This study investigates the influences of the students’ internships and practicums（practical experiences）on formations of proactive behaviors at universities and special training colleges. Regarding the group of 144 students with practical experiences and the other group of 101 students with internship experiences, we applied the path analysis（multi-group analysis）to examine the influence of practical experience contents, coursework experiences, and extracurricular activity experiences on proactive behaviors. Results of analyses clarify that, not only the contents of the practical experiences, but other factors such as preparative studies for practical experiences and learning about career models also positively influenced proactive behaviors through practical experiences in both groups. Based on these findings, we discussed implications for improving the effectiveness of internships and practicums positively.

The purpose of this study is to analyze the decision-making processes of women who started their own businesses in midlife，in order to understand why they chose to become entrepreneurs and how they sustain their ventures. Semi-structured interviews were conducted with 16 women who launched their businesses between the ages of 40 and 55 and continue to operate them. The findings reveal three key points. First，the primary motivational factor behind entrepreneurship among middle-aged women was an awareness of self-sacrifice，which emerged through small actions that challenged fixed perceptions. Second，while their entrepreneurial processes aligned with the principles of Effectuation，they also displayed unique patterns distinct from those of experienced entrepreneurs. Third，a reciprocal relationship was found between Effectuation and the empowerment of the self:as Effectuation progressed，it enhanced the women’s sense of self-liberation，which in turn further advanced the Effectuation process.

This exploratory study examined the relationship between third place utilization and life career resilience（LCR）among women who had experienced a period of career interruption. The participants were 400 currently employed women who had taken a career break lasting between 3 months and 10 years; of these, 91 were identified as third place users. First, the relationship between third place use and LCR was analyzed using t-tests and propensity score matching, but no significant differences were observed. However, multiple regression analysis revealed that certain psychological and social characteristics of third places—such as opportunities for skill acquisition, trial-and-error experiences, and a sense of community vitality and attachment—had significant positive effects on specific components of LCR. In contrast, characteristics reflecting interpersonal interactions with strong influence over others were negatively associated with multiple LCR components. These findings suggest that the psychological and social features of third places may exert both positive and negative influences on LCR among women who have experienced career interruptions.

This study aimed to examine the influence of the possible selves ─ specifically, the hoped-for self（the person one aspires to become）and feared self（the person one is afraid of becoming）─ on career exploration behaviors among university students during their job search. Although career-related self-concepts are assumed to influence career exploration behaviors, empirical research on the specific roles of possible selves in this process remains limited. Using survey data collected from 425 fourth-year university students in Japan, we examined how these two types of possible selves relate to the three dimensions of career exploration, namely, self-exploration, environment exploration, and proactive career networking. The results indicated that the hoped-for self has a significant positive effect on all three dimensions of career exploration behaviors. Meanwhile, the feared self has a significant positive effect on self-exploration and environment exploration, but does not significantly affect proactive career networking.

Recently, a trend has emerged at the individual level in the care industry: the activation of online communities to build networks and promote mutual learning beyond regional boundaries and organizational affiliations. This study positions such online communities as virtual third places and examines the motivations for participation among care workers and the effects and processes of participation on their career development through qualitative research. Qualitative data derived from interviews with 11 participants in the online community “SPACE” were analyzed. The results revealed that care workers, at the intersection of “feelings of stagnation related to their work” and “passion for work and social issues”, draw significant driving force for future career development through participation in virtual third places. These include “confidence and self-efficacy,” “positive feelings toward their profession,” and “conviction in the possibility of making change.”

This study examined the relationship between university students’ perceptions of “society” and their job-hunting outcomes, using longitudinal data collected at two time points. Non-metric multidimensional scaling, co-occurrence network analysis, and chi-square tests were conducted on data from the first survey（1,769 participants）conducted in November-December 2022 and the second survey（408 participants）conducted in May-June 2023. The results showed that students who perceived society more positively tended to have higher job offer acquisition rates, and differences in expression characteristics were confirmed according to gender and job offer status. While previous research left unclear whether “positive perceptions of society led to regular employment and job offers, or whether the sense of security from regular employment and job offers became a factor in perceiving society positively,” this study used longitudinal data to reinforce the possibility that the tendency to perceive society positively contributes to job offer acquisition. This study provides important implications for considering approaches to university education and career support.

The present study explores how the expression of past experiences across developmental periods relates to psychological well-being, aiming to identify factors that influence individual development. An online survey was conducted with adults in their 20s to 50s, who were asked to reflect on influential experiences from five key developmental stages, ranging from early childhood to the period before entering the workforce. For each stage, participants were classified according to whether they recalled formative experiences and were asked to describe their impacts.

The findings revealed that individuals with higher levels of psychological well-being were more likely to recall and articulate past experiences across multiple life stages. This tendency was particularly pronounced among younger participants. Furthermore, those who exhibited both high well-being and frequent recollection of past events often ascribed positive meaning ─ such as personal growth ─ to negative experiences encountered during adolescence.

These results suggest that the ability to reflect upon and find meaning in one’s past may be a critical psychological resource that supports well-being throughout the lifespan

This study aimed to investigate how academic motivation and engagement in university life influence the grade point average（GPA）of first-year students, focusing on identifying factors associated with low credit acquisition. The study analyzed data from 426 first-year students at a private university in the Tokyo metropolitan area, gathered through surveys conducted in March and September 2023. Logistic regression analysis revealed that students admitted through comprehensive selection and male students had significantly higher odds of acquiring low credit. In contrast, regular attendance and note-taking behaviors reduced this risk. Motivational patterns changed over the semester, with increases in both purpose-driven motives（e.g., social status, academic interests）and vague or unclear motivations. These findings underscore the importance of providing early, tailored academic and lifestyle support to students, particularly those with diverse or shifting motivations, in order to promote successful adjustment and academic achievement during the first year.

This study examines how experience in a company’s customer service department influences career development and skill acquisition among early‑ and mid‑career employees. Semi‑structured interviews were conducted with 11 employees assigned to customer service roles. Thematic analysis indicates that, although complaint handling is inherently stressful, participants appraised the variety of their tasks and the opportunity to refine interpersonal competences positively. They regarded the department as a venue for exercising both specialized expertise and transferable skills. Challenges concerning performance appraisal and cross-departmental collaboration were also identified. Nevertheless, many respondents actively pursued flexible career trajectories—requesting job rotations and obtaining professional certifications. These findings suggest that customer service departments contribute not only to complaint resolution but also to corporate strategy, talent cultivation, and career support, thereby extending existing theories of career orientation and offering practical managerial implications.

While it has become common to expect people to continue working long after they reach the traditional retirement age, academic research on the various ways older individuals continue to participate in the workforce other than continuing to work for the same company is limited. As labor shortages persist, the number of older workers is increasing. However, the factors that encourage or hinder continued employment are not fully understood. Drawing on bridge job research from Europe and the United States, this study examines the employment continuation processes for individuals who continue to work after they “retire.” Using the Trajectory Equifinality Approach, I identify four employment continuation pathways based on older workers’ career trajectories: challenge-seeking, modest aspiration, self-directed transition, and practical continuer. In Japan, bridge job research can promote employment among those in their late 60s and older, and the lessons learned can support their continued employment. Furthermore, conveying the value of work and providing meaningful tasks can encourage continued employment among older workers. However, I find a gap between companies’ perceptions of age and their awareness of those who continue to work, which could negatively impact employment after retirement.

This study examines the occupational relevance of university-specific learning by clarifying the impact of report writing on career exploration. A quantitative survey was conducted with 536 second- and third-year university students, utilizing hierarchical multiple regression analysis with career exploration（self-exploration, environmental exploration）as the target variable and information-gathering behaviors and problem/theme-setting behaviors conducted during report writing as the explanatory variable. The results revealed that, Although the impact was sometimes partial, students who actively engaged in information-gathering and problem/theme-setting behaviors during report writing tended to be more engaged in career exploration. These findings suggest a previously underexplored occupational relevance of university-specific learning, and highlight a complementary relationship between university-specific learning and career education.