The Self in Context
Pathways to Flourishing, Learning, and Well-Being
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- Description
- Contents
- About
The Self in Context: Pathways to Flourishing, Learning, and Well-Being explores the dynamic and multifaceted nature of self-related processes—such as self-concept, self-esteem, self-efficacy, self-control, self-identity, self-regulation, and self-determination—and their exponential growth in research over recent decades. These constructs have found fertile ground in the fields of positive psychology and education, which emphasize the factors that promote flourishing, learning, and well-being among students, teachers, and the broader school community.
This volume develops both theoretical and methodological perspectives and presents empirical evidence from a range of disciplines and applications. Its broad scope provides a flexible framework for contributors to explore the self in context. A key feature of The Self in Context is its dual focus: presenting cutting-edge research while distilling evidence-based insights for practitioners seeking to enhance well-being and learning outcomes.
Section 1. Theoretical Foundations of the Self
- Chapter 1. Development of the Self as Part of Dynamic Systems Involving Context, Action, and Outcomes: The Sample Case of Motivational Resilience; Ellen A. Skinner
- Chapter 2. Self-as-Agent: The World Is What We Make of It; Johnmarshall Reeve
- Chapter 3. Control-Value Theory: A Dynamic Approach to Self, Emotions, and Emotion Regulation; Reinhard Pekrun
- Chapter 4. Achievement Goals Revisited: A Self-Based Perspective; Mimi Bong, Seohee Park, Dayeon Jeong, and Sungwha Kim
- Chapter 5. Autonomy Deeply Considered; Emma L. Bradshaw and Richard M. Ryan
- Section 2. The Self as Embedded in Culture and Context
- Chapter 6. Interdependent Self-Determined Motivation: A Complementary—Yet Often Overlooked—Model of Self and Agency Across WEIRD and RELATE Cultures; Gregory Arief D. Liem
- Chapter 7. Global Belonging: From Conflict and Exclusion to Untapped Potential; Kelly-Ann Allen
- Chapter 8. Social Goals: Retrospect and Prospect; Ronnel B. King
- Section 3. Applied Perspectives on Self Research
- Chapter 9. A Multilevel Analysis Unravelling Contrast Effects in Perceived Bullying Victimisation; Luyang Guo, Herbert W. Marsh, and Kit-Tai Hau
- Chapter 10. Factors Influencing Teachers’ Motivating Styles in Singapore: A Whole School Approach; Chee Keng John Wang, Woon Chia Liu, Leng Chee Kong, Li Lian Chua, Ying Hwa Kee, Betsy Ng, and Johnmarshall Reeve
- Chapter 11. Understanding University Students’ Depression and Anxiety from a Self-Determination Theory Perspective: Individual, Contextual, and Sociocultural Shifts; Frédéric Guay, William Gilbert, and Julien S. Bureau
- Chapter 12. A Set of Propositions about Teacher Self-Concept; John Hattie and Michael Witter
- Chapter 13. Understanding Motivation Across Cultures: Dennis McInerney’s Enduring Legacy; Ronnel B. King, Herbert W. Marsh, Rhonda G. Craven, Theresa Dicke, and Frédéric Guay
Ronnel B. King is an Associate Professor in the Faculty of Education, The Chinese University of Hong Kong.
Herbert W. Marsh is an "ISI highly cited researcher" with 800+ publications, 150,000+citations, and a Google Scholar H-index = 193.
Rhonda G. Craven (PhD, BA (Hons), University Medal, Dip Teach) is the inaugural Director of The Institute for Positive Psychology and Education at the Australian Catholic University.
Theresa Dicke is the Educational and Developmental Psychology Program Leader at the Institute for Positive Psychology and Education (IPPE), Australian Catholic University.
Frédéric Guay is a professor of Measurement and Evaluation at Université Laval and the chairholder of the Canada research chair on motivation, perseverance, and school success.