AbstractThe purpose of this study was to examine relationships among adjustment to school, adjustment to physical education classes, and a self-regulated learning strategy in physical education classes. The participants were 420 university students (male=248, female=172, mean age=18.70 yr, SD=1.23 yr), who completed a questionnaire assessing their adjustment to school, adjustment to physical education classes, and a self-regulated learning strategy for physical education classes. The researchers implemented a hypothetical model by utilizing structural covariance analysis. The results were as follows:(1) The hypothetical model showed acceptableˆt indices (GFI=.94, CFI=.95, RMSEA=.079); (2) a self-regulated strategy had a positive eŠect on intention of solidarity (b=.31, p<.01) and adjustment to physical education classes (b=.58, p<.01); (3) intention of solidarity had a positive eŠect on sense of comfort (b=.43, p<.01), existence of task and purpose (b=.29, p<.01), and absence of feelings of inferiority (b=.20, p<.01); (4) adjustment to physical education classes had a positive eŠect on sense of comfort (b=.34, p<.01), existence of task and purpose (b=.39, p<.01), feelings of acceptance and trust (b=.33, p<.01), and absence of feelings of inferiority (b=.15, p<.01). These results suggest that a self-regulated learning strategy is connected to adjustment to physical education classes, with the latter leading to enhanced adjustment to school.