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"This volume focuses on the crucial role of emotions in forming and sustaining individual and collective identities at work. In addition, it explores the outcomes and boundaries of such identities while recognizing the driving role of emotions at various organizational levels, acknowledging that the relationship between emotion and identity is multifaceted and can be explored from various points of view. Identities and emotions are constantly evolving and are central aspects of organizational behavior, from the front-line interactions of employees to the broader ideological forces that shape institutions and organizational cultures. Thus, this volume recognizes the depth of emotion and identity at work by addressing these topics on individual, group, occupational, and social role levels. This volume is organized in four parts to contribute clearly to each of these areas of inquiry. Part 1 focuses on the micro-level topics of identity, anger and diversity. Part 2 focuses on the role of emotions in public sector settings, Part 3 focuses on the relationships between gender, emotions and identity, while Part 4 investigates how emotions influence individual identification with work."

"Kecurangan akademik merupakan fenomena yang dampaknya merugikan bagi pengembangan karakter mahasiswa karena akan memengaruhi perilaku mahasiswa selanjutnya di masyarakat. Studi ini bertujuan untuk meneliti pengaruh emosi moral yang terdiri dari emosi malu, emosi bersalah, dan emosi bangga hubris yang dimoderasi oleh identitas moral terhadap kecurangan akademik pada mahasiswa. Penelitian ini merupakan penelitian eksperimen yang melibatkan 189 mahasiswa dari seluruh fakultas di Universitas Indonesia. Partisipan diminta untuk mengisi emosi yang dirasakan setelah membaca skenario emosi malu, emosi bersalah dan emosi bangga hubris, Moral Identity Questionaire dan tugas matriks angka. Hasil penelitian menunjukkan bahwa emosi bersalah berpengaruh signifikan terhadap kecurangan akademik, semakin merasa bersalah maka mahasiswa semakin tidak melakukan kecurangan. Hasil lain juga menunjukkan bahwa identitas moral berpengaruh signifikan terhadap kecurangan akademik mahasiswa. Mahasiswa yang memiliki identitas moral yang tinggi, tidak akan melakukan kecurangan. Selain itu ditemukan hasil bahwa identitas moral berperan sebagai moderator pada pengaruh antara emosi bersalah terhadap kecurangan akademik mahasiswa. Penelitian ini memiliki keterbatasan teoritik karena peneliti tidak memperhitungkan faktor eksternal yang memengaruhi kecurangan akademik. Padahal secara teori, perilaku manusia dipengaruhi oleh faktor internal dan eksternal. Penelitian ini memiliki implikasi praktis bahwa yang perlu didahulukan adalah pendidikan kepedulian dan empati. Dengan pendidikan ini sedari dini, bila keduanya hadir/bisa dididik, maka seseorang akan merasa bersalah bila melakukan yang tidak sesuai dengan norma yang berlaku. Selain itu nilai-nilai kejujuran, keadilan dan tanggung jawab juga perlu ditanamkan sejak kecil. Dengan identitas moral yang kuat, individu akan menampilkan dirinya secara konsisten sebagai orang yang bermoral. Saran penelitian ini antara lain instansi pendidikan perlu memantapkan standar moral yang berlaku, kesamaan persepsi mengenai kecurangan akademik, penerapan peraturan tentang kecurangan akademik secara konsisten, penghargaan perlu diberikan pada mahasiswa yang menerapkan kejujuran, serta hukuman perlu mengandung aspek emosi bersalah, yang berisi nilai-nilai yang sudah terinternalisasi.

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Academic dishonesty is a phenomenon whose impact is detrimental to the development of student character as it will affect the behavior of subsequent students in the community. This study aims to examine the influence of moral emotions consisting of shame, guilt, and hubris pride emotions that are moderated by the moral identity of academic dishonesty on the college students. This research is an experimental research involving 189 students from all faculties at Universitas Indonesia. Participants were asked to fill the perceived emotion after reading the shame, guilt and hubris pride scenario, the Moral Identity Questionaire and the numerical matrix assignment.

The results showed that the guilty emotions have a significant effect on academic dishonesty, the more guilty the students are the less the cheating. Other results also show that moral identity has a significant effect on student academic dishonesty. Students who have a high moral identity, will not commit cheating. In addition, it was found out that moral identity acts as a moderator on the influence of emotion of guilt against student academic dishonesty.

This study has theoretical limitations because researchers do not take into account the external factors that affect academic dishonesty. Whereas in theory, human behavior is influenced by internal and external factors. This study has practical implications that what needs to come first is education of care and empathy. With this education early on, if both are present/can be educated, then someone will feel guilty when doing that is not in accordance with prevailing norms. In addition, the values ?? ??of honesty, fairness and responsibility also need to be instilled since childhood. With a strong moral identity, the individual will present himself consistently as a moral person.

Suggestions of this research include educational institutions need to strengthen applicable moral standards, common perceptions of academic dishonesty, the application of rules on academic dishonesty consistently, awards need to be given to students who apply honesty, and punishment needs to contain aspects of emotional guilt, which contains the values which has already been internalized."

"Buku ini berisi kumpulan studi mengenai emosi pada tingkah laku organisasi/perusahaan."

"This volume of Research on Emotions in Organizations demonstrates the ubiquitousness of emotions and effects of emotions in organizational setting - starting from what goes on in the boardroom, extending right down to the way employees at the coalface interact with their customers every day. "

"If there is one value that seems beyond reproach in modernity, it is that of the self and the terms that cluster around it, such as self-esteem, self-confidence and self-respect. It is not clear, however, that all those who invoke the self really know what they are talking about, or that they are all talking about the same thing. What is this thing called 'self', then, and what is its psychological, philosophical and educational salience? More specifically, what role do emotions play in the creation and constitution of the self? This book proposes a realist, emotion-grounded conception of selfhood. In arguing for a closer link between selfhood and emotion than has been previously suggested, the author critically explores and integrates self research from diverse academic fields. This is a provocative book that should excite anyone interested in cutting-edge research on self-issues and emotions that lies at the intersection of psychology, philosophy of mind, moral philosophy and moral education."