This research explored the role of the behavioral (i.e., excessive work) and the cognitive (i.e., compulsive work) dimensions of workaholism in explaining the effects of workload on managers' work-family conflict and lack of psychological detachment. For this study, data was collected at 2 time points, over a 3-month period, from a sample of 393 French supervisors working in the health care setting. Results from a cross-lagged model based on structural equation modeling indicated that workload positively predicted managers' tendency to work excessively, but it was not significantly related to their tendency to work compulsively. In turn, working excessively had positive effects on supervisors' workfamily conflict and lack of psychological detachment. Working compulsively did not significantly predict either of these outcomes over time. Overall, these findings shed light on the mechanisms involved in the longitudinal relationship between managers' work experience and their functioning outside the job. More specifically, this study goes beyond previous research by emphasizing that the 2 dimensions of workaholism have differential antecedents and outcomes over time. Theoretical contributions and perspectives, as well as implications for practice are further discussed.

The aim of this study was to explore: (a) sleep patterns and disorders possibly associated with adolescent bullying profiles (pure bully, pure victim, bully/victim and neutral) and (b) the effect of sleep on psychosocial problems (externalized and internalized) related to bullying. The sample consisted of 1422 students aged 10-18 (mean = 14.3, SD = 2.7; 57% male) from five socioeconomically diverse schools in France. Bullying profiles were obtained using the revised Bully-Victim Questionnaire. Subjective sleep disorders were assessed using the Athens Insomnia Scale. School-week and weekend sleep/wake patterns were recorded. Internalizing problems were investigated using a Perceived Social Disintegration Scale and a Psychological Distress Scale. Externalizing behaviors were assessed using a General Aggressiveness Scale and an Antisocial Behavior Scale. These questionnaires were administered during individual interviews at school. After controlling for effects of gender and age, victims of bullying showed significantly more subjective sleep disturbances than the pure-bully or neutral groups (p < 0.001). Bullies' sleep schedules were more irregular (p < 0.001 for bedtime irregularity and p<0.01 for wake-up time irregularity) and their sleep duration was shorter than their schoolmates (p < 0.001 for the school week and p < 0.05 for the weekend). There was an effect of sleep on psychosocial problems related to bullying, and our results indicate that sleep has a moderating effect on aggression in bullies (p < 0.001). This would suggest a higher vulnerability of bullies to sleep deprivation. These results show differences in sleep problems and patterns in school-bullying profiles. Findings of this study open up new perspectives for understanding and preventing bullying in schools, with implications for research and clinical applications.

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The present study aimed to determine whether the recall of gestures in working memory could be enhanced by verbal or gestural strategies. We also attempted to examine whether these strategies could help resist verbal or gestural interference. Fifty-four participants were divided into three groups according to the content of the training session. This included a control group, a verbal strategy group (where gestures were associated with labels) and a gestural strategy group (where participants repeated gestures and were told to imagine reproducing the movements). During the experiment, the participants had to reproduce series of gestures under three conditions: "no interference", gestural interference (gestural suppression) and verbal interference (articulatory suppression). The results showed that task performance was enhanced in the verbal strategy group, but there was no significant difference between the gestural strategy and control groups. Moreover, compared to the "no interference" condition, performance decreased in the presence of gestural interference, except within the verbal strategy group. Finally, verbal interference hindered performance in all groups. The discussion focuses on the use of labels to recall gestures and differentiates induced strategies from self-initiated strategies.

Based on the new 3 x 2 achievement goal model, the first purpose of this prospective research was to examine the relation of self-approach and self-avoidance goals to four educational outcomes, namely intentions of dropping out, educational satisfaction, self-efficacy, and achievement. We also considered the autonomous and controlled reasons underlying these self-based goals in order to investigate whether self-approach and self-avoidance goals, as well as their underlying reasons, related to outcomes. Data was collected from 330 students, at two time points. Our findings showed that self-approach and self-avoidance goals did not explain changes in outcomes, with the exception of the significant relationship between selfavoidance goals and educational satisfaction. The present results also revealed that the autonomous and controlled motivations underlying achievement goals were more strongly related to changes in all four educational outcomes than was the endorsement of goals themselves. Theoretical implications and research perspectives are discussed.

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