This study aimed to determine whether the observed tendency to remember more positive than negative past events (positivity phenomena) also appears when recalling hypothetical events about the future. In this study, young, middle-aged, and older adults were presented with 28 statements about the future associated with the COVID-19 pandemic, half positive and half negative. In addition, half of these statements were endowed with personal implications while the other half had a more social connotations. Participants rated their agreement/disagreement with each statement and, after a distraction task, they recalled as many statements as possible. There was no difference in the agreement ratings between the three age groups, but the participants agreed with positive statements more than with negative ones and they identified more with statements of social content than of personal content. The younger and older individuals recalled more statements than the middle-aged people. More importantly, older participants recalled more positive than negative statements (positivity effect), and showed a greater tendency to turn negative statements into more positive or neutral ones (positivity bias). These findings showed that the positivity effect occurs in even such complex and situations as the present pandemic, especially in older adults. The results are discussed by reference to the notion of commission errors and false memories resulting from the activation of cognitive biases.

Positive psychology and positive organizational behavior studies recognize that leadership is extremely important for generating positive well-being. Despite the frequently reported significant positive correlations, the causal long-term relationship between leadership, positive high intense affect, and employee results remains unclear. The main objective of this study was to analyze the long-term (longitudinal) relation of transformational leadership and positive high-intensity emotions with employee group satisfaction, commitment, and proactive behavior. We built a longitudinal structural equation model to test a mediation model with two time points; 2,480 workers from 166 work units completed questionnaires at both time points. Our results reveal that positive high-intensity emotions mediate the relation between transformational leadership and proactive behavior of workers, the bidirectional relations between the variables were also analyzed. The present study is, to our knowledge, the first analyzing the long-term effect of TFL and collective high-intensity emotions on worker’s results longitudinally. Our findings reflect the great complexity of affect and affect-related results in organizations and highlight the need for more longitudinal research to clarify emotional processes at work.

Currently, one of the research lines of special relevance is the one that seeks to know the influence of emotional regulation on the psychological development of children. Likewise, the studies focused on the biofeedback technique inform about its benefits on children’s cognitive, emotional and social areas. Taking into account the above mentioned, an intervention program based on biofeedbackwas designed and implemeted with the intention to improve the attentional levels and the emotional and behavioral regulation of girls and boys in Primary Education. In order to reach this goal, this work begins with a review of the scientific literature on this field. Moreover, an intervention program for emotional regulation based on Biofeedback was designed, implemented and evaluated. Finally, the results derived from this work are presented and some conclusions are drawn based on theresults observed.KEYWORDS: childhood, emotional regulation, intervention, biofeedback.LABURPENAEgun arreta berezia jasotzen ari den ikerketa-lerroa da haurren erregulazio emozionalak garapen psikologikoan izan dezakeen eraginarena. Gainera, biofeedback teknikaren inguruko ikerlanek aditzera eman dute biofeedbackak onurak izan ditzakela haurren arlo kognitiboan, emozionalean zein sozialean. Hobetu al daitezke Lehen Hezkuntzako neska-mutilen arreta maila, erregulazio emozionala eta portaera biofeedback bidezko esku-hartze programa bat erabiliz? Galdera honi erantzuna ematearren, gaiaren inguruan literatura zientifikoak eskaini dituen emaitza esanguratsuenak biltzetik hasiko gara. Bigarren zatian, ikerlan honetan diseinatu den esku-hartze programa aurkeztuko da, bai eta bereebaluazio sistema ere. Hirugarren zatian, berriz, lan honetatik eratorritako emaitzak azalduko dira. Azkenik, ikerlan honetatik ateratako ondorio batzuk aurkeztuko dira.GAKO-HITZAK: haurtzaroa, erregulazio emozionala, esku-hartzea, biofeedbacka.

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