The purposes of this study are to examine the following matters of college students who think possiblities of their abilities and interests important in their career-choices: (1) How do they view their career-choices? (2) How do they think about their abilities and interests? (3) What sort of impressing experiences have they had in their life history? (4) What sort of difficulties do they have in their career-choices? (5) What tasks do they wish to achieve or what tasks do they think they must achieve? Subjects are 188 freshmen of faculty of social welfare. Main results are followings; (a) 73.4 % of the subjects regarded "possibilities of their abilities and interests" as important factors in their career-choices. And their purpose of career-choices is to choose the goals of their life. (b) They believed that they could develop their abilities and interests. (c) 70-90 % of them reported some sort of impressing experiences in their life history. Only 40-60 %, however, of them had those experiences relating to their career-choices. (d) The main difficulties many of them had were the lack of career-knowledge and of the knowledge of how to carry out their career-plan. (e) The major task they wish to achieve for their fruitful career-choices is to acquire adequate and accurate knowledges about career and how to carry out their career-plan, and the abilities required in their expected posts.

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The present study investigated the sex and age differences of the work values in Japanese adults, by using The Values Scale (VS) developed by Super, & Nevill (1986). We also compared the VS scores of Japanese adults with those of adults in U.S.A. and Canada. The procedures were (1) to make the Japanese version of VS, and (2) to administer it to 648 male and 102 female adult subjects. The main results were follows. (1) The internal consistency of each scale was from .63 to .86 in male subjects, and from .64 to .87 in female subjects. (2) We found the sex differences in the scores of VS. Especially, the scores in the scales of Authority, Advancement, Creativity, and Altruism in males were significantly higher than those in females. (3) We examined the age differences of work values in male adults. As the results, it was suggested that the work values in male adults changed mainly from 20s to 30s. According to aging, the scores in the scales of the Ability Utilization, Creativity, Life Style, Personal Development, Risk, Social Interaction, Social Relations, and Variety decreased, on the contrary, that of the Economic Security only increased. (4) As the results of factor analysis in VS, we found four factors in male : Personal Growth, Activity, Social Status, and Working Conditions. And in female, five factors were found : Personal Growth, Social Activity, Economic Status, Helping to Others, and Orientation for Change. (5) Comparing the work values of adults in Japan with those in U.S.A. and Canada, main differences were found in females rather than in males. Generally, the work values recognized by Japanese females were not so high. However, females in U.S.A. and Canada emphasized several work values (for example, Aesthetics or Altruism) that males didn't.

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The purpose of this study was to investigate the process and the structure of self-actualization in career development from a viewpoint of metacognition. Two scales were developed to measure; (l)self-actualization (3 items), and(2)the metaconitive process of self-actualization (14 items). These two scales and CDT-3 (Career Development Test) partialy modified were administered to 223 male university students in total. The main results were as follows: (1)The degree of self-actualization was significantly correlated to metacognitive score in the process of self-actualization. (2) In the subjects who's CDT-3 score was higher, metacognitive score was also higher. These findings suggest that metacognition plays an important role in self-actualization related to career development. {3)As the selfactualization scale could be regarded as a kind of metacognitive scale, the two scales were combined and a principal factor method was carried out on the scale scores. After considering the results of 6 subject groups, three major factors were extracted. They consist of each metacognition concerning, (1)value related to ideal self, (2)such motivational elements as expectancy that one's effort will lead to one's intended performance or outcomes, and (3)strategy and procedure. In conclusion, the metacognitive process of self-actualization is assumed to be describe in such a hypothetical formula as "Value×Expectancy×Strategy." Especially, in the systematical instruction of metacognition fostering career development, it seems to be important that "value" should be placed as the fundamental factor.

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A total of 602 male and female senior high school students, ranging from grade 1 to 3, were administered the Career Decision Scale translated into Japanese by the present authors, the Educational-Career Maturity Scale constructed to measure autonomy, planning, and involvement on the issue of college entrance, and the Occupational-Career Maturity Scale to measure the same parameters on the issue of vocational choice. Using ANOVA tests on the three scales independently, it was found that gender differences in indecision, educational-career maturity, and occupational-career maturity were not significant, but grade differences were significant. The relationships among the three response categories regarding their future vocations ("already decided", "have a vague idea", and "have no idea") and indecision and career maturities were significant. The degree of conversation on career issues between students and father, mother peers, and teachers was investigated to analyze the influences on students career indecision and career maturities independently. The results were as follows. It was found that indecision was not associated with the degree of conversation with these persons except for mother-daughter conversation. Fathers influenced their sons' educational and occupationtal maturities. Mothers influenced their daughters on both maturity aspects and their sons' educational aspects. Peers influenced all aspects strongly. Teachers strongly influenced only their female students on the educational aspect. The necessity for the developmental-contextual approach to the investigation of the influence process on career development and career indecision was discussed.

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