How diverse or potentially overlapping are the numerous self-models, self-theories, and directions of self-research? It has become clear that the processes associated with the self are complex and diverse, and that many of the approaches associated with the self have been pursued in isolation. Moreover, the fact of there being different traditions within developmental and social psychology, as well as different traditions in Europe and North America, has also led to a certain cacophony when we examine the self-field as a whole. The chapters here confront these differences, trying to come to terms with phenomena that are overarching, that extend through the dimensions of developmental psychology, social psychology, motivation psychology, and parts of clinical psychology. The book as whole gives a clear presentation of the issues, questions and phenomena that surface in research fields known as self psychology.

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List of contributors. Introduction: the self from all directions; A. Oosterwegel, R.A. Wicklund. Identity and identity processes: what are we talking about? H.A. Bosma. Identity status development and students' perception of the university environment: a cohort-sequential theory; L. Goossens. Adolescent identity development and social context: towards an integrated perspective; S. Jackson. The problem of self-continuity in the context of rapid personal and cultural change; M.J. Chandler, C.E. Lalonde. Self-narratives as personal structures of meaning; J. Jansz. Narrative self, understanding, and action; J. Trzebinski. The development of the ability to represent oneself; B.G. Torres. Private goals and social influences: the complexity of studying self-system development; A. Oosterwegel. The self as `virtual machine': structure vs content; L. Oppenheimer. Self-concept and information-processing: methodological problems and theoretical implication; W. Mittag. On integrating cognitive and motivational explanations in psychology; W.M. Bernstein. Low mutuality of self- and other-descriptions as a risk factor for adolescents' competence and self esteem; M.A.G. van Aken, et al. Paranoia and self-focused attention; A. Fenigstein. The role of optimism versus pessimism in the experience of the self; C.S. Carver, M.F. Scheier. Self-Concept and motivation during adolescence: their influence on school achievement; A.M. Fontaine. Dimensions of math and verbal self-concept and the internal/external frame of reference model; E.M. Skaalvik, R.J. Rankin. The distinction between self- and other-related failure outcome expectancies: an internal domain study of Indian and Norwegian students; K.A. Hagtvet, S. Sharma. Cognitive distinctness of self&endash;we&endash;others schemata and the tendency to social categorization; A. Kwiatkowska. Three dimensions of the social self; S. Reicher. Facets of self in Northern Ireland: explorations and further questions; D.E. Benson, K.J. Trew. Isolating the collective self; R. Spears. What evidence does one accept for the workings of a self? R.A. Wicklund. Possum, ergo sum &endash; nequeo, ergo sum qui sum; A. Flammer. The self and taking an intentional stance; B. Pörzgen. The liberating and constraining aspects of self: why the freed bird finds a new cage; T. Pyszczynski, et al. Discussion: a multifaceted multilevel attack on the self; R.A. Wicklund, A. Oosterwegel. Subject index. Author index.