Abstract
[Purpose] To investigate the effects of self-regulated learning strategies, learning targets, and goal orientation on examination results. [Subjects and Methods] The subjects were 80 first-year physical therapy students (mean age, 19.2 years) of a 3-year vocational training college. A survey of self-regulated learning strategies, learning targets, and goal orientation was conducted, and the results were compared between students divided into high- and low-score groups based on their examination results. [Results] Significant differences were found between the groups in the self-regulated learning items of planning strategy and monitoring strategy, and in the learning targets item of achievement importance tendency. [Conclusion] There is a possibility that differences in self-regulated learning strategies and learning targets influence the results of examinations.
