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Kelly L. Simonton, Alex C. Garn, and Nicholas Washburn

middle school PE showing that different discrete emotions, such as boredom and shame, predict disruptive behavior in PE as well as PA and sedentary behaviors outside of PE ( Simonton & Garn, 2020 ). These past studies demonstrate that CVTAE can successfully be used to conceptualize how emotions influence

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Alvaro Sicilia, Manuel Alcaraz-Ibáñez, Delia C. Dumitru, Adrian Paterna, and Mark D. Griffiths

) with their ideal self-representation (i.e., how they want to see themselves). The provoked emotion depends on how individuals appraise their current self-representation as either congruent or incongruent with their ideal self-representations. Shame and guilt have been considered as negative SCEs

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Jenna D. Gilchrist, David E. Conroy, and Catherine M. Sabiston

short-term (often hedonic) costs such as expending effort ( Tracy & Robins, 2004 ; Williams & DeSteno, 2008 ) and direct motivation toward competence pursuits. Conversely, shame stems from appraisals that the self has not lived up to a set of standards and generally signals incompetence ( Tangney

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Sara Oliveira, Marina Cunha, António Rosado, and Cláudia Ferreira

think, feel, and behave in athletic, academic, and social domains ( Fraser-Thomas & Côté, 2009 ; Gavrilova, Donohue, & Galante, 2017 ; Rice et al., 2016 ). Difficult thoughts, emotions, and experiences, such as feelings of shame, fear of failure, injuries, the pressure to win, and perception of coach

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Sam S. Sagar and Joachim Stoeber

This study investigated how aspects of perfectionism in athletes (N = 388) related to the fears of failure proposed by Conroy et al. (2002), and how perfectionism and fears of failure predicted positive and negative affect after imagined success and failure in sports competitions. Results showed that perfectionistic personal standards showed a negative relationship with fear of experiencing shame and embarrassment and a positive relationship with positive affect after success, whereas perfectionistic concern over mistakes and perceived parental pressure showed a positive relationship with fear of experiencing shame and embarrassment and with negative affect after failure. Moreover, fear of experiencing shame and embarrassment fully mediated the relationship between perfectionistic concern and negative affect and between coach pressure and negative affect. The findings demonstrate that fear of experiencing shame and embarrassment is central in the relationship between perfectionism and fear of failure, and that perfectionistic concern about mistakes and perceived coach pressure are aspects of perfectionism that predict fear of experiencing shame and embarrassment and negative affect after failure.

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Thomas Curran and Andrew P. Hill

because self-conscious emotions are activated by threats to self-worth in the achievement and interpersonal contexts and are core affective features of anxiety and depression ( Kim, Thibodeau, & Jorgensen, 2011 ). Three self-conscious emotions are especially notable here, namely, pride, guilt, and shame

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Sasha M. Kullman, Brittany N. Semenchuk, Benjamin J.I. Schellenberg, Laura Ceccarelli, and Shaelyn M. Strachan

to the identity–behavior discrepancy. Specifically, we expected that SC would be associated with women’s acceptance of their reduced exercise given their new life circumstances. We also expected that SC would associate negatively with maladaptive reactions (less guilt, shame, and rumination about

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Nathan A. Reis, Kent C. Kowalski, Amber D. Mosewich, and Leah J. Ferguson

behaviors (e.g., fear of negative evaluation, fear of self-compassion, fear of failure, state rumination, concern over mistakes, state self-criticism, shame, negative affect, and passivity), as well as positively related to psychological well-being and constructive reactions (e.g., positivity, perseverance

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Nicholas Burton and Cheri Bradish

Nike’s Olympic contributions and athlete endorsers ( Myerson, 1996 ). In response, Fogelson expounded, “Shame on them. . . . They’re undercutting people and companies and products and services that will go to make the ultimate success of their own athletes, if they thought about it” ( Myerson, 1996

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Amber D. Mosewich, Kent C. Kowalski, Catherine M. Sabiston, Whitney A. Sedgwick, and Jessica L. Tracy

Self-compassion has demonstrated many psychological benefits (Neff, 2009). In an effort to explore self-compassion as a potential resource for young women athletes, we explored relations among self-compassion, proneness to self-conscious emotions (i.e., shame, guilt-free shame, guilt, shame-free guilt, authentic pride, and hubristic pride), and potentially unhealthy self-evaluative thoughts and behaviors (i.e., social physique anxiety, obligatory exercise, objectified body consciousness, fear of failure, and fear of negative evaluation). Young women athletes (N = 151; M age = 15.1 years) participated in this study. Self-compassion was negatively related to shame proneness, guilt-free shame proneness, social physique anxiety, objectified body consciousness, fear of failure, and fear of negative evaluation. In support of theoretical propositions, self-compassion explained variance beyond self-esteem on shame proneness, guilt-free shame proneness, shame-free guilt proneness, objectified body consciousness, fear of failure, and fear of negative evaluation. Results suggest that, in addition to self-esteem promotion, self-compassion development may be beneficial in cultivating positive sport experiences for young women.