This study aims at identifying the relationship between high school students' motives for entering universities and the usefulness of information on those universities. The questionnaire survey was conducted in two high schools and the number of respondents was 1,937. The 21 items on the motives behind their decision to go to universities were factor-analyzed. Five factors were then extracted, that is, "social status", "favorite subject", "purposelessness", "enjoyment", and "specialties". Firstly, the factor scores were compared by sex, school and grade. Secondly, the relationship between the motive factors and the usefulness of information on universities was examined. Some of the major findings were as follows; 1) Male students consider "social status" as a more important motive to go to universities while female students aim at "favorite subject". These motives for entering universities were also affected by school and grade. 2) The usefulness of information on universities was influenced by motives for entering universities. Those who want to have "social status" considered cramming and preparatory schools as a more important information source, and those whose scores of "favorite subject" are high considered books and magazines as a more important information source. On the other hand, those who mark high score on the "purposelessness" were less likely to utilize any information that must be obtained actively.

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The present study examines (l) the effect of "self-analysis task" on career information search by computer and, (2) the effect of the self-analysis task on career decision-maiking self-efficacy. Sixty-seven undergraduate students were randomly assigned to 2 groups. In the first group, the subjects performed the career information search by computer after being assigned the self-analysis task, whereas in the second group, the subjects had to perform only the career information search by computer. In addition, each group was divided by degree of "vocational readiness". The effect of self-analysis task was examined in high and low groups of vocational readiness regarding the numbers of searches for information, the rate of searching for self-related information, and the rate of searching for information of each occupation successively. In the group that was not assigned the self-analysis task, high vocational readiness group searched more information, whereas in the group that was assigned the self-analysis task, low vocational readiness group searched more information. Moreover, it was found that the rate of searching for the self-related information had increased, when the self-analysis task was assigned. It was also observed that when the self-analysis task was not assigned, low vocational readiness group had the tendency to search for information on each occupational category. On the other hand, this tendency decreased when the selfanalysis task was assigned. In addition, the cognition of the self-analysis task was found to be closely related to the career decision-maiking self-efficacy. Based on the results, how the self-analysis task, career information search by computer, and career decision-maiking self-efficacy were related were discussed.

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The purpose of this study was to examine the relationship between career choice self-efficacy and vocational exploration activities (time/content), and to find out such factors as have favorable influences upon career choice self-efficacy. For this purpose, I administered a questionnaire survey to 145 senior students of women's college. In this study, a scale of career choice self-efficacy, with reference to Career Decision-Making Self-Efficacy Scale (Urakami,1995, Tomiyasu,1997) was developed. These data were analyzed using covariance structure analysis. The results indicated that vocational exploration activities were directly predicted by 11 factors which constitute career choice self-efficacy, collection of information about self and vocation being the most powerful prediction among them. The career choice self-efficacy had a significant effect on all vocational exploration activity factors. These results suggest that the nature and process of career choice self-efficacy, and upon the way to increase career choice self-efficacy of female senior undergraduates.

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The aim of this study was to clarify the relationship between the economic utility of men's college educations and their career decisions in recent years. The study is based on the hypothesis that lately the economic utility of men's college educations would have diminished in light of the breakdown of the "lifetime employment system" in Japan. Focusing on both college graduates and high school graduates, this paper therefore examines the ratio of "standard workers" to total workers in the market, and the wage differential due to college education for the national sector and for the private sector. As a method of measuring the benefit of the wage differential, the indicator "private rate of return" is often used. Here also the time-series change of private rate of return by level of education will be shown.The private rate of return influences whether individuals decide to pursue a college education. Main our findings are follows. (1)Between the years 1984 and 1996, the ratio of "standard workers" with college educations had been decreasing in the 30-44 age cohort, and in the other age cohort increasing. (2)Despite the two sectors, the private rate of return for "standard workers" with college educations is a few percentage points higher rather than that for "general workers" with college educations, over the 1972-1996 period. (3)Particularly, the difference of the rate of return between "standard workers" and "general workers" with college educations has decreased after the late 1970's.

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