The concepts of vocational self-actualization (VSA) and vocational identity (VI) were tried to materialize and the relationship between them was investigated to understand some implications for the practical methods of career guidance and counseling. The following- were found in the investigation obtained from 73 male university students. (1) VSA and VI are the same regarding actualization of vocational self-concept (AVSC), though they seem to represent "process" and "contents", respectively. (2) VSA and VI could be grasped by three main elements relating to AVSC, and by the formula, The degree of VSA and VI=Value x Expectancy x Strategy. In this formula, "Value" means ideal or possible selves, social and vocational roles, and their integration, "Expectancy" means motivational factors such as the expectancy of performance or the will to work, and "Strategy" means methods and procedures of VSA and VI, (3) This formula indicates that the three main elements are indispensable to the practice of career guidance and counseling aiming at forming the abilities of VSA and VI, and that the effectiveness could be measured by the formula. Based on the above findings, implications for the practical methods of career guidance and counseling are also discussed.

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The purpose of this study was propose a model for the process of vocational choice, and examine how a set of 15 factors influence that process. The subjects of the study were 112 male university students majoring in engineering. The main results were as follows : 1) The five factors, basic knowledge about an occupation, working conditions, vocational aptitude, life style and effort to find employment, had a strong influence on vocational choice throughout the process. 2) The two factors, health and vitality, and difficulty finding employment, had a strong influence in the later stages of the process. 3) Social evaluation of an occupation had a strong influence in the middle stages of the process. 4) The four factors, previous work experience, understanding of home life, advice of friends and seniors, and luck and employment connections, had a slight influence in the early stages of the process. 5) The five factors, basic knowledge about an occupation, health an vitality, difficulty finding employment, luck and employment connections, and effort to find employment have greater influence from one stage to the next in the process.

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The present study aimed at investigating adolescents' unwillingness to get a job and the related factors. Six hundred and fifty-five university students were administered four measures of unwillingness to get a job, career decision-making self-efficacy, vocational identity status, and image of "engaging in an occupation". Analysis of variance, with unwillingness score as dependent variable and faculty and sex as factors, yielded the result that the students of Faculties of Letters, Sciences, Engineering and Agriculture were more unwilling to get a job than those of Faculties of Medicine, Dentistry and Pharmacy. On the basis of vocational identity status measure, the students were classified into five statuses, that is, Identity Achievement, Foreclosure, Moratorium, Identity Diffusion before Crisis and Identity Diffusion after Crisis. The students of Identity Diffusion before Crisis and Identity Diffusion after Crisis scored higher on the unwillingness measure than those of Identity Achievement, Foreclosure and Moratorium. Multiple regression analyses revealed that unwillingness was significantly predicted by career decision-making self-efficacy, especially expectations with regard to two competencies: occupational information gathering and career planning. Moreover, the students who were unwilling to get a job rated "engaging in an occupation" more negatively than those who were not. Results and implications for counseling interventions are discussed.

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This study examined perceived teaching competence of new teachers. Subjects N=503) were required to estimate their own levels of teaching competence at the present time, at the time of one year hence, and at the time of ten years hence, respectively. Results indicated that:(1) Factor analysis of the subjects' responses to the questionnaire revealed that new teachers have a five-factor structure in perceiving their own teaching competence (study and training, skills in instruction, enthusiasm and love in education, and cooperation with children's parents), and this suggests that new teachers have vaguer cognitive structure of teaching competence than do experienced teachers; (2) New teachers expected that their teaching competence would increase as they experience teaching children in the future; (3) Enthusiasm and love in education, one of the four factors in teaching competence found in this study, showed high level of estimation even at the present time; (4) Positive motives to become a teacher and the teachers' majors in university had significant relation to perceived teaching competence, both at the present and in the future; (5) Preceding experience of teaching as a part-time teacher was significantly related only to the present level of perceived teaching competence.

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While, for every undertaking, the conceptual framework determines its goals and characteristics, conceptual infrastructure of career guidance has not been carefully examined in Japan. This paper attempts to analyze the concept of career which provides significant influence to shape the goals of career guidance. By examining 1) the definition of career guidance made by Mpnbusho, the Japanese national ministry of education, 2) the arguments took place in Japan over the bill of School Education Law (1947), 3) D. E. Super's theory of career, and 4) various views on career which emerged in Career Education movement in 1970's in the U.S., this paper comes to the following conclusion: In the early twentieth century, the vocational guidance initially built its theoretical framework in the United States as to cope with the social needs. D. E. Super's academic endeavors and Career Education movements were functioned as the major factors that lead the vocational guidance expand its realm and develop itself to the current career guidance. This expansion has predominantly influenced the concept of career guidance in Japan and the term "career" now has the broad meaning, almost equivalent to "life", with the focus in vocational aspects. Today, however, the theoretical explanation on such "career" applicable to the contemporary Japanese society has not been made. Also, the logic for the today's career guidance to integrate educational guidance into itself has not been successfully established. In order to make the goals of career guidance clear, we need to reexaine our own views toward the concept of career and try to grasp its structure.

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