{"_buckets": {"deposit": "3651fc7e-b5f5-43da-b609-d6306bb8f9ff"}, "_deposit": {"id": "2370", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "2370"}, "status": "published"}, "_oai": {"id": "oai:nagoya.repo.nii.ac.jp:00002370"}, "item_9_alternative_title_19": {"attribute_name": "\u305d\u306e\u4ed6\u306e\u8a00\u8a9e\u306e\u30bf\u30a4\u30c8\u30eb", "attribute_value_mlt": [{"subitem_alternative_title": "Vocational Interests and Vocational Choices Among Female College Students"}]}, "item_9_biblio_info_6": {"attribute_name": "\u66f8\u8a8c\u60c5\u5831", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "1989-12-25", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "31", "bibliographicPageStart": "1", "bibliographicVolumeNumber": "36", "bibliographic_titles": [{"bibliographic_title": "\u540d\u53e4\u5c4b\u5927\u5b78\u6559\u80b2\u5b78\u90e8\u7d00\u8981. \u6559\u80b2\u5fc3\u7406\u5b66\u79d1"}]}]}, "item_9_description_4": {"attribute_name": "\u6284\u9332", "attribute_value_mlt": [{"subitem_description": "The present study has two purposes. One is to develop the vocational interests scale for female students, and another is to explore the relationship between vocational interests and vocational choices. Subjects consisted of 1753 female college and university students majoring in 9 different fields with respect to vocational specialization in 14 different higher educational institutions. Subjects were asked to respond to the questionnaire which consisted of following three parts. (1) Biographical data include information on subject\u0027s grade and major field, future occupation preference, parents\u0027 educational levels, parents\u0027 occupations. (2) Vocational interests were measured by using 80 job titles and 80 items which explain the contents of job titles. We selected 10 titles for each of 8 occupational categories that had been identified in previous studies (Wakabayashi et al., 1986,1988). To use job content items is an unique trial for this study. Subjects were asked to rate each one by using a 4-point scale. (3) A job orientation instrument represented 15 items which subject might want to have as important goals or conditions for their future occupations. This instrument consisted of 3 subscales named as job challenge, human relations, and working conditions respectively. Subjects were asked to rate each one by using a 5-point scales. Major findings are summarized as follows. (1) The factor analyses were conducted for 80 job-title and 80 job-content items independently. Since factor structure of these two scales matched very well, two scales were combined. As a result, the combined scale had 8 subscales : (1) mass media and journalism, (2) education and welfare, (3) foreign language specialist, (4) dressmaking and industrial art design, (5) receptionists and customer service, (6) clerical specialists, (7) medical specialists and professionals, (8) sales and production. Each subscale has 6 job-title items and 5 job-content items. A Cronbach \u03b1 of each subscale was sufficiently high, then the combined vocational interests scale could maintain satisfactory reliability. (2) For the purpose of examining relationship between vocational interests and job orientation, correlation coefficients were calculated. Job challenge orientation tended to relate positively with mass media and journalism, and foreign language, and negatively relate with clerical specialists, and receptionists and customer service. Human relation orientation especially related with education and welfare field positively. Work conditions positively related with foreign language specialists, clerical specialists, and receptionists and customer service, and negatively related with education and welfare. (3) Students seemed to be classified into two groups by their vocational interests. One is those studying special knowledge or skills and being interested in specialized occupations such as foreign language specialists, medical specialists, and teacher. The other is those students whose vocational interests is not bound to their school major. (4) Vocational aspiration affected vocational interests among female students. If student can image her future occupation concretely, her vocational interests tend to follow such future occupation. However, if no concrete occupational identification is mentioned, their vocational interest profile become flat and unarticulated. (5) Students were classified 5 vocational interests patterns : (1) a single interest type, (2) a double interest type, (3) a triple interest type, (4) a multiple interest type, and (5) a non interest type. Major fields of student and vocational aspiration related to these patterns. Subjects from human-relations and education majors in junior college and hospital norse tended to show single interest, but those from librarian and home economics majors in junior college tended to show non interest field. (6) Educational level of father affected vocational interests of daughter. 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