not depending on their luck, and seemed to think that incessant efforts would be necessary to get their job. Those who prefered engineering did not establish their vocational identity well and seemed to leave their future to luck.

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The purpose of this study is an evaluation of career decision making in case of college students through an analysis of a follow-up survey of graduates. For the purpose, a questionnaire was administered by mail to 118 graduates who had majored in educational psychology. 83 graduates (70%) replyed. In the present study, results in case of graduates who had been employed by an enterprise or who had become a teacher were analysed. As a result, some dangerous aspects of their decision making were pointed out. For example, their decision weren't made from a point of view of a worker/employee, but from a point of view of a consumer (for an enterprise worker) or a student (for a teacher). Therefore, a lot of sense of incongruity were reported.

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The main objective of this essay is to examine how and why supported employment has been legalized and to discuss the relationship between this employment program and other legislation related to people with disabilities such as the Americans with Disabilities Act (ADA). Supported employment has become a widespread mode of employment in the United States in recent years. Supported employment, paid employment in a work setting where disabled and non-disabled people are employed, provides work opportunities for people with severe disabilities who cannot hold employment without ongoing support Supported employment was authorized at first in the Developmental Disabilities Act Amendments of 1984 by the U.S. Congress. It was, then, regarded as a major rehabilitation objective in the Rehabilitation Act Amendments of 1986. This essay, first, takes up the legislation process of these Acts, describes the definition of supported employment, and argues that this employment was introduced to meet the needs of people with disabilities who had been previously unable to gain and maintain employment in the existing service programs such as sheltered workshops. This essay also discusses the implications of supported employment for ADA. Although revolutionary as the Civil Rights Law to prohibit the discrimination based on disabilities, ADA has not necessarily produced a remarkable effect on enhancing the employment of people with disabilities. We argue that supported employment plays a supplementary but important role in increasing employment of persons with disabilities. Lastly, this essay touches on the Rehabilitation Act Amendments of 1992 and its relations to supported employment.

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The present study was aimed at analysing changing work values of women who graduated from a junior college program which concentrates on teaching business management and office practice. Subjects were 874 female junior college graduates. They were divided into 10 groups determined by the year they graduated, from 1982 to 1991. For the analysis, factor analysis, t-test and analysis of variance were used. Main findings are as follows ; (A) According to the factor analysis, components of the graduates work values were "self-actualization", "upgrading", "appraisal", "life styles", "marriage", "changeableness", "denial of traditional housewife role". (B) It was suggested that the first drastic change in female graduates' work values occurred 3 years after graduation.

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