The purpose of this study was to examine the relationship between factors pertaining to work values and vocational selecting behaviors. In study 1, data were collected from 735 college students (336 men and 399 women) in Japan. A questionnaire contained work values. A factor analysis revealed the following five factors: self-worth, social evaluation, comfortable working environments, cordial human relations, and independence from the organization. The questions pertained to vocational selecting behaviors. An analysis based on the Hayashi's quantification theory revealed two axes: social and aspirational. The social was related to low level of social evaluation and comfortable working environments. The aspirational was related to high level of self-worth, social evaluation and independence from the organization. In study 2, 21 adults were grouped into five types: facing up to reality, pursuing both personal and social activities, moratorium, part-time job worker, and mixed. The types were based on vocational selecting behaviors of the college students. By interviews to job hunting while still in the college, differences were noticed work values and vocational selecting behaviors in three types: facing up to reality, pursuing both personal and social activities, and moratorium.
This study aims to discuss an aspect of selfobject experiences, the aspect being the mainstay of self-establishment and self-formation in adolescence on the basis of relationships in life. Participants were 12 adolescent students, who were given semi-structured interviews. The questions focused on their relationships with their parents from childhood to the present, the influences on the self (besides those of parents), and how these experiences influence the self. Three groups emerged: (1) Participants who had reconstructed selfobject relationships with their parents through the expansion of these experiences, (2) Participants in the middle of the expansions, and (3) Participants with no expansions. Verification revealed the greater the insufficiency in the participants' selfobject experiences with their parents, the more the expansion of the selfobject relationships; further, participants' reconstruction of selfobject relationships with their parents was delayed because they were offset by insufficient selfobject experiences. A correlation between relationships supporting self-establishment and self-formation in adolescence was found, and a comprehensive verification of these relationships was obtained.
This study examined the structure and the interaction of Sexual Self-Consciousness and Sexual Risk-Coping Consciousness of university students, and how each consciousness was correlated with sexual intercourse experience. The subjects were 302 students (male 138, female 164), to whom a questionnaire was distributed. After the review of related previous studies Sexual Self-Consciousness and Sexual Risk-Coping Consciousness were defined specifically for this study. Following the definitions the questionnaire items were completed. As a result of factor analysis of items concerning Sexual Self-Consciousness, two factors, namely the positive feeling towards one's own sexual relationship and the feeling of satisfaction towards one's own sexual attractiveness, were extracted. The scores of the two subscales of Sexual Self-Consciousness showed positive correlation between the two. As a result of factor analysis of items concerning Sexual Risk-Coping Consciousness, only one factor was extracted, with no subscales classified. Hence, the score of this scale was also called Sexual Risk-Coping Consciousness which proved to have positive correlation with the two subscales of Sexual Self-Consciousness. Further, the scores of the two subscales of Sexual Self-Consciousness and the scale of Sexual Risk-Coping Consciousness were significantly higher for both sexes who had experienced sexual intercourse than those with no experience of sexual intercourse.
Based on the peer support activity at Nagoya University, this study 1) reviewed the advantage and issues of the two practical methods, in which two peer supporters in pairs give counsel ("consultancy in pairs") and students take initiative in running the peer support system ("students' initiative taking"), and 2) clarified the psychological development of those peer supporters through their activities based on those practical methods. From the free descriptive survey on peer supporters and the analysis of mailing lists, the following results were revealed. The "consultancy in pairs" technique was found effective as peer support consulting technique when conflict between pairs was solved appropriately. As the advantage and issues of this technique were related with perspective taking in adolescence, this technique contributed to psychological development of peer supporters. Students' initiative taking was found to have two values, as motivation enhancer to maintain activities and contribution to psychological development. Additionally, those values increased through the use of peer advisors. The results indicate those two practical methods are effective and contribute to psychological development of peer supporters.