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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