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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.

Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of research on emotions in the workplace encompasses a wide variety of affective variables such as emotional climate, emotional labor, emotion regulation, positive and negative affect, empathy, and more recently, specific emotions. Emotions operate in complex ways across multiple levels of analysis (i.e., within-person, between-person, interpersonal, group, and organizational) to exert influence on work behavior and outcomes, but their linkages to human resource management (HRM) policies and practices have not always been explicit or well understood. This chapter offers a review and integration of the bourgeoning research on discrete positive and negative emotions, offering insights about why these emotions are relevant to HRM policies and practices. We review some of the dominant theories that have emerged out of functionalist perspectives on emotions, connecting these to a strategic HRM framework. We then define and describe four discrete positive and negative emotions (fear, pride, guilt, and interest) highlighting how they relate to five HRM practices: (1) selection, (2) training/learning, (3) performance management, (4) incentives/rewards, and (5) employee voice. Following this, we discuss the emotion perception and regulation implications of these and other discrete emotions for leaders and HRM managers. We conclude with some challenges associated with understanding discrete emotions in organizations as well as some opportunities and future directions for improving our appreciation and understanding of the role of discrete emotional experiences in HRM.

Prior research suggests that consumers can engage in moral decoupling by separating their judgments of morality from their judgments of performance. Hence, they might rationalize the benefits of unethical behavior without condoning the behavior itself. This paper aims to study how a discrete positive emotion, such as authentic pride, can mitigate moral decoupling.

Using three experimental studies, this research investigates and tests the underlying mechanism driving authentic pride, its effects and its key moderator. The results are analyzed using ANOVAs, regression-based serial mediation and moderated mediation analyses.

The results show that authentic pride decreases consumer acceptance of unethical behavior across different contexts, including purchase intentions for unethically manufactured products (Study 1), evaluations of the corporate social responsibility activities of a tobacco company (Study 2) and acceptance of questionable consumer behavior in daily situations (Study 3).

This research explores attitudes and behavioral intentions as dependent variables. It would thus be of interest for future research to examine a behavioral measure.

Given the potential problems of moral decoupling among consumers, marketers can devise effective strategies to reduce this problem using authentic pride appeals.

This research demonstrates how authentic pride can decrease consumer acceptance of unethical behavior. More importantly, this research enriches our understanding of the underlying mechanism driving the influence of authentic pride such that it increases the belief in a just world, which in turn lowers moral decoupling (a serial mediation).

Paradoxes are historically embedded in institutions and organizations. Latent paradoxes pose danger if they become salient; sociological analyses can identify historically embedded latent paradoxes. The emergency management paradox, in which the state invests vast resources, establishing formidable organizational arrangements that rely on knowledge to respond to unanticipated events in advance of their occurrence, even though such events can only ever be known after they occur, is a paradox of this kind. Deploying methodological “dual integrity” we trace through historical description and sociological conceptualization the institutional and organizational history of the emergency management paradox in Australia, where uncontrollable bushfires are becoming increasingly common, before drawing more general conclusions about how a response to grand challenges, such as climate change, demands an interdisciplinary understanding of the rituals and realities of paradoxes that emerge historically from our collective attempts to handle uncertainty via risk. Our research serves as a warning of the grave consequences that can result from ignoring a paradox’s history, whether intentionally or unwittingly.

To review and synthesize findings from peer-reviewed research related to students’ sources of ideas for writing, and instructional dimensions that affect students’ development of ideas for composition in grades K-8.

The ideas or content expressed in written composition are considered critical to ratings of writing quality. We utilized a Systematic Mixed Studies Review (SMSR) methodological framework (Heyvaert, Maes, & Onghena, 2011) to explore K-8 students’ ideas and writing from a range of theoretical and methodological perspectives.

Students’ ideas for writing originate from a range of sources, including teachers, peers, literature, content area curriculum, autobiographical/life experiences, popular culture/media, drawing, and play. Intertextuality, copying, social dialogue, and playful peer interactions are productive strategies K-8 writers use to generate ideas for composing, in addition to strategies introduced through planned instruction. Relevant dimensions of instruction include motivation to write, idea planning and organization, as well as specific instructional strategies, techniques, and tools to facilitate idea generation and selection within the composition process.

A permeable curriculum and effective instructional practices are crucial to support students’ access to a full range of ideas and knowledge-based resources, and help them translate these into written composition. Instructional practices for idea development and writing: (a) connect reading and writing for authentic purposes; (b) include explicit modeling of strategies for planning and “online” generation of ideas throughout the writing process across genre; (c) align instructional focus across reading, writing, and other curricular activities; (d) allow for extended time to write; and (e) incorporate varied, flexible participation structures through which students can share ideas and receive teacher/peer feedback on writing.

This article’s principle aim is the investigation into the underdeveloped field of lesbian audience research. It theorises the relationship between the text of Xena Warrior Princess a television programme and a fanclub called Xenasubtexttalk that evolved on the Internet. The researcher has drawn on evidence from a case study and participant observation over a twelve month period, the gathering of postings from bulletin boards and continuing interviews lasting between one and two hours conducted over the Internet. This has revealed some of the practices and rituals of two self‐identified lesbians who participated in this fanclub. Informed by a postmodernist feminist framework several issues of methodology are discussed. The main theme in this study’s findings is that these fans have produced through the appropriation of this particular text, biographies that represent a “coming out narrative”.

In social work education there is often felt to be a disjunction between what students learn in college and what they need to know in practice ‐ the gap between the ‘hard high ground’ of academia and the ‘swampy lowlands’ of practice (Schön, 2003). This paper will demonstrate how an approach borrowed from theatre in education was successfully used to fill this gap and enhance teaching and learning across years two and three of a BA social work course. The paper explores the use of role play techniques utilising a ‘teacher in role’ and ‘mantle of the expert’ (Heathcote & Bolton, 1996) approach to enable students to synthesise theory, practice and skills in a classroom setting.

I examine three recent cases where local governments changed their processes for selecting capital projects. The central question is whether these changes institutionalized a more “strategic” outlook in capital improvement planning and budgeting for these jurisdictions? The findings suggest that local governments can set capital priorities strategically, but that the process of implementing those reforms must be adaptable to changing political circumstances. These findings add to the limited literature on the political, administrative, and other challenges that local governments must confront when reforming their capital improvement planning and budgeting processes.

The purpose of this study is to develop a model that integrates self-conscious emotions (i.e. anticipated guilt and anticipated pride) alongside the theory of planned behavior’s key explanatory factors to challenge the idea that recycling behavior is driven mainly by cognitive factors. The model is empirically validated in the United Arab Emirates (UAE), a region where research are lacking despite generating one of the highest per capita solid waste and holding one of the lowest recycling rates.

The data was collected from the general public in the UAE using a two-wave survey (n = 287). The first wave of data collection measured the constructs except for the actual recycling behavior. The second wave assessed the respondent’s self-reported recycling behavior for the previous fortnight.

Anticipated guilt, subjective norms, perceived effort and recycling knowledge are the main drivers of the intention to recycle. The latter impacts the actual recycling behavior positively. Attitude toward recycling and anticipated pride failed to predict the intention to recycle. Awareness of consequences triggers only anticipated pride, while the degree of concern is a significant predictor of both anticipated pride and guilt.

One key implication of this research is that governments in the Middle East have not only to focus on cognitive factors but also emotions to promote recycling behavior.

This study adds to the pro-environmental literature by showing that the decision to recycle is not only based on cognitive factors but also anticipated guilt. It is also one of the first that explore recycling behavior in the UAE.