The purpose of this paper is to introduce some recent methodological developments for the longitudinal data on the career development. To illustrate longitudinal data analysis by the structural equation model, two kinds of cohort data sets collected from the entire student body of a certain junior high school at four occasions (December, 1988, June, 1989, December, 1989, and December, 1990) are used. The following six kinds of analyses are conducted using the Amos: (1) Simplex model to confirm the stability of the educational career maturity scale on four occasions, (2) Latent Growth Model (LGM) to identify the growth line of educational career maturity, (3) Multivariable LGM to analyze the relationships among level factors and slope factors of educational career maturity and vocational career maturity, (4) LGM of educational maturity with achievement score as an exogenous variable, (5) LGM of career indecision sub-scale with state anxiety and trait anxiety as latent exogenous variables, and (6) Multisample simultaneous LGM analysis of educational career maturity from the two incomplete cohort data sets. Findings are discussed with particular reference to the utility of latent growth models for analyzing career development processes.

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Women university students have prospects of some life courses, arid this paper attempts to clarify them by introducing new and original framework. Previous studies of 'Gender and Education' used to analyze women with higher education in terms of the two divided aspects "marriage or job". But there remains two problems in this framework. The first is that it fails to grasp prospects of some life courses of women university students, and the second is that once women university students are categorized into "marriage or job", their value judgement is fixedly dealt with as so. To avoid these problems, I designed the original questionnaire and analyzed the whole prospects of life course of "marriage and job" in their own mind. The main findings are as follows: 1) In the previous way, there is coincidence of prospects of life course among those who want to retire for a time and permanently, when they get married and birth children. But, by the new framework introducing in this study, the former prospects of life course is similar to those who want to keep working until the retirement age. 2) In the previous studies, those who want to keep working are regarded as they are not interested in the marriage and birth children, but in the work. But by the new framework, there are also those who want to get the success of "marriage and job".

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The current study investigated differences based on vocational motivation upon motive to enter university and adaptation after matriculation, and the effects of motive to enter a university on adaptation after matriculation. Subjects of 202 science department male freshmen were classified into three vocational motivation groups (self-improvement motivation, interpersonal motivation, and status motivation), and the scale scores of each group were compared. Results showed first that selfimprovement and interpersonally oriented students regarded university's attributions as important when they choose a university as compared to status oriented students, and self-improvement oriented students had made a significant progress in acquiring social skills. Second, hierarchical regression analysis using study and associate satisfaction as dependent variables, along with motives to enter university as first step and acquired ability as second step, were performed. The result showed that choosing a university according to the university's attributions and the acquisition of special expertise had a positive influence on study satisfaction, while attaching importance to academic ability and acquisition of technical ability had negative effects on associate satisfaction.

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