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Background  Occupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Data on student study skills, self-efficacy, and mental health is limited. This study explored relationships between students’ self-efficacy, mental health factors, and approaches to studying.    Method  A cross-sectional study was designed. Seventy-three students completed the Approaches and Study Skills Inventory for Students-Short Form, General Self-Efficacy Scale, and Mental Health Continuum-Short Form. Associations between predictors (education program, general self-efficacy and mental health) and ratings on the study approach scales were analyzed with multiple linear regression.    Results  Multiple regression models revealed associations between higher self-efficacy and higher ratings on the deep (β = 0.49,  p  <  0.01) and strategic (β = 0.34,  p  <  0.05) scales, and lower ratings on the surface scale (β = − 0.29, p <  0.01). Compared to OT students, PT students had higher surface approach ratings (β = − 0.36,  p  <  0.001). Poorer mental health scores were associated with higher surface approach ratings (β = − 0.41,  p  < 0.001).    Conclusions  To support productive study strategies among occupational and physical therapy students it may be useful to promote their general self-efficacy and positive mental health.

Exploring graduate occupational and physical therapy students’ approaches to studying, self-efficacy, and positive mental health