Study implications include the development and implementation of regular positive and intentional communications by faculty, staff, and peers on college campuses. (PsycINFO Database Record

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The primary theoretical tradition in the study of college retention has been sociological. A review and synthesis of common themes of development among traditional-age, college students suggests that a developmental perspective on the retention of youth in college may have more to offer than the dominant sociological paradigm. This article argues that a key question in examining undergraduate retention should be are colleges and universities meeting the developmental needs of the youth enrolled in their institutions. The Positive Youth Development (PYD) perspective is proposed as a more beneficial paradigm than current models used to examine college student retention. Opportunities and resources to support features of positive developmental settings in the college context are explored, as are potential limitations and directions for future research. The conclusion discusses the overall benefits of using a developmental and strengths-based perspective to study undergraduate retention.

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Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student self-perceptions and academic motivation. This theory may be especially useful to advisors working with students on academic probation, and potential applications of the theory to advising students on academic probation are discussed. Suggestions for future research on student attributions and students' attempts to return to good standing are provided.