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―98―JournalofChubuUniversityEducationNo.17（2017）Long-TermEffectsof“SelfMotivationalDevelopment”inCareerEducationbyFull-TimeTeachers:TheComparisonBetweenCareerEducationExpertandNon-ExpertTeachersSUGIMOTOHideharu＊1,SATOTomomi＊2andTERAZAWAAsako＊3＊1SeniorLecturer,DepartmentofPsychology,SurugadaiUniversity＊2AssociateProfessor,InstituteofLiberalArts,KyushuInstituteofTechnology＊3Professor,DepartmentofManagementSynthesis,CollegeofBusinessAdministrationandInformationScience,ChubuUniversityAbstractThisstudyinvestigatedthelong-termeffectsof“Selfmotivationaldevelopment”incareereducationbycareereducationnon-expertcareerteachers.Theresultrevealedthatstudentswhoattended“Selfmotivationaldevelopment”classparticipatedcareerguidancefor3rdgradersbycareersupportdivisionmorethanwhodidnotattendtheclass.Inaddition,thestudentswhoattendedtheclasstookcareerselectionbehaviormoreactivelythanwhodidnotattendtheclass.Moreover,thestudentsinthenon-expertteachers'classshowedhighinparticipationratesofthecareerguidanceandtheactivecareerselectionbehaviorasthestudentsintheexpertteachers'class.However,therateofcareerdecisionatthetimeofgraduationwaslowinthestudentsinnon-expertteachers'classasinthestudentsinexpertteachers'class.Thisresultmightbeaffectedbythehighlyprofessionalcontentsof“Selfmotivationaldevelopment”andthedifficultyofteachingmethodinactivelearning.Theseresultssuggestthatteachersshouldbetrainedwellbeforefacilitatingin“Selfmotivationaldevelopment”class.KeywordsEducationalevaluation,Careereducation,Expertincareereducation