This study sought to understand the nuances of learning motivations among students specializing in outdoor education. Utilizing a web-based questionnaire, we gathered data from 238 students spread across 19 universities. Our analysis identified six primary motivational factors: "Personal Growth," "Environment," "Pleasure," "Vocational Training," "Coaching," and "Affinity for Nature." Interestingly, the length of time students specialized in outdoor education had no correlation with their motivation scores. Additionally, while no significant gender-based differences in motivation scores were observed, undergraduates displayed a higher inclination towards "Personal Growth," "Environment," and "Pleasure" than postgraduate students. Students' initial motivations were predominantly "Pleasure-Oriented," "Passive Start," and "Active Learning Oriented." As they progressed in their education, these motivations diversified, with students displaying a range from "Vocational Training" to "Outdoor Activity Oriented." Distinct gender patterns were evident, with males frequently aligning with the "Passive Start" motivation and females with the "Pleasure-Oriented." Moreover, dynamic transitions between initial and subsequent motivations were noted throughout students' educational journeys. While prior studies have occasionally cast motivations like "Pleasure" in a negative light, associating them narrowly with concepts like "youth," this research suggests that a more balanced perspective on motivation types is pivotal. Future work should further probe the experiential elements that mold these motivational forms.

We conceptualized the risk management ability of mountaineers from the viewpoint of the practical intelligence, and examined measurability of the ability based on the Mountaineering Practical Intelligence Questionnaire (MPIQ) and the Situational Judgment Test (SJT). The survey was conducted three times from February 2021 to March 2023. 1182 mountaineers participated. In addition to the MPIQ and SJT, face items, Critical Thinking Attitude scale, Risk-taking scale, questions about difficult mountaineering experience, learning methods (six items), as well as experience of incidents were conducted. As a result, the MPIQ yielded three highly correlated factors that can be interpreted as Coping with uncertainty, Planning for uncertainty, and Advance planning and preparation. Multiple regression analysis revealed high R2 model with significant βs for difficult mountaineering experience, Critical Thinking, interpersonal learning, and medium learning to MPIQ. SJT was interpreted to measure the tendency to attend on and to respond to distant but potentially fatal risk sources according to the situations. Multiple regression analysis revealed βs were significant for the experience of difficult mountaineering, experience as leaders, and interpersonal learning but R2 was low. In addition, SJT and MPIQ generally had significant but low correlation coefficients. Based on these results, we discussed issues regarding the structure and measurement method of practical Intelligence for mountaineers' risk management.