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, including performance attribution and self-efficacy; and theories offering a social perspective, such as social constructivism and conscientization. Each theory is presented in terms of a case study which examines elements of the theoretical construct, reviews relevant research on young adult and college student populations, discusses the relationship of the framework to college students' learning, and identifies possible educational applications. A separate section focuses on other theories which challenge assumptions about learning. The second part of the monograph discusses the usefulness of these frameworks for studying and fostering academic learning. One section addresses the need for more classroom-based research on college student learning. The final section applies the various theoretical frameworks to the classroom, emphasizing the importance of diverse methods for presenting academic material, activities to facilitate learning, and multiple ways for students to demonstrate their learning. (Contains approximately 375 references.) (DB)