Purpose Although non-cognitive skills have been linked to academic performance, their relevance to physical therapy students remains unclear. This study examined associations between non-cognitive skills and academic performance among Japanese physical therapy students, focusing on metacognition, motivation, professional identity, self-control, and grit. Participants and Methods Thirty first-year students enrolled in a four-year physical therapy program completed self-reported questionnaires. Cumulative grade point average (GPA) and GPA for required specialized courses were obtained for the first and second academic years. Correlation analyses examined associations between non-cognitive skills and academic performance. Results Metacognitive knowledge and professional identity were positively correlated with GPA in required specialized courses in both academic years. In the second academic year, consistency of interest (grit), self-efficacy, and study skills as measured by the Motivated Strategies for Learning Questionnaire were significantly associated with GPA in required specialized courses. Conclusion Metacognitive knowledge and professional identity were associated with academic performance among Japanese physical therapy students. These findings suggest that non-cognitive skills may be relevant when examining academic outcomes in physical therapy education.
Yamaguchi et al. (Thu,) studied this question.