Attributional retraining, the restructuring of an individual's explanations for events in his environment, is proposed as one method of enhancing college student motivation and achievement, particularly for high-risk students. Drawing on previous research and theory, the most promising strategies for using attributional retraining with this…

Changes in a group of students' conception of learning over 6 years of part-time study were investigated at Great Britain's Open University. The direct exploration of students' experiences of learning involved a qualitative and phenomenological research paradigm. Learning was described in the context of the natural setting based on the learner's…

Higher education must be prepared to establish goals and assess its success in developing students who can function productively in a future society. One possible goal of the college experience is to develop self-directing or internally-controlled individuals. Examined were selected factors and their influence on students' locus of control.…

Questions whether career indecision is a natural aspect of college life. Reviews literature suggesting undecided students are anxious, externally controlled, and confused as to their identity. A second article distinguishes between being truly undecided and choosing undecided as an admissions option. (JAC)

Bernard Weiner and other motivation researchers have explored what happens to students when they try to explain why they succeed or fail. Causal attributions directly affect motivation and make the difference between helpless and mastery-oriented students. Suggestions are offered to educators to help change the attributions of helpless students…

The way that undergraduate students at the Boston University School of Public Communication receive and utilize career-related information and assistance was evaluated. Based on the view that the level of self-discovery students have achieved determines how they approach career issues, attention was directed to how the institution can serve…

This study, part of the National Study of Student Learning, sought to determine the extent to which college students' development of internal locus of attribution for academic success during the first year of college was influenced by institutional characteristics, students' academic experiences, and their social/non-academic experiences. The…

This report reviews the literature on learning theories and frameworks applicable to instruction of undergraduate college students. An introductory section provides an overview and discusses the importance of learning frameworks. The first half of the volume addresses various theoretical frameworks in detail. These include: motivation theories,…

This Digest of a larger report with the same title examines the application of learning theory to the quality of learning in undergraduate college classrooms. Relevant theories are identified, including theories which address college students' attributions for success or failure, self-efficacy, social constructivism, conscientization, multiple…