A volume in International Advances in Self Research
Series Editors: Herbert W. Marsh, Rhonda G. Craven, and Dennis M. McInerney
This volume deals with a wealth of issues related to self, from the overarching theoretical perspective of
Bandura and his careful and thorough analysis of the agentic self, highlighting the complexities of our multiple
selves acting in an integrated, holistic, and dynamic fashion, to the engaging and novel treatment of selfconcept
as a rope by John Hattie. From many of the chapters we see the utility value of the social cognitive
theory and self-determination theory frameworks for interpreting self-processes and how these processes
might drive engagement in learning. In particular we see how autonomy support, self-regulation, self-efficacy,
and self-regulation are part and parcel of self-processes intimately involved as individuals work out
their futures and possible selves. Entwined with these processes are the development of identity, resilience,
and a sense of well-being. The BFLPE and bullying chapters provide two examples of self-processes in operation
in the school context.
What can we take from this? Self-processes are complex, differentiated,and yet coordinated. By focusing on the agentic self we consider the whole
person-picture as a rich, integrated, and dynamic tapestry and by focusing on differentiated self elements such as self-regulation, self-determination,
self-concept, and self-efficacy, we are able to examine, in more detail, some of the individual threads of the tapestry and the roles they play in the integrated
self. Overall, we learn that self-processes are dynamic and are fundamental to enabling human potential.