The purpose of this study is to search mechanism for career decision making in case of students on a teaching profession course. At first a questionnaire was administered. Subjects were 2314th grade undergraduates. Using the same procedure as Wakamatsu & Furukawa (1997) which is the preceding study, the subjects were divided into four groups in terms of the state of aspiration; (a) consistent aspiration, (b) ceasing from aspiration, (c) change to aspiration, and (d) consistent non-aspiration. And then 12 students were interviewed in detail as a case study. Some analyses were done using the concepts of anxiety and attractiveness for teaching profession. The main results were follows. 1. Many students of group (a) feel not only strong attractiveness, but also strong anxiety. But they attach much more importance to attractiveness than anxiety, or they feel that overcoming the problems, to which the anxiety are related, will lead to another attractiveness. 2. We can find some types of students among group (c) students. Some were much attracted to the job for the period of the student-teaching experiences, some made a compromise with becoming a teacher, and so on. 3. To many students, the influential conditions which make them be eager to become a teacher is that (1) knowing an model teacher, (2) having a impressive student-teaching experience, and (3) talking with young teachers and knowing the real attractiveness of the job.

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The present study was intended to investigate relation among "job-hunt" relevant stressors (physical stressors, firm-relevant stressors, aptitude/interests-relevant stressors), social supports (emotional support, informative support), and satisfaction with "job-hunt" process. A questionnaire was administered to final year undergraduate students (N=165) who were searching for a job. Results indicated that (1) "job-hunt" relevant stressors relates to "job-hunt" process, (2) "job-hunt" relevant stressors and social support relate to satisfaction with "job-hunt" process. (3) Results that discribed above show different pattarns by sex and by the degree of involvement to "job hunt". A role that "job-hunt" relevant stressors and social support play, the differences by sex and the degree of involvement, the concerning matters were discussed.

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The present study examines the effects of information provided to students about their own vocational preferences on their search for occupational information. The effects of the students' level of vocational preparation are also examined. Search effectiveness is evaluated in regard to the efficiency of searching for information and student satisfaction with the search. Forty undergraduate students were divided into two groups of twenty, one being the experiment group and the other the control group. In advance of all experiment sessions, each student was evaluated for level of vocational preparation. A vocational preference inventory (VPI) was administered to students in the experiment group and the results regarding vocational preference were provided to these students. A session of searching for occupational information using a pilot CD-ROM version of The Occupational Outlook Handbook followed the VPI session. Students in the control group did not take the VPI before the search session. Students in the experiment group searched for occupational information more effectively than students in the control group, and also were more satisfied with the results of the search. Among students with high vocational preparation scores, those in the experiment group were more satisfied with the search than those in the control group. In the control group, students with low vocational preparation scores were more satisfied with the search than students with high vocational preparation scores. The results of this study suggest the usefulness of information regarding students' vocational preferences for an occupational search. When considering the future development of computerized career guidance systems in Japan, both the self-evaluation step and the occupational information step should be considered as essential components of such a system.

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This paper investigates the characteristics of the comprehensive school guidance & counseling program of the U.S. to learn the effective model upon which restructuring of the Japanese school guidance system shall be based. It shows that the American program consists of the following ten elements: Student competencies, definition, rationale, assumptions, guidance curriculum, individual planning, responsive services, system support, counselor time, and human, financial, and political resources. The analysis of seven state-level guidance and counseling manuals in terms of the program comprehensiveness shows that most of them are constructed using a comprehensive guidance program model. Restructuring the out-dated Japanese guidance system and employment of full-time guidance professionals in the schools are proposed in order to establish effective schools for the twenty-first century.

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