This study aimed to investigate whether consumers' food choices changes depending on the position in which calorie information is presented. Specifically, we replicated Dallas, Liu & Ubel (2019), in which American participants ordered less calorie food when calorie information was to the left than calorie information was to the right. We conducted psychological experiments on college students and people in their 20s to 60s using horizontal and vertical menus throughout the four studies. We consistently found that participants selected lower-calorie food when the calorie information was presented to the left in horizontal menus or above the menu name in the vertical menus than when calorie information was not presented. In the discussion, the implication and future research are discussed.

Lifelong sports activities are expected to promote the physical and mental health of special needs children and result in many other positive effects, such as social development and making friends. Many children with special needs participate in community sports; however, their coaches are unlikely to be experts on special needs children, or knowledgeable about them. A qualitative survey was conducted to clarify the content of coaching and difficulties faced by coaches involved in community sports for special needs children. Sports coaches (N = 13, 9 men, and 4 women) who have educated children with special needs were interviewed. An M-GTA analysis extracted 6 categories and 25 concepts: "Problems faced," "ingenuity of relationships," "difficulty in relationships with other children, " "proactive relationships with other children," "relationship with parents," and "self-change." Results indicated that the coaches were confused about their understanding of the background of children with special needs, although they were trying to improve their skills. These results indicated the need for a training system for coaching and parenting special needs children. We have presented recommendations for future sports environments.

This research examined how teacher's intrinsic motivation for teaching affected learner's intrinsic motivation for learning topics through expectancy formation (i.e., social contagion of the motivation processes) and how this processes were moderated by learner's intrinsic motivation to enter university. We conducted a longitudinal survey of Japanese first-year undergraduates (N=637) within a half-year class. Multi-group structural equation modeling showed that learner's perception of the teacher's intrinsic motivation was positively related to learner's expectancy of learning topics and teaching, but this expectancy was positively related to later learner's intrinsic motivation only in the group with high intrinsic motivation to enter university. This research suggests that learner's individual differences such as intrinsic motivation to enter university might moderate social contagion of the motivation processes. In terms of motivating university students, it is important to provide opportunities for them to develop an interest in learning at university besides their academic performance among high school students.

In this study, we examined (1) how to draw the image of teacher, (2) how to perceive educational training. Participants in the study were first grade students at Nippon Sport Science University who were aiming to acquire educational qualifications. The content of the questionnaire focused on the two perspectives: "image of teacher" and "teacher practice". Factor analysis was performed on each of these questions to extract each factor. We compared each element with the degree of desire to become a teacher (4 groups) and obtained the following results. (1) Factor analysis. As a result of factor analysis of 25 items related to the image of the teacher, 5 factors of "credibility/trust", "stability", "ability", "severity", and "experience" were extracted. As a result of factor analysis of 25 items related to practical training, 4 factors were extracted: "confidence as an apprentice", "understanding of practical training", "preparation for practical training", and "anxiety about practical training". (2) Degree of desire to be a teacher. Comparing the scale scores of each factor according to the degree of teacher aspiration, the score of the group with the highest desire to become a teacher was high.

The purpose of this study was to examine impact of vulnerability on mental health among Japanese university athletes according to the weakest link model. The subjects of the survey were 689 university athletes (men = 467, women = 222, mean age = 19.9, SD = 1.24) belonging to the sports club activity of the university, and the survey was conducted in October 2017. The analysis showed that women athletes scored significantly higher mental health than men athletes, demonstrating that women athletes had poorer mental health than men athletes. In addition, the mental health of athletes with high vulnerability was showed to bad, and suggesting that those who are high vulnerable are about twice as likely to deteriorate in mental health as those who are low vulnerable. These results indicate the need to take an approach to maintaining good mental health for vulnerable athletes.

This is a study that analyzed effects of self-oriented motivate and other-oriented motivate on career development among university students. A questionnaire that was asking "attitude toward self- and other-oriented motivation" and "career resilience" had been carried out to 316 students. And then pass-analysis had been conducted on the result above mentioned questionnaire on the assumption that "attitude toward self- and other-oriented motivation" might affect "career resilience". As a result of the analysis showed that only "integrating self- and other-oriented motivation" affected "novelty and diversity of interests", "optimism about the future", "social skills" and "ability to cope with problems and change" all of which are belong to subscale of "career resilience". A certain result showed that an importance of "integrating self- and other-oriented motivation" in the career development process.