Abstract
[Purpose] To investigate the relationship between students’ willingness to learn and their route of college admission. [Subjects] Eighty-eight first-year students of a vocational physical therapy college. [Methods] Students college admission routes were divided into admissions office, high school recommendation, adult entry, and general routes of entry. Following admission, a questionnaire about willingness to learn was conducted, and its relationship with the route of admission was investigated using the Kruskal-Wallis test. [Results] The mental health and interpersonal skills items of the willingness to learn questionnaire of adult entry students were significantly higher than those of the high school recommendation students. [Conclusion] According to the results of this study, it should be possible to provide guidance to students at an early stage, based on route of admission and willingness to learn.
