This study was intended to factor our the principal elements of the students' career planning for the use of students' career guidance. The subjects were 200 freshmen of the Jeonbuk National University. The study has been carried out through the following processes.
1. To identify the variables important in career planning on the bases of current theories of career development,
2. To identify the subvariables of individual traits and planned career achievement.
3. To develop a questionnaire to measure individual traits and planned career achievement based on the identified subvariables,
4. To standardize the questionnaire for the use of investigated results of students' values and planned career achievement,
5. To examine the correlation between students' individual traits and career planning for the provision with the general students' guidance model.
The findings are summerized as below ;
1. Forth-one variables to be considered in career guidance were identified from the students' cumulative recording variables of the Guidance Center of Chon-buk National University,
2. The subvariables of individual efforts after his planned career were identified as shown in Table-5.
3. The questionnaire on individual traits and career achievement based on Table-5 was prepared as shown in Appendix Ⅲ.
4. The norms for the use of the investigated results of students' values and planned career achievement were shown in Table-6 and Table-7,
5. Nineteen factors were found significant enough in accounting for the variation of the input variables such as planned career achievement, individual traits, and so on.
The 19 factors were as follow;
(1) Factor Ⅰ included the variables of physical health and personality, economic matters, academic achievement, recreation, marriage in General Life Adjustment scale, and interpersonal relationships and security in Planned Career Achievement Scale. It was named "Self-control for Self-actualization".
(2) Factor Ⅱ included the variables of family relations, social relations, conformity, adjustment to reality, mood, emotional stability, and leadership in Personality Inventory in addition to the variables, irrational thinking, negative thinking, and neurotic behavior. It was named "Personality Traits".
(3) Factor Ⅲ included verbal reasoning, arithmatic reasoning, numerical reasoning, and figural reasoning variable in Intelligence scale. It was named "Reasoning".
(4) Factor Ⅳ included the variables of independence, achievement, authority, helpfulness, security, and learning in Value Scale. It was named "Value Traits".
(5) Factor Ⅴ included the variables of father's education and economic status, cultural facilities in the Questionnaire of Life Environment. It was named "Socio-economic Status of Home".
(6) Factor Ⅵ included the variables of decision-making, cognition and self-appraisal in Planned Career Achievement Scale. It was named "Career Confidence".
(7) Factor Ⅶ included the variables of validity in Personality Inventory and the lie score in MMQ. it was named "Openness Traits".
(8) Factor Ⅷ included the variables of parental absences in the Questionnaire of Life Environment and negative thinking and aggressivensess in Emotional Scale. It was named "Negative Attitude".
(9) Factor Ⅸ included the variables of consideration for major, self-concept, socio-economic values, interpersonal relationships, physical demands, and security in Planned Career Achievement Scale. It was named "Considerations in Decision-making".
(10) Factor Ⅹ included the variables of data-collection and realizing self-willful purposes. It was named "Decision-making and Data-collection".
(11) Factor XI included the variables of harmonious relationships, conformity, adaptability, and emotional stability in Personality Inventories. It was named "Early Experience and Personality Traits".
(12) Factor XII included the variables of satisfaction with highschool experience in Student-life Adjustment Scale and independence variable in Values Test. It was named "Highschool Satisfaction and Independence".
(13) Factor XIII included the variables of word usage, verbal reasoning, and figural reasoning. It was named "Verbal Ability".
(14) Factor XIV included the variables of academic achievement, friendship with opposite sex, career planning and values in the Questionnaire of Life Environment and the variable of present efforts for planned career achievement, data-collection and self-evaluation in Planned Career Achievement Scale. It was named "The Efforts for the Planned Career Achievement".
(15) Factor XV included the one variable of home in Student-life Adjustment Scale. It was named "The Efforts for the Development of Home".
(16) Factor XVI included the one variable of friend in Student-life Adjustment Scale. It was named "The Efforts for Harmonious Relationship with Friend".
(17) Factor XVII included the one variable of place of growing-up in the questionnaire of Life Environment. It was named "The Place of Growing-up".
(18) Factor XVIII included the variables of irrational thinking in Personality Inventories and physical environment in Planned Career Achievement Scale. It was named "Irrational Thinking".
(19) Factor XIX included the sex variable of Student-life Adjustment Scale. It was named "Sexual Urge".
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