Self-Concept, Motivation and Identity

Frédéric Guay, Université Laval, Canada.Herbert Marsh, Australian Catholic University, Australia.Dennis M. McInerney, The Hong Kong Institute of Education.Rhonda G. Craven, Australian Catholic University, Australia.

• Preface.Chapter 1. Intentional-Self Regulation and Identity Processes in Adolescence: Perspectives on Research and Application, Sara K. Johnson and Richard M. Lerner.Chapter 2. Self-Enhancing Self-Presentation: Interpersonal, Relational, and Organizational Implications, Constantine Sedikides, Vera Hoorens, and Michael Dufner.Chapter 3. The Political Self, Sean T. Stevens, Stephanie M. Anglin, and Lee Jussim.Chapter 4. A Personal Agency View of Self-Regulated Learning: The Role of Goal Setting, Barry J. Zimmerman, Dale H. Schunk, and Maria K. DiBenedetto.Chapter 5. Dimensional Comparison Theory: An Extension of the Internal/External Frame of Reference Model, Herbert W. Marsh, Philip D. Parker, and Rhonda G. Craven.Chapter 6. Too Much Time Has Been Spent on the Time Devoted to Homework: Motivation Is the Key Constant in Homework Research, Ulrich Trautwein, Oliver Lüdtke, Benjamin Nagengast, and Barbara Flunger.Chapter 7. Social Cognitive Career Theory: A Theory of Self (Efficacy) in Context, Steven D. Brown and Robert W. Lent.Chapter 8. Self-Beliefs and Self-Regulation in Health Behavior Change, Ralf Schwarzer and Aleksandra Luszczynska.Chapter 9. Confidence: Is It Different From Self-Efficacy and Is It Important? Lazar Stankov and Jihyun Lee.Chapter 10. Achievement and the Self: Approach and Avoidance as Self-Growth and Self-Protection, Emily J. Greenwood, Rachel M. Korn, and Andrew J. Elliot.Chapter 11. Motivation: A Philosophical and Psychological Synthesis, Laurance J. Splitter and Dennis M. McInerney.Chapter 12. Competence Within Context: Implications for the Development of Positive Student Identities and Motivation at School, Kathryn R. Wentzel.About the Contributors.