Emotional Perspective Research Articles

The place of emotions in language education from an emotional intelligence perspective

The significance of emotions in language education is increasingly acknowledged as a crucial element that impacts both teaching and learning. This article delves into the role of Emotional Intelligence (EI) in enhancing the language learning experience, emphasizing the importance of perceiving, using, understanding, and regulating emotions. Educators, as integral to the learning process, can cultivate more inclusive, supportive, and effective learning environments by integrating emotional awareness and regulation strategies into language teaching. This holistic approach to language education intertwines cognitive and emotional development, emphasizing the practical implications for educators in fostering EI in the language classroom to improve learner engagement and success.

Revisiting Pragmatic Competence: An Emotional Perspective

This study revisits pragmatic competence from an emotional perspective, specifically, from the empathy. Based on the overview of the pragmatics and pragmatic competence, the current research finds that the traditional views on the pragmatic competence are mostly from the social-cultural dimensions. Language and emotions are richly intertwined: language can be used to convey emotions, and specific emotions are created from certain pragmatic behavior. This research proposes that pragmatic competence should take emotions into consideration, particularly pragmatic empathy—the ability to understanding the interlocutors’ emotional needs and willingness in sharing this understanding with the interlocutors in language use. It is suggested that pragmatic empathy run through the language in use. This research argues that the whole process of social interaction co-occurs with online pragmatic empathy: from the feelings of what to say to the actualization of it in a particular context.

How does organizational stigma damage employees’ innovative performance? An emotional labor perspective

In this rapidly developing and technologically advancing business environment, innovation has become crucial to an organization’s success. However, very few studies have explored the effect of organizational stigma, a negative label that becomes prevalent and situational in nature, on employees’ innovative performance. Using survey data from 151 employees in the overseas business departments of five Chinese multinational enterprises blacklisted by the U.S. government, along with one-on-one follow-up interviews with 17 participants, this study uncovers a psychological mechanism behind the negative relationship between organizational stigma and employees’ innovative performance. Specifically, organizational stigma prompts employees to engage in surface acting, which further leads to emotional exhaustion as employees are unable to replenish their emotional resources due to the negative experience of organizational stigma. This emotional exhaustion, in turn, diminishes the emotional resources employees can devote to innovative behaviors, resulting in a decline in their innovative performance. Moreover, this study identifies stigma attribution as a moderating factor, where employees who attribute stigma to positive appraisal-related causes experience a lesser decrease in their innovative performance. By combining quantitative surveys with qualitative interviews, this study not only helps bridge the gap in understanding the impact of organizational stigma at the relatively unexplored employee level, including its underlying mechanisms and boundary conditions, but also offers practical insights for managers on how to mitigate the negative effects of organizational stigma on employees’ innovative performance.

The Effect of Corporate Social Responsibility Characteristics on Employee Green Behavior: A Moral Emotions Perspective.

Shaping green employees is a source of sustainable competitive advantage for enterprises. However, previous studies have lacked consideration of the moral aspects of employee green behavior (EGB), thus ignoring the mechanism of employee moral psychology, especially the important impact of moral emotions on EGB. Based on the affective events theory, we built a moderated mediation model to test how corporate social responsibility characteristics (CSRCs) affect EGB and to explore the role of organizational pride (OP) and the environmental passion climate (EPC) in this process. SPSS25.0 and Mplus8.0 were used to analyze data from 267 valid questionnaires. The results show that CSRCs' positive effect required EGB and OP to play a mediating role in the relationship between them. In addition, EPC had a negative moderating effect on the effect of OP on required EGB. These results expand the theoretical territory of EGB from the perspective of moral emotions. In practice, the results provide a moral motivation for cultivating employees' ecological literacy and stimulating EGB as well as management strategies for organizational environmental protection practice and green sustainable development.

Does paradoxical leadership predict employee job performance in hospitality? A sequential mediation of harmonious work passion and innovative work behavior

PurposeDrawing insights from a self-determination perspective, this study aims to investigate the impact of paradoxical leadership (PL) on job performance among hospitality employees. It also explores harmonious work passion (HWP) and innovative work behavior (IWB) as sequential mediators in this direct association.Design/methodology/approachA self-report structured questionnaire was used to collect survey data from 298 employees working in Indian four-, five- and five-star luxury hotels. To test the hypothesized model, partial least squares-structural equation modeling (PLS-SEM) was used.FindingsThis study found PL positively influences HWP, IWB and job performance of hospitality employees. Also, the positive association between PL and employee job performance is significantly mediated by HWP and IWB, individually as well as sequentially.Practical implicationsAdopting PL in hotels can significantly boost employees’ HWP and IWB, resulting in enhanced job performance. This leadership style empowers employees to navigate conflicting demands, fostering creativity and adaptability. Consequently, hotels can benefit from a more engaged workforce, improved service delivery and a competitive edge.Originality/valueThis research adds to the limited literature on PL in the hospitality sector by highlighting its impact on employee behavior and performance outcomes. To the authors’ knowledge, this is the first study to empirically link PL with HWP, IWB and job performance in a sequential mediation model. It uncovers the “black box” of mechanisms connecting PL to work outcomes from emotional and cognitive perspectives.

From recorded to AI‐generated instructional videos: A comparison of learning performance and experience

AbstractGenerative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI‐generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy‐six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings. Practitioner notesWhat is already known about this topic Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning. Producing instructional videos is costly and burdensome. Generative AI has great potential for generating educational content. What this paper adds An AI‐generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video. Students perceived no significant differences between the AI‐generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI‐generated instructional video group reported slightly lower values. Despite AI‐generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance. Implications for practice and/or policy We recommend using the AI‐generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience. The findings indicate the equivalence principle in AI‐generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.

Use of generative AI in research: ethical considerations and emotional experiences

ABSTRACT This study examines researchers’ ethical concerns toward the deployment of GenAI in research and their emotional responses. To acquire an in-depth understanding, we used narrative frames and follow-up interviews to collect data from 22 researchers who reported extensive experience with GenAI. An inductive thematic analysis revealed three themes capturing ethical concerns that invoked three types of emotional reactions. From an ethical perspective, our participants were concerned with “human ethical agency in AI research practices,” “cognitive impacts of overreliance on GenAI in research,” and “ethical issues of access, accuracy, and privacy.” From an emotional perspective, they showed “mixed emotions,” “positive emotions,” and “negative emotions” when dealing with GenAI tools. There were close connections between the ethical implications of GenAI and the emotional reactions to them. In this light, we conclude that emotional reactions to GenAI, which are determinants of future use, should be taken more seriously in further research.

The Importance of Stimulation of Fine Motor Development for Early Childhood

This research is a literature study which aims to determine the importance of stimulating fine motor development for young children. The method used in this research is a qualitative descriptive research method with literature study. In this literature study research, researchers used various written sources such as articles, journals and documents that were relevant to the research in this study. From this research literature study, it can be concluded that by providing appropriate stimulation, fine motor development in early childhood can be achieved optimally. This will have a positive impact on various aspects of children's development, both from a cognitive, social and emotional perspective. Therefore, it is important for parents and teachers to realize the importance of stimulating fine motor development for young children and use appropriate methods to stimulate children's fine motor development.

Investigating the impact of gamification components on online learners’ engagement

As online learning and teaching are becoming an educational trend, online students’ engagement will directly impact the learning and teaching effects and outcomes. A scientific application of gamification in online learning, teaching, and online course design will improve online learners’ learning experience and help build a better virtual learning context for online learners worldwide. This study focuses on how gamification can engage online students from skills, emotional, participation, and performance perspectives. The gamification components investigated in this study are Points (also called Anar Seeds in the context of this study) and Badges, the most widely used components in gamification design in education, and online instructors have primarily used them to motivate students’ learning and acknowledge their achievements by timely rewarding specific learning behavior or performance. A mixed method has been applied to explore further the relationships between gamification components and online students’ engagement and how online students perceive the impacts of gamification on their online learning experience. The findings show a significant correlation between Points and online students’ skills, emotional, participation, and performance engagement, while it exists only between Badges and online students’ participation engagement. The findings also reveal mixed perceptions of online students towards gamification. Study limitations regarding lack of age criterion, limited measurement indicators, and oversimplification of survey responses have also been discussed. It is suggested that future research can be conducted from either the instructors’ or the gamification designers’ perspectives to determine any other factors that might contribute to the implementation of gamification in the online learning context.

Analyzing hope speech from psycholinguistic and emotional perspectives

Hope is a vital coping mechanism, enabling individuals to effectively confront life’s challenges. This study proposes a technique employing Natural Language Processing (NLP) tools like Linguistic Inquiry and Word Count (LIWC), NRC-emotion-lexicon, and vaderSentiment to analyze social media posts, extracting psycholinguistic, emotional, and sentimental features from a hope speech dataset. The findings of this study reveal distinct cognitive, emotional, and communicative characteristics and psycholinguistic dimensions, emotions, and sentiments associated with different types of hope shared in social media. Furthermore, the study investigates the potential of leveraging this data to classify different types of hope using machine learning algorithms. Notably, models such as LightGBM and CatBoost demonstrate impressive performance, surpassing traditional methods and competing effectively with deep learning techniques. We employed hyperparameter tuning to optimize the models’ parameters and compared their performance using both default and tuned settings. The results highlight the enhanced efficiency achieved through hyperparameter tuning for these models.

An emotional perspective on the Multiple Streams Framework

AbstractEmotions are central to human behavior and, consequently, play a significant role in policymaking. While the Multiple Streams Framework (MSF) incorporates the notion of “public mood” into the political stream, this concept primarily focuses on a fleeting, less intense, and diffuse emotional state that is not necessarily linked to a specific triggering event or policy‐related object. To address this limitation, the current article draws on robust findings from political psychology, viewing and interpreting the MSF through an emotional lens. It investigates the intersections between emotions, on the one hand, and the assumptions and structural elements of the MSF, on the other, by sharpening existing concepts—such as the emotional agenda (policy) window, emotional decision window, and emotional policy entrepreneurs—to examine emotionality in policy dynamics. It concludes by discussing how an emotional perspective on the MSF can help scholars generate nuanced hypotheses, overcome the MSF's metaphorical language, and gauge when policy may be in search of a rationale.

My job characteristics make me procrastinate or not: An emotional perspective

AbstractWorkplace procrastination is a prevalent phenomenon that significantly impacts employee productivity and organizational competitiveness. Drawing on cognitive–motivational–relational theory, this study adopts an emotional perspective to investigate how and when job characteristics (i.e. hindrance job demands, challenge job demands and job resources) impact employees' workplace procrastination in distinct ways. We suggest that both hindrance and challenge demands may evoke fear of tasks, eliciting an action tendency of escape and avoidance, thus indirectly leading to procrastination. Notably, challenge demands may exhibit a dual effect by simultaneously enhancing interest in tasks with an action tendency of exploration, thus negatively and indirectly influencing procrastination. Job resources may generate joy about tasks, fostering an action tendency of free activation, thereby indirectly reducing procrastination. We further investigate how psychological capital, which largely shapes employees' appraisal of job characteristics, may alter the above relationships. We conducted two studies to examine our hypotheses and delve into the potential reversed relationships between job characteristics and procrastination. Theoretical and practical implications are discussed.

Impacts of metastatic colorectal cancer (mCRC) on patient health-related quality of life (HRQoL): Results of an online US patient survey.

242 Background: Effects of disease symptoms and treatment negatively impact the HRQoL of patients (pts) with mCRC, including physical and psychological well-being. Understanding challenges faced by pts with mCRC may help improve HRQoL and enhance their disease journey. Using an online survey, we aimed to gain insights into the effects of mCRC on HRQoL. Methods: Pts aged ≥18 yrs with stage IV colon, rectal, or colorectal cancer participated in an online survey conducted in the US by The Harris Poll between 01/17/24-02/07/24. Of the 344 pts who participated, 254 were recruited via online panels and 90 via pt advocacy groups (PAGs; BLKHLTH, COLONTOWN, Colorectal Cancer Alliance, and Family Reach). The 60-question survey explored the pt profile, diagnosis experience, the role of PAGs/other resources, HRQoL, access to care and financial challenges, discrimination, and treatment experience. Raw data were not weighted and thus are only representative of participants who completed the survey. Sample data are accurate to within 5.3 %-points using a 95% confidence level; all surveys are subject to multiple sources of error. Results: Of 344 participants, 190 (55%) were male, mean age was 56 yrs (±13 yrs); the majority were White (n=158 46%), Black/African American (n=87 25%), or Hispanic (n=75 22%). Of applicable respondents, a majority reported that mCRC had a negative impact on maintaining a normal work schedule (69%), financial wellbeing (69%), emotional wellbeing (67%), hobbies (64%), physical activity (63%), and romantic relationships (61%). However, 43% of applicable pts reported a positive impact on relationships with family and friends, while 70% of overall respondents agreed that a diagnosis had inspired them to act on things they’ve always wanted to do or have pushed off. From an emotional perspective, most pts agreed that they felt like a burden to family (72%) or sensed decreasing support over time from family/friends (63%). Although for many pts a diagnosis had brought them closer to loved ones, 78% agreed they had at times felt alone in their experience, and 70% struggled with being emotionally present. Further, among 330 (96%) pts who had attempted to access mental health resources, 55% had found this difficult, especially Black pts compared to Hispanic and White pts (Table). Conclusions: During their disease journey, pts with mCRC suffer a deterioration in multiple aspects of HRQoL that affects their daily lives, including emotional/mental wellbeing. Better support, specifically improving ease of access to mental health resources, is needed to help pts maintain HRQoL throughout their disease journey. Ease of access to mental health resources for Black, Hispanic, and White pts. Ease of access, % All patients n=330 Black patients n=85 Hispanic patients n=75 White patients n=146 Very difficult 21 27 15 19 Somewhat difficult 35 36 24 39 Somewhat easy 26 16 41 25 Very easy 18 20 20 17

Breastfeeding Self-Efficacy in Mothers: The Body Image and Emotional Intelligence Perspective

BackgroundBreastfeeding is a dynamic and complex process. Due to its complex nature, many reasons affect one another. Recent studies have focused on breastfeeding rates and factors that affect the early termination of breastfeeding. However, studies evaluating the relationship of body image and emotional intelligence concepts with breastfeeding self-efficacy have remained limited to date, resulting in a significant gap in the literature. AimThe present study was carried out to determine the relationship between breastfeeding self-efficacy, body image, and emotional intelligence of postpartum mothers. MethodsThe descriptive and cross-sectional study was conducted with 400 mothers. The data were collected using the Descriptive Information Form, the Body Image Scale (BIS), Schutte Emotional Intelligence Scale (SEIS), and the Breastfeeding Self-Efficacy Scale (BSES). The data were evaluated with the SPSS program, using percentages, mean values, independent t-test,One-Way ANOVA, and Pearson's correlation and regression. ResultsThe mothers’ mean age was 29.99±5.46 years. The mean total scores that mothers obtained from the scales were found to be 123.47±23.45 for the BIS, 144.46±13.11 for the SEIS, 51.81±9.46 for the BSES-SF. In the correlation analysis results, there was no correlation between the BSES-SF and SEIS. A statistically significant positive correlation was determined between the BIS and BSES-SF. Considering the regression analysis, it is seen that 7.4% of the change in mothers’ breastfeeding self-efficacy is explained by body image (R^2 = 0.074) ConclusionThe study found that positive body image increases breastfeeding self-efficacy. There is a need for additional longitudinal research examining the body image and emotional intelligence perspective of breastfeeding self-efficacy.

Research on the health lighting scheme of university library reading room

The quality of the indoor lighting environment in the reading space of the university library is essential for students' visual perception, emotional evaluation, and cognitive efficiency. The design of the lighting environment considering the change of natural light is one of the important development directions to improve the light environment quality of the reading room and meet the health requirements of students. This paper from the perspective of reading vision, emotion, and cognitive probes into the natural light environment lighting design, builds a reading lighting environment laboratory, using subjective evaluation, task performance, and physiological indicators of the measurement method, first analyses the weight of different indicators under different time, establish lighting environment comprehensive evaluation index I and artificial illumination and desktop illumination prediction model. The experimental results show that experimental results show that visual discomfort and clarity are the key factors in the early and later stages. In the transition phase, emotional indicators become particularly important. The model of dynamic lighting design scheme during 17:30–20:30 is: y = 227753.1746–900120.63492x+ 1179428.57142x2-512000x3, R2 = 0.99702; the fitting formula of desktop illumination in 17:30–20:30 period is: y = 566.666667–197.08995x + 158.73016x2-37.03704x3, R2 = 0.95238. The results aim to provide a theoretical basis for the design and optimization of dynamic lighting under natural light in the library reading room.

Piloerection persists throughout repeated exposure to emotional stimuli.

It is often suggested that piloerection, or goosebumps, is primarily triggered by emotional experience-theoretical perspectives place a heavy emphasis on experiencing novelty and surprise. However, the two studies described here challenge this perspective, demonstrating that the incidence of piloerection is not contingent upon exposure to novel stimuli and is disconnected from self-reported emotions. Study 1 (N = 80) shows that piloerection was not more likely to occur among individuals exposed to unfamiliar stimuli compared to those with prior exposure. Additionally, self-reported emotions were not correlated with observed piloerection. Study 2 (N = 27) found that piloerection persists throughout multiple exposures to identical stimuli. Importantly, the trajectories of observed piloerection and self-reported emotions diverged greatly. These findings challenge the common view that piloerection-unlike self-reported goosebumps and chills-is driven by emotional experience, suggesting that it may not be as closely connected to emotional experiences as previously theorised.

Bad Guys Finish First? A Moral Emotional Perspective of Job Performance Outcomes for Abusive Supervisors

Do abusive supervisors benefit from their own harmful behaviors, or do they experience the same repercussions as their victims do? This article extends a growing stream of research that aims to understand how bad actors process their own negative actions, when they are most impacted by their adverse behaviors, and how their job performance is influenced as a result. We ground this research in a moral emotions perspective to suggest that enacted abusive supervision elicits prominent moral responses (i.e., shame or guilt), which subsequently influence the supervisor’s own work conduct. Specifically, we suggest that feelings of guilt will prompt an abusive boss to compensate for their negative behaviors by increasing performance efforts, whereas supervisors with feelings of shame will withdraw and exhibit lower work performance. Multiple mediation results from Study 1 revealed that abusive supervisors predominantly experience shame and, in turn, reduced performance. In Study 2, we expand on these findings by considering the moderating role of supervisor core self-evaluations (CSE). We find that the negative relationship between enacted abuse and supervisor performance (through shame) is exacerbated when managers possess a fragile sense of self (i.e., low CSE). Overall, the current article adds to the argument that abusive supervisors do not profit from their own negative behaviors and that they, too, suffer performance setbacks.

Revolution and feelings: an introduction

ABSTRACT The recent fragmentation of the political landscape and the increasing uncertainty of its boundaries have made historians more acutely aware that politics does not exist only ‘high up’ and on the macro level but reaches deep into the private lives of people, shapes their identities and perceptions, influences their thoughts and emotions, regulates and modifies their behaviour. This makes the public/private divide a starting point from which to explore the multiple layers of politics. This is the perspective adopted in this Special Issue, that is dedicated to forms of revolutionary militancy in nineteenth and twentieth century Italy. Indeed, few other historiographical events are better suited than revolution and its concrete manifestation in history to be investigated from the perspective of private experiences, feelings, and emotions. The aim of these papers is, therefore, to describe the different Italian revolutionary cultures from the nineteenth century until the 1970s, analysing on the one hand the intersection between history and individual stories and on the other the emotional substratum of politics.

Targeting Histamine and Histamine Receptors for Memory Regulation: An Emotional Perspective.

Histamine has long been accepted as a pro-cognitive agent. However, lines of evidence have suggested that the roles of histamine in learning and memory processes are much more complex than previously thought. When explained by the spatial perspectives, there are many contradictory results. However, using emotional memory perspectives, we suspect that the histaminergic system may interplay with stress, reward inhibition, and attention to modulate emotional memory formation. The functional diversity of histamine makes it a viable target for clinical management of neuropsychiatric disorders. Here, we update the current knowledge about the functions of histamine in emotional memory and summarize the underlying molecular and neural circuit mechanisms. Finally, we review the main clinical studies about the impacts of histamine-related compounds on memory and discuss insights into future research on the roles of histamine in emotional memory. Despite the recent progress in histamine research, the histaminergic emotional memory circuits are poorly understood, and it is also worth verifying the functions of histamine receptors in a more spatiotemporally specific manner.

Fostering Prosociality in Refugee Children: An Intervention With Rohingya Children.

Prosocial behavior is a distinguishing characteristic of human nature. Although prosocial behaviors emerge early in development, contextual factors play an important role in how these behaviors are manifested over development. A large body of research focuses on the trajectory of prosocial development across diverse cultures and investigating contexts that foster it. Against this backdrop of developmental research endeavoring to understand and enhance the cooperative side of humanity, is the catastrophic impact of profoundly negative forces on social-emotional development for children forced to flee from violent conflict. Close to half a million Rohingya children, whose families were forced to flee genocide in Myanmar, now live in the largest refugee camp in the world. To examine the resilience of human prosociality in the face of extreme adversity, we documented initial levels of prosociality in Rohingya refugee children living in a mega-camp (Cox's Bazar, Bangladesh) and the extent to which those levels were improved following a multifaceted intervention designed to foster prosociality. The research was a partnership between Rohingya community members with lived experience, humanitarian practitioners, and developmental researchers. A sample of 152 Rohingya children (5-12 years) participated in pre- and postintervention assessments of prosocial behaviors and related cognitive-affective processes. The 10-day collaboration-based intervention was implemented between November 2021 and January 2022 by Rohingya researchers. Birthplace was used as a proxy measure of trauma level. Children born in Myanmar (N = 88) directly experienced relatively higher levels of trauma (genocide, forced migration) than children who were born in the camp after their families fled from Myanmar (N = 64). Children were individually tested pre- and postintervention with a task battery, including a helping (Origami) and two sharing tasks (Dictator Game [DG], Forced Choice sharing) measuring prosocial behavior. Assessments of related cognitive-affective processes included measures of empathic responding and emotion perspective-taking in story tasks (Imagine, Judgment) and executive function (EF) skills (Younger: Hearts & Flowers; Older: Dimensional Change Card Sorting). Small group intervention sessions conducted over 10 days targeted these prosocial behaviors and cognitive-affective processes and were based on collaborative activities, emotion perspective taking and EF skills training with the same partner throughout the intervention phase. We used latent change modeling to examine initial levels (preintervention) and intervention-related changes in these measures from pre- to postintervention. Prosocial responding was found across all measures (preintervention) and improvements (pre- to postintervention change) were apparent across most measures. Age and birthplace variables were significant predictors of initial levels and intervention-related change. Initial levels: Regarding age, older children (9-12 years) showed higher levels than younger children (5-8 years) of sharing in the Forced Choice task but lower levels in the DG. Older children also showed higher levels of empathic responding when asked to report how they would feel and respond to another person's misfortune in the Imagine task. Regarding birthplace, prior to the intervention camp-born children showed higher levels than Myanmar-born children of helping in the Origami task and reported more behavioral responses indicating how they would respond to misfortune in the Imagine task. In contrast, Myanmar-born children had higher levels of sharing in the DG and consistently chose equality over inequality in the Forced Choice sharing task, even when their partner would receive more, indicating a pattern of generosity in these children. Myanmar-born children had lower levels than camp-born children on EF measures. Intervention-related change: Regarding age, older but not younger children were more likely to increase choices for equality over inequality on the Forced Choice sharing task following the intervention. Regarding birthplace and helping, camp-born children increased behaviors that helped their partner make origami shapes themselves ("how-to" helping), whereas Myanmar-born children increased behavior that took over folding for their partner ("do-for" helping). For sharing tasks, Myanmar-born but not camp-born children increased sharing in the DG and showed an increased pattern of generosity in Forced Choice sharing task. In the Imagine story task, children born in Myanmar were more likely than those born in camp to increase empathic responding (i.e., imagining how they would feel). Children born in Myanmar showed less improvement on EF measures than children born in the camp. Taken together, these findings provide evidence that in a context of extreme adversity, Rohingya children exhibited prosociality and benefitted from a multifaceted intervention. Our research adds credence to the view that human prosociality is a fundamental characteristic of humanity that not only survives but can be enhanced in even the most adverse of childhood environments. Our multifaceted intervention, which was implemented within a collaborative social context and targeted prosocial behaviors and related cognitive-affective processes, was designed to be easily implemented within existing psychosocial support programs in refugee contexts. As the numbers of children affected by violent conflict and forced migration rise alarmingly worldwide, there is a critical need to expand research partnerships that aim to improve developmental outcomes for these millions of children.