Relationship between non-cognitive skills and academic performance in Japanese physical therapy students: an exploratory study.

[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.