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The aim of this chapter is to define and explore the group of emotions known as self-conscious emotions. The state of the knowledge on guilt, shame, pride, and embarrassment is reviewed, with particular attention paid to research on these four self-conscious emotions in work and organizational settings. Surprisingly little research on self-conscious emotions comes from researchers interested in occupational stress and well-being, yet these emotions are commonly experienced and may be a reaction to or even a source of stress. They may also impact behaviors and attitudes that affect stress and well-being. I conclude the review with a call for more research on these emotions as related to stress and well-being, offering some suggestions for areas of focus.

This study aims to provide insight on how work–life initiatives impact employees. Using corporate volunteer programs as an example, the authors examine the role of coworker social influence in shaping the reactions of both employee participants and non-participants of the program. The paper further identifies several factors that may moderate these relationships.

The authors surveyed employees before and after the implementation of a new corporate work–life initiative. 99 employees provided data pre and post. OLS regression and hierarchical linear modeling were used to test hypothesized relationships.

Even in the context of low participation, work–life initiatives engendered positive organization-related perceptions among employees. These positive outcomes were due in part to coworkers' sharing of their volunteer experiences and were most prominent for employees in positions that afforded flexibility, and employees who reported close ties with coworkers.

The study deepens our understanding of employee reactions to work–life programs and underlines the importance of these programs even when employee participation is low. The role of coworker influence as a determinant of employee reactions suggests there may be value in purposefully fostering participants' sharing of volunteer experiences in the workplace.

This study takes a unique approach to examining the role of coworker influence in shaping employee reactions to corporate initiatives.

This paper aims to compare how undergraduates in Kuwait and Indiana Universities assess information resources for class assignments.

Social science majors at Kuwait University and Indiana University Bloomington completed the Project Information Literacy survey.

The students are comparable in how often they ask instructors or classmates for advice, but Kuwaitis are more likely to ask other people for assistance. Kuwaiti students generally are less critical in their evaluation of both library-based and web information resources but are more likely to consider librarian recommendations.

Institution-specific factors that were not specifically addressed include the following: the survey was administered online in Indiana and on paper in Kuwait, and the types of course assignments and/or students’ information literacy instruction may also vary by institution.

Librarians should continue to present information clearly and use a variety of instructional methods so that material is accessible. Librarian recommendations and modeling of evaluative behavior can assist international students. Social media may be useful in working with these students’ more collaborative approach to assessing resources.

The work updates the 2010 Project Information Literacy survey on undergraduates’ evaluation of information resources for coursework. It also extends that survey to identify how students from Kuwait are different than USA undergraduates.