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.

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.

This study aims to examine the effect of action socialization experience (ASE) on the promotion of the use of self-regulated learning strategies. The subjects are 123 university students who enrolled in physical education classes that introduced ASE and ball games. The study employs a quantitative study using a questionnaire and a qualitative study by analyzing the contents of reports. It administered the questionnaire, which assesses self-regulated learning and motivational regulation strategies for physical education classes, twice (before and after the class). Qualitative data were collected from 69 students who attended the class that introduced ASE. The results were as follows:

1. The score for imagery strategy significantly improved after class only in the ASE group. The scores of the ASE group in cooperation strategy and self-evaluation were significantly higher after class than those of the ball games group.

2. Content analysis demonstrated that 111 recorded units were extracted from 88.4% of the students as statements about learning in class that were consistent with the questionnaire items. Focusing on the four strategies that obtained the highest numbers of recorded units (i.e., imaging, cooperation, intrinsic regulation, adaptive decision, and self-evaluation strategies), the study demonstrated the process leading to learning.

The study proposes that ASE provided opportunities for the use of various self-regulated learning strategies and that the constructivist educational structure observed in ASE enhanced learning effectiveness and promoted the use of learning strategies.

This study aimed to identify the process of changing children’s attitudes toward nature through the experiences of feeling connected to nature during camp. The subjects were 15 elementary and junior high school students who participated in six days organized camp. The semi-structured interview was conducted around half of a year after their camping experience. The data were analyzed through the Modified Grounded Theory Approach and following conclusion were obtained.

1) The children who participated in the camp form a “positive attitude toward nature,” which is accompanied by “emerging new senses and perceptions of nature” through their “experiences of feeling connected to nature” as a result of their “unusual contact with nature.”

2) There are three types of “experiences of feeling connected to nature”: experiencing an affinity for nature, experiencing a sense of respect for nature, and experiencing a sense of harmony with nature. The process is influenced by outdoor living and activities.

3) The “experiences of feeling connected to nature” lead to “emerging new senses and perceptions of nature”: sense of awe, affirmative feelings about nature, tolerance of nature, deepening of nature awareness, and consideration of the relationship between nature and humans. And these turn into “positive attitudes toward nature”, such as willingness to care for nature, desire to contact with nature, and consciousness of caring for nature. The “influential factors in daily life,” such as school and media also play roles in this process.