This study conducted an online survey with 318 university students (92 males, 226 females) to examine the contingency of self-worth in academic contexts, motivation regulation strategies, and academic delay of gratification. Path analysis results indicated that contingent self-worth in academics fosters value-based motivation regulation strategies, which in turn enhance academic delay of gratification. These findings suggest that students who find meaning in their learning and recognize the importance of their current efforts in achieving long-term goals may be better able to resist temptations and maintain focus on their studies, even when experiencing distractions.

This essay outlines the researcher’s lesson study of “Music Teaching Methods” as part of the elementary school teacher training course, with the aim of achieving “Personalized and self-regulated learning” and “Collaborative learning” that would “Resemble the Learning Processes of Children.” By understanding the learners’ progress in acquiring knowledge and skills, and reviewing the lesson content, it suggests ways to improve the lessons, including the adoption of Universal Design for Learning (UDL), as well as (1) lessons in which the learners design their own learning process and (2) careful execution of “music-making” activities. Furthermore, it points out the potential importance of “Gatekeeping” in future lessons.

This study explores the significance of nature experiences for children with special needs through the lens of play elements. The five key elements of play considered are: (1) intrinsic motivation, (2) prioritizing means over ends, (3) flexibility, (4) positive emotions, and (5) fictionality. While typically developing children have additional sources of motivation beyond these five elements, children with special needs tend to rely on them more heavily. As a result, when attempting to engage in play while adhering strictly to these elements, they may encounter difficulties with rules, regulations, and social expectations, leading to conflicts or challenges. However, nature experiences allow for the pure realization of these five elements, making play more fulfilling for children with special needs. Such experiences may enable them to become deeply engaged, repeating activities freely and immersing themselves in play. Play in natural settings is inherently layered, diverse, and easily accessible. Through these experiences, children can express their individuality, gain recognition from others, and develop a sense of security, fostering self-expression.

A transect survey was conducted on Lepidoptera species inhabiting the “Uekusa Symbiotic Forest” at Uekusa Gakuen University, located in Wakaba Ward, Chiba City. A total of 129 species from 26 families were identified, including 35 species of butterfly and 94 species of moth. While most were common species, the survey also confirmed the presence of three species classified as endangered: Ypthima argus, Sasakia charonda, and Catocala actaea. Additionally, two non-native species, Hestina assimilis and Parasa lepida, were observed. Due to the absence of light traps, the number of moth species recorded was relatively low. However, despite the limited number of surveys, a considerable variety of butterfly species was identified. The “Uekusa Symbiotic Forest” features both managed grasslands and open woodland characteristic of satoyama landscapes, providing a suitable habitat for a diverse range of grassland and forest-dwelling species.