The purpose of this study was a comparative of the differences, relationships and impacts between the self-concept and career development for elementary schoolers by gender. The subjects of this study were 259(133 boys and 126 girls) elementary schoolers. The instrument used in this study was Jung Jong Jin's(1996) self-concept Inventory and Ahn Chang gyu & Ahn Hyeon eui's(2006) Holland career development Inventory. The collected data were analyzed with a SPSS 12.0 program. The major findings of the study were as follows: (1) the mean score of boy(M=54.857, SD=7.593) was higher than girl(M=52.302, SD=8.908) in 'emotional-self'. (2) ① the mean score of girl(M=42.200, SD=5.918) was higher than boy(M=37.372, SD=7.600) in 'gender-related prejudice about occupation'. ② the mean
score of boy(M=36.544, SD=5.544) was higher than girl(M=35.008, SD=5.118) in ‘autonomy' (3) the revealed that self-concept was highly correlated with boy's(r=.175~.761) and girl's(r=.199~.667) career development. (4) ① the 'academic-self' had an impact of the boy's(5.6%~56.3%) and girl's(8.4%~48.7%) career development. ② the 'social-self' had an impact of
the boy's(2.6%~5.9%) and girl's(2.7%~4.3%) career development. ③ the 'emotional-self' had an impact of the boy's(1.9%~37.0%) and girl's(11.2%) career development. ④ the 'physical-self’ no had an impact of the boy's and girl's career development. The findings of the study illustrated that the self-concept for elementary schoolers had an impact career development.
Key Words: elementary schoolers, gender, self-concept, career development