The Self in Context: Pathways to Flourishing, Learning, and Well-Being (International Advances in Self Research)

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.

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.