How psychological constructs and brain-based processes influence leadership learning is critical for effective educational interventions in university settings. Existing higher education leadership development literature explores these factors to an extent, yet many opportunities exist for scholars to deepen our understanding of leadership learning processes. This chapter reviews underlying considerations for leadership learning, explores research related to prominent psychological factors in existing leadership development models, highlights dominant themes in college student leadership learning scholarship, and pinpoints apparent core tensions and gaps that highlight areas for future research. Opportunities for scholars to advance this knowledgebase involve challenging dominant Western and white paradigms that pervade the college student leadership learning literature.

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