Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

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.

The relationship between interpersonal skills is positively correlated with effective academic advising. Professional academic advisors feel significant pressure to meet a wide array of student needs, increase retention rates, help students in their efforts of academic achievement and career exploration, and support institutions to excel in scholarship. These demands make the skills needed for effective academic advising more professionally demanding than ever before. An advisor's skill level in interpersonal relations is critical to advising success. In this article, I share the foundation for interpersonal relations proficiency, communicate the challenges in interpersonal skill areas, and provide strategies with examples designed for advisors to enhance their proficiency in their relationships with advisees.

Advances in the understanding of general values from personality and social psychology apply to work values. In this paper, I introduce the concepts of values, value priorities, motivational goals, value types, and personal value systems used to clarify work values. I also introduce the terms basic and broad value and work value types. Second, I organize O*NET work values with Schwartz's 1992 structural model of general values and discuss the implications. Third, I discuss issues to consider when addressing work values, such as life roles, developmental levels, work and life experiences as well as context and cultural variables. Fourth, I conclude the article by providing student learning outcomes about work values for career advising.

Emotional labor, the sociological term for the vocational use and suppression of emotion, represents valuable human capital in most occupations in the new economy. However, Millennials often fail to recognize emotional labor as a transferable skill necessary for acquiring and succeeding in future careers. We explain the concept of emotional labor, describe the skills necessary to properly control and express vocationally appropriate emotions, explain the reasons that emotional labor is important in postindustrial labor markets, and make recommendations concerning the ways academic advisors can help Millennials to respect and deliberately practice emotional labor in advising, academic, and customer service work.

Scanners has become a common term for a recently identified category of people who find choosing just one interest or career path difficult (Sher, 2006). Academic and career advisors who work with scanners will likely find that these students have difficulty selecting an academic major or career path and that they seem to suffer anxiety and a palpable sense of loss with each attempt to make a final selection. We introduce the concept of scanners and describe a new self-report instrument called The Scanner Self Inventory (Bloom, 2009; Bloom & Tripp, 2011) that academic and career advisors can use to work with students who display unusual anxiety associated with major selection or career decision making.

Foreclosure students have prematurely committed themselves to academic majors and future careers, but present themselves to academic advisors as very decided. From a developmental theory perspective, foreclosures represent an immature identity status and include students whose failure to explore their personal and vocational identities and achieve a mature identity threatens their academic success. While this category may be new to academic advisors, foreclosures have been the object of extensive psychological and educational research. We review the literature summarizing the identity development and the personality characteristics of foreclosures, and we also review the available evidence concerning the academic performance of these students. We conclude with some recommendations for successfully identifying and advising these students.