[Purpose] To confirm the necessity of considering students' Grit scores when determining their stages of vocational identity development. [Subjects and Methods] A questionnaire survey was conducted, involving 85 students of the Department of Physical Therapy of a health care college, to examine their scores from a vocational identity scale for health care students (vocational identity scale) and the Japanese-version Short Grit Scale (Grit-S), in addition to basic attributes. The relationship between scores from the 2 scales and their subscales was analyzed using Spearman's rank correlation coefficient.[Results] There was a significant positive correlation between the students' scores from the Grit-S and vocational identity scale, including their subscales.

[Purpose] With the aim of obtaining basic data as a support measure to promote inexperienced physical therapists' career development, this study examined the status of their career adaptability, as well as the relationship between such adaptability and mentors. [Subjects and Methods] A questionnaire survey was conducted, involving 149 physical therapists with clinical experience of 1 to 5 years, to examine their basic attributes, scores from a career adaptability scale, and the presence/absence of mentors for them.[Results] On comparing therapists with and without mentors, the former showed significantly higher career adaptability scores related to interest, control, and self-confidence.[Conclusion] The results suggest the possibility of mentors influencing physical therapists' career development.

[Purpose] To investigate the influence of the degree of self-determination on exam results and willingness to learn in the motivation of students aiming to become physical therapists. [Subjects and Methods] The subjects were 30 healthy adults, average age: 19.1 ± 2.5 years. Degree of self-determination in aiming to become a physical therapist and values of aspects of willingness to learn were assessed using a paper questionnaire. [Results] Significant positive correlations were found between intrinsic motivation and interest, personal attainment values, and exam results, as well as between identification regulation and public attainment values. Significant negative correlations were found between extrinsic regulation and exam results, as well as helplessness and interest, private attainment values and exam results.[Conclusion] The results indicated the possibility that the degree of selfdetermination among those aiming to become physical therapists influences their willingness to learn and their exam results.

[Purpose] To clarify the relationship between clinical supervisors' experience of participating in seminars on clinical training and degrees of self-confidence in student guidance and evaluation. [Subjects and Methods] A questionnaire survey was conducted, involving a total of 86 physical/occupational therapists who attended a clinical supervisor meeting to examine their experience of participating in seminars on clinical training and degrees of self-confidence in student guidance and evaluation related to the cognitive, psychomotor, and emotional areas.[Results] Therapists with experience of participating in 1) clinical clerkship seminars and 2) seminars for certified or specialized physical/occupational therapists showed significantly higher degrees of self-confidence in student guidance and evaluation related to the 1) cognitive/psychomotor and 2) emotional areas, respectively, than those without such an experience.[Conclusion] There may be an association between the experience of participating in seminars on clinical training and degree of self-confidence in student guidance and evaluation.