The conceptual frameworks to measure the university entrance reasons and the conceptions of learning in university were examined. Reviewing the published researches in these fields, the questionnaire that consisted of 48 items for the university entrance reasons and 44 items for the conceptions of learning in university was constructed according to the two dimensional frameworks. The participants were 725 freshmen enrolled in a private university. Exploratory factor analysis for the university entrance reasons revealed following four factors; study orientation, extracurricular activities, examination ranking for university, and evaluation of neighborhood. For the conceptions of learning in university, exploratory factor analysis was also conducted. The following four factors were extracted; active learning, development, acquisitive attitude for credits, and passive. The high reliability eight sub-scales were constructed from the factor pattern matrices of these factor analyses. The validities of these sub-scales were examined on the relationships among these sub-scales using canonical correlation analysis and the mean differences between entrance examination group and interview examination group by ANOVA. Finding of these analyses were discussed with particular reference to the issues of transition from high-school to university.

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The purpose of this research is to investigate the framework of life career education, by seeking to integrate a variety of life roles. For this purpose, 1) the content of the text "Developing career and living skills" for the career education of the secondary education of the United States of America was analyzed from six aspects of standards, and the ability area was defined. Base on these results, the ability areas for life career education were established as following; "self-understanding", "human relations", "decision-making", "work development", "life practices", and "career integration". 2) The career education curriculum of New Jersey, United States of America, "New Jersey core curriculum content Standards Horizontal Design for Career Education and Consumer, Family, and Life Skills" was analyzed, and the content of study, scope and sequence were clarified. Also the ability area to be developed was conceptualized. As a result, these abilities were reconfigured into three levels ("fundamental level," "knowledge and experience level," and "integration level") and two directions ("individual identity" and "relatedness identity"). Based on these capability concepts, a life career education model from the preschool stage through university was created.

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