This paper calls for a new theory of learner support in distance learning based on recent findings in the fields of learning and motivational psychology. It surveys some current learning motivation theories and proposes that models drawn from the relatively new field of Positive Psychology, such as the "Strengths Approach", together with Dweck's Self Theory and Anderson's insistence on proactive support, could be developed into a "Proactive Motivational Support" theory. Such a theory might enable distance educators to support learners more successfully than existing models of learning skills development and remedial support. The paper then reports on further findings from experiments (one previously described in "Open Learning"), using these approaches in the UK Open University. These findings confirm the previous results, showing significant increases in retention that, in the context of the Open University's funding arrangements, appear to be at least self-financing. (Contains 2 tables.)