Language：Japanese  

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Language：Japanese   Publisher：The Japanese Psychological Association  

DOI： 10.4992/pacjpa.83.0_1D-078

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Language：Japanese   Publisher：The Japanese Psychological Association  

DOI： 10.4992/pacjpa.83.0_1D-082

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Language：Japanese   Publisher：The Japanese Psychological Association  

DOI： 10.4992/pacjpa.83.0_1D-079

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Language：Japanese   Publisher：The Japanese Psychological Association  

DOI： 10.4992/pacjpa.82.0_1AM-124

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Language：Japanese   Publisher：The Japanese Psychological Association  

DOI： 10.4992/pacjpa.82.0_1AM-121

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Language：Japanese   Publisher：The Japanese Psychological Association  

DOI： 10.4992/pacjpa.82.0_1AM-123

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Language：Japanese   Publisher：The Japanese Psychological Association  

DOI： 10.4992/pacjpa.82.0_1AM-122

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This study examined the effects of "Self motivational development" in career education. Comparison between students who attended the class and who did not, revealed that the class had a beneficial effect on general skill for productive college life, such as self-esteem and communication skills. However, the students who did not attend the class increased career consciousness such as self-efficacy on career decision and career adaptability, as much as the students who attended the class. This study also found out that more improvement of the general skills and the career consciousness was seen in short-term intensive class than in long term distributed class. In addition, the students who could specify what they have learned from the course showed good improvement of the general skills and the career consciousness. From these results, this study made several suggestions on how to provide more effective career education in " Self motivational development."

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Language：Japanese  

DOI： 10.15119/00001183

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Language：Japanese  

This study investigated the long-term effects of "Self motivational development" in career education by career education non-expert career teachers. The result revealed that students who attended "Self motivational development" class participated career guidance for 3rd graders by career support division more than who did not attend the class. In addition, the students who attended the class took career selection behavior more actively than who did not attend the class. Moreover, the students in the non-expert teachers' class showed high in participation rates of the career guidance and the active career selection behavior as the students in the expert teachers' class. However, the rate of career decision at the time of graduation was low in the students in non-expert teachers' class as in the students in expert teachers' class. This result might be affected by the highly professional contents of "Self motivational development" and the difficulty of teaching method in active learning. These results suggest that teachers should be trained well before facilitating in "Self motivational development" class.

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Other Link： http://elib.bliss.chubu.ac.jp/webopac/XC17000089

Language：Japanese   Publisher：日本進路指導協会  

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Language：Japanese   Publisher：中部大学大学教育研究センター  

CiNii Books

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Other Link： http://elib.bliss.chubu.ac.jp/webopac/XC16000206

Language：Japanese   Publisher：中部大学大学教育研究センター  

CiNii Books

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Other Link： http://elib.bliss.chubu.ac.jp/webopac/XC16000213

Language：Japanese  

CiNii Books

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Other Link： http://elib.bliss.chubu.ac.jp/webopac/XC14000099

Language：Japanese   Publisher：中部大学大学教育研究センター  

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Other Link： http://elib.bliss.chubu.ac.jp/webopac/XC15000124

Language：Japanese   Publisher：中部大学大学教育研究センター  

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Other Link： http://elib.bliss.chubu.ac.jp/webopac/XC15000126

Language：Japanese   Publisher：Japan Society of Youth and Adolescent Psychology  

DOI： 10.20688/jsyap.25.2_201

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Language：Japanese   Publisher：中部大学大学教育研究センター  

CiNii Books

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Other Link： http://elib.bliss.chubu.ac.jp/webopac/XC15000013

Language：Japanese  

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Language：Japanese   Publisher：Japan Society of Developmental Psychology  

This study examined tendencies development of the self among Japanese in late adolescence and young adulthood, based on Kegan's constructive-developmental theory. Japanese versions of the Subject-Object Interview (SOI) and the Erikson Psychosocial Stage Inventory (EPSI) were administered to 40 late adolescents and 40 young adults (ages=25-35 years). Most participants were found to be at a transition between stages 3 and 4 of Kegan's structural-developmental stages. A positive relationship was found between age and Kegan's stage scores, and between Kegan's stage scores and the total as well as sub-scale scores for Industry and Identity on the EPSI. These results were discussed in terms of Kegan's views on development of the self and Erikson's views on identity development in late adolescence and young adulthood.

DOI： 10.11201/jjdp.24.99

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Other Link： http://search.jamas.or.jp/link/ui/2013183917

Language：Japanese   Publisher：Japanese Society for the Study of Career Education  

DOI： 10.20757/jssce.31.1_15

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Language：Japanese   Publisher：Japan Society of Developmental Psychology  

This study examined the relationship between assumed competence based on undervaluing others, and negative images of getting a full-time job, which influences the difficulty of career choice. University students (N=339) completed scales that measured self-esteem, assumed competence, images of getting a full-time job, and time perspective. Combining the tendency to undervalue others and level of self-esteem, we classified the participants into four competence types: omnipotence, assumption, self-esteem, and atrophy. The main results were as follows. Students who were classified as an assumption type were more likely than those classified in the self-esteem type to have a negative image of getting a full-time job, and to have a negative time perspective on experiences from the past to the future. The results imply that for the students classified as the assumption type, undervaluing of others is generalized to their negative image of getting a full-time job. In addition, their negative image of getting a full-time job plays a self-defensive role in maintaining their minimal self-evaluation.

DOI： 10.11201/jjdp.23.224

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Language：Japanese  

DOI： 10.11477/mf.1405101815

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Other Link： http://search.jamas.or.jp/link/ui/2011146122

Language：Japanese   Publisher：Japan Society of Youth and Adolescent Psychology  

This study examined the tendency of self-development among Japanese university students, based on Kegan's constructive-developmental theory. The Japanese version of the subject-object interview ("SOI") was administered to 40 university students. Results indicated that only one participant was at the transition stage from the imperial self (stage 2) to the interpersonal self (stage 3), while 38 participants were at the transition stage from the interpersonal self (stage 3) to the institutional self (stage 4), and one other participant was at the transition stage from the institutional self (stage 4) to the interindividual self (stage 5). Furthermore, the higher the grade, the higher were the structural-developmental stage scores. In addition, it would appear that in Japan, few participants are at the transition stage from the imperial self (stage 2) to the interpersonal self (stage 3) relative to the case of New Zealand.

DOI： 10.20688/jsyap.23.1_37

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Language：Japanese  

CiNii Books

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The present study examined the representation structure of "not getting a job" among university students and the relationships between such representations and career indecision. A total of 503 university students were asked to report how they would think about "not getting a job" in an open-ended question along with two scales measuring career indecision and the representations of getting a job. Results of text mining techniques indicated that the high, middle, and low classes of the text data subscale and the representation subscale were divided into eight clusters respectively: these were "negative aspect", "chasing one's dream", "do-what-one-wants-to-do oriented", "position in society", "ambivalent aspect", "dependence on the family", "impossibility of life" and "critical aspect". The negative aspect was categorized into the same cluster as the representation of getting a job that had preventing effects on career choices, whereas the critical aspect was grouped into the same cluster as the representation with enhancing effects. The ambivalent aspect and the low class of the representation subscale were sorted into the same cluster. Furthermore, it was found that those who captured the representations of "not getting a job" as the "negative aspect", "chasing one's dream", or "do-what-one-wants-to-do oriented" were most likely to be with an undecided career. Those who regarded such representations as "position in society", "ambivalent aspect", or "impossibility of life" were less likely to have had an undecided career, while students seeing the representations as "dependence on the family" or "critical aspect" were least likely. These results confirmed that the representations of "not getting a job" among university students had various aspects, and they could possibly affect students' career indecision.

DOI： 10.18999/nupsych.55.77

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Other Link： http://hdl.handle.net/2237/16120

Language：Japanese  

The purpose of this study was to reveal the following two factors through the longitudinal study: (1) factors that would affect the entry activities in the process of job hunting, such as requesting company brochures and participating in job fairs, and (2) factors that would be affected by such activities. A sample of 75 third-year university students from several arts departments were asked twice to fill in questionnaires regarding the entry activities of job hunting and related factors (time perspective, image of getting a full-time job [IGFTJ], career indecision, and job-hunting activities of close friends). The dependent variables were set as the entry activities-related factors, and subsequently analyses of variance (ANOVAs) were performed on the dependent variables in this 2 (the period of the study: first study or second study) × 3 (the status of the participant's entry activities: not-launched, launching, and already-launched) mixed factorial design. The results indicated that there was a marginal difference only in the Institution factor (a subscale of the IGFTJ scale) of the first study between the launching group and the not-launched group. Also, between the first and the second study, there were a number of changes found among participants in the launching and already-launched group: In the launching group, hope in the time perspective were increased, confusion in the career indecision was decreased, and job-hunting activities of closed friends were getting in progress, while in the already-launching group, confusion and exploration in the career indecision were decreased and job-hunting activities of closed friends were getting in progress, although there were no such changes in the not-launching group. From these results, it was concluded that institutionalized images affected the entry activities of job hunting, and such activities affected the participant's time perspective, career indecision, and job-hunting activities of close friends, implying that job-hunting activities and their related factors mutually affected one another.

DOI： 10.18999/nupsych.54.81

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Other Link： http://hdl.handle.net/2237/10334

Language：Japanese   Publisher：Waseda University  

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Total pages：x, 267p   Language：Japanese  

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Total pages：244   Language：Japanese  

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