In both within-network and between-network analyses of the self, research results have indicated internal consistency, construct and discriminant validity in terms of multitrait-multimethod techniques, with discriminating weights for gender and age. Factor analyses have yielded a variety of clusters, including most often a self concept of ability. When analyzing student self concept, the factors most often yielded are academic self, school self, and a humanistic self. Additional study into components of the self--with the focus on "process"--the self as construct would seem to operate upon internal representations. Accordingly, the evidence so far accumulated suggests not a general self concept influencing all behavior of individuals and not a temporal, hierarchical model with the flow downward from the top (general self) in terms of causal agents or historical antecedents with a general self developing in time before role-specific selves. The paradigm seems to have a taxonomic thrust with differentiating self-perceptions--varying in breadth and depth--with interpersonal and intrapersonal dynamics, suggesting further an interfacing of cognitive and behavioral dimensions. (Author)