@article{oai:nagoya.repo.nii.ac.jp:00002242,
 author = {若林, 満 and WAKABAYASHI, Mitsuru and 後藤, 宗理 and GOTO, Motomichi and 鹿内, 啓子 and SHIKANAI, Keiko},
 journal = {名古屋大學教育學部紀要. 教育心理学科},
 month = {Dec},
 note = {Present authors have studied occupational choice issues among female junior college students by focusing upon their attitudes toward occupations. The basic assumption for those studies is that students' attitudes toward occupations are an integral part of their self concepts. More specifically, results of our latest studies indicated there exist at least three basic types or models by which a self concept is related to the occupational attitudes among female junior college students. These models were identified respectively as close associations 1) between the competent and masculine self concept, and high occupational readiness and job challenge orientation toward work, 2) between harmonious and affiliative self concept, and human relations orientation toward work, and 3) between a feminine self concept and orientation toward working conditions on one's occupation. The present study examines to what extent it is possible to predict occupational choices among female college students based on these different models of self=occupation configulations. To explore occupational choice processes, a group of female junior college students who answered our first-wave questionnaire survey conducted on January, 1983 when they were in the first year, were followed up a year later on January, 1984. By this time, 332 students (about 63%) out of 527 total sample succeeded in finding their jobs (a "success" group hereafter), while the rest of the students were still in the process of job search (a "remaining" group hereafter). The rate of success was found different among student sub-groups, namely between professionally oriented nurse students and non-professional humanity students. Therefore, subsequent analyses were conducted separately for each group classified on the bases of success vs. remaining and professional vs. non-professional. The following set of instruments were administrated over the two research periods by using basically identical questionnaires. (1) Job Orientation consisted of 30 items subjects might want to have as goals or conditions for their future occupations. Three orthogonal factors were derived with being labelled as job challenge, human relations, 3nd working conditions, respectively. (2) The Self-image instrument consisted of 23 adjectives with a 7-point Scale, from which masculinity and femininity (MF) scales were derived. (3) Self-evaluated Competence consisted of 22 task-related abilities. Subjects were asked to evaluate their competence levels on each item by using a 7-point scale. Three factors, named competency, harmoniousness, and reliability respectively, were derived. (4) Occupational Self-image was measured by using 20 adjective pairs presented with a semantic differential format. Two scales, potency and affinity, were constructed by combining relevant SD items. (5) The instrument of Social Role Attitude included 15 statements with a 7-point scale which pronounced various women's roles in the society. All items were combined into a single scale labelled as equality in social roles. (6) Satisfaction with college life was measured on the basis of 6 items with a 7-point scale. All the above scales were constructed at two different time periods so that changes over time could be examined from the first year to the second in which students' occupational choice activities evolved. In addition to the above, Occupational Readiness was measured only in the first year. The instrument contained 30 statements concerning about students' psychological readiness or "maturity" toward occupational lives. A composite scale was constructed by combining 21 items selected by a series of item analyses. Major hypotheses for the present study were stated as follows. I. Since occupational choice is considered as a process of achievement, the nature of this process is best characterized as an integration of job challenge orientation into a competent, masculine self concept. This is particularly true among professionally oriented female college students. II. Traditional, femininity aspects of self concept are connected with orientation toward human relations and working conditions in occupation. This pattern indicating a motif of affiliation needs among female college students tends to cause a delay in the occupational choice processes. III. The mode of self=occupation integration during the students' first year may show a change after students made occupational choices in the second year, because of the trial-and-error activities and of possible compromises students would have to make to reach their final occupational decisions. IV. As the process of occupational socialization develops from the first to the second year, the general levels of self concept and occupational attitudes in terms of mean scores change toward a more favorable direction. To explore the above hypotheses, statistical analyses were conducted with a set of variables derived at two time periods based on the simple correlation and canonical correlation analyses, and the ANOVA method. Major results of the analyses are summarized as follows. First, a coefficient of reliability (Cronbach's alpha) for each scale was found to be at a satisfactory high level for both the first and the second year. Stability of scales measured in terms of test-retest correlation coefficients between the two time periods were considerably high for self concept scales, i.e., self-image, self-evaluated competence, and occupational self-image scales. This indicated sabstantial stableness of female students' self concepts over the occupational choice processes. However, occupational orientation was found very unstable. That is, three sub-scales of occupational orientation showed significant but very low correlations between the two time periods for the professional course group (nurses), while basically zero correlations for the non-professional course group (humanity students). This suggests orientation toward jobs changes drastically over time; At the choice phase (the second year), job orientations are totally influenced by job conditions presented in front of the students, rather than by what they wanted to have as a part of their occupational lives in the first year. Second, canonical correlation analyses conducted on the basis of two sets of scales (i.e,. seven self concept scales as one set and three job orientation scales as the other) produced the following results. (1) Among the success group, a motif of achievement characterized the pattern of interrelations between a self concept and occupational orientation in the first year. In other words, aspects of masculinity, potency and competency in the self concept were found to have a close association with job challenge and self-actualization orientations toward occupational lives. However, in the second year after succeeding in choosing a job, a motif of affliation became salient for this group, in which aspects of affinity and harmoniousness of a self concept came to interrelate closely with human relations orientation in occupation. (2) On the other hand, the remaining group showed an opposite pattern; For them an affinity motif was found to be salient in the first year, but this motif receded backward to give rise to the achievement motif in the second year where they remained still undecided on their occupational choices. The above results indicate that the hypothesis I is supported. That is, a motif of achievement in the first year was associated with the success in occupational choice in the second year. Moreover, among those who remained undecided the achievement motif became dominant in the second year. This result indicated that among the remaining group the motif of affiliation in the first year gave way to the achievement motif in the second year, faced with the psychological pressures for achieving an occupational choice. In other words, the motif of affiliation in the first year led to the delay, or failure, of occupational choice in the second year, thus giving a support to the hypothesis II. Finally, the change of motifs between the first and the second year, which occurred to both success and remaining groups, suggests that the occupational choice process must be very dynamic. These dynamic changes endorse the notion implied by the hypothesis III. Third, results of an ANOVA based on the college major (nurses vs. humanity students) and time factors revealed that the mean value in every scale increased over time significantly, except for the human relations orientation scale which decreased significantly from the first to the second year for all college groups. This result indicated that self concepts of female students moved toward more favorable directions, and at the same time their orientations toward job challenge in future work became stronger, as they approached the transition phase from college to work career. These results give a support to the hypothesis IV. However, this tendency was recognized in a clear manner only for the nurse group. In conclusion, all of our hypotheses were supported by the results of the analysis. However, the following question remained yet to be answered. Why does job orientation show so much instability between the two years among female junior college students? Why do they change motifs for their self=occupation integrations after succeeding in choosing occupations? More studies are required to answer these questions., 国立情報学研究所で電子化したコンテンツを使用している。},
 pages = {123--161},
 title = {女子大生における職業選択過程の予測的研究(I) : 就職決定群と未決定群の比較をもとに},
 volume = {31},
 year = {1984}
}