The majority of participants fell during a 1-year prospective follow-up. Only 2 balance performance measures and 1 balance confidence measure accurately distinguished between fallers and nonfallers as well as possessed clinically useful levels of sensitivity and specificity. These results also emphasized the inaccuracy of retrospective fall history in an MS sample.

The approach that a student takes towards their study has a substantial impact on the quality of their learning and academic success-a deep rather than surface approach more likely to be associated with academic success. Using the validated study processes questionnaire developed by Biggs et al. (2001), this study surveys over 500 undergraduate students across one university to examine patterns of learning approaches against age, maturity and gender. Analysis indicates that age is important in terms of the tendency towards adopting a deep or surface learning approach; mature age students are more likely to adopt a deep learning approach and less likely to adopt a surface approach. There are no significant differences in deep or surface approach scores between genders. However, in relation to maturity, both mature age males and females score a statistically higher score on deep motive compared to usual age females. However, this is not the case for usual age males, with no significant difference found. This same pattern also occurred for the deep strategy subscale component. Mature males and females, as well being more motivated to adopt deep learning approaches, undertake strategies that are more likely to lead to a higher scale scores compared to usual age females but not usual age males.

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A core indicator of success at University is the grade a student achieves following a period of study. A student’s ability to achieve expected grades is often understood in terms of learning and study processes that the student is capable of, chooses to adopt, or masters. However, psychology tells us that our selfefficacy is a major determinant of how we select activities, how much effort we expend on them, and how long we sustain effort. The importance of self-efficacy in supporting a student’s study choices, effort and sustainability – and hence in the student’s capacity for success – is clear. Providing students with an understanding of the role of self-efficacy provides a transformative moment in the student’s growth as a university student. This paper examines the effectiveness of a specific method, point-of-contact feedback, in lifting students’ awareness of self-efficacy. The ability of the survey to support student metacognition through a social persuasion design, particularly for students originally targeting lower grades, demonstrates that point-of-contact feedback can assist students to improve their awareness and understanding of a learning concept. The outcome of this one-off survey is a demonstrated transformation of student expectations regarding their grades and the way they intend to engage their studies.