Objective Falling has various physical and psychological consequences in older adults. We aimed at replicating previous findings that reported autonomy is associated with a history of falls and that this association is moderated by self-efficacy. We further assumed that cognitive function would moderate this relationship. Method We analyzed data from the German Ageing Survey (“Deutscher Alterssurvey,” DEAS, year 2017, n = 6626), a longitudinal cohort-based survey of individuals living in private households aged 40 and over in Germany. Results Linear regression confirmed that perceived autonomy was negatively associated with a history of falls. With higher self-efficacy, the association between falls and autonomy was less substantial. Further, we extend previous findings in that self-efficacy also mediated the effect of falls on perceived autonomy. Against our assumptions, cognition as measured with the digit-symbol substitution test predicted perceived autonomy but did not moderator this association. Discussion We conclude that interventions facilitating self-efficacy might ameliorate negative effects of falling on autonomy of older adults.

In this study we aimed to investigate whether beliefs on intelligence, intelligence quotient, and learning styles predict academic performance among students in mechanical engineering. For this purpose, forty-two students from the Department of Mechanical Engineering of the University of Porto were recruited among the available population. Participants responded to the measurement of this study via a Google form and on a voluntary basis. To investigate our hypothesis, beliefs on intelligence inventory, learning style questionnaire, Raven’s Progressive Matrices IQ test and their GPA as an indicator of their academic performance were used. Correlation analysis revealed significant effects between reflector learning style and academic achievement. Multiple regression also revealed a significant main effect of the reflector learning style on academic performance (p = .044). This study further revealed no significant correlation between other learning styles, beliefs on intelligence, intelligence quotient and academic performance.