Beyond Frontiers: An Examination of Ethical Leadership and Job Resources in Customs Officers' Well-Being.

Analyzing factors that contribute to job burnout and job satisfaction among customs officers are crucial for customs administration effectiveness and the country's safety. Based on the Conservation of Resources Theory (COR), we analyze how ethical leadership, job resources, and burnout play a role in customs officers' job satisfaction. Online questionnaires were administered to 53.6% (n = 193) of the customs officers of one Latin American country. Hypotheses were tested through mediation analysis using PROCESS macro for SPSS. Results show that ethical leadership significantly relates to job resources and job satisfaction, but not to burnout. Ethical leadership relates to job satisfaction indirectly through job resources and burnout. The indirect effect serial mediation model (ethical leadership -> job resources -> burnout -> satisfaction) was significant. Our results provide evidence that ethical leadership is an important component to shape the perception of job resources (i.e. autonomy and task significance) and foremost to reduce stress and improve satisfaction.

Continuity and Overlap of Roles in Victims and Aggressors of Bullying and Cyberbullying in Adolescence: A Systematic Review.

The objective of this study was to conduct a systematic review of research focused on analyzing the overlap and continuity of the roles in victims and aggressors of bullying and cyberbullying, as well as the exchange of roles in both harassment dynamics in adolescents. Searches in the main electronic databases for studies published in the last 20 years identified 19 studies that fulfilled inclusion criteria. The findings of the studies analyzed were not homogeneous, however, the main conclusion of all of them, to a greater or lesser extent, was that there is a component of continuity or superposition in the roles of both forms of bullying. Some studies also found an exchange of roles, especially in the case of victims and cybervictims who decide to reprimand their aggressors in an online context, becoming in cyberaggressors too. It is necessary to continue investigating the coexistence of bullying and cyberbullying and its exchange in certain contexts and people, as well as whether they are part of the same phenomenon with a certain continuity, or if cyberbullying is another expression of traditional bullying. Future intervention programs focusing on traditional school bullying could also evaluate their impact in situations of cyberbullying among peers.

Victimization, loneliness, overt and relational violence at the school from a gender perspective.

This ex post facto study analyzes both the direct relationships between victimization and overt and relational violent behavior of students adolescents as the indirect relationships between these variables through the classroom environment, the loneliness, the nonconformist ideal reputation and transgression of social norms. The sample consisted of 1,795 adolescents (48% females) aged 11 to 18 years (M = 14.2, SD = 1.68). We used a structural equation model to analyze the effect of classroom environment and victimization in violent manifest and relational behavior. The results found that a direct positive relationship between victimization and relational violent behavior and a direct negative relationship between classroom environment and overt violent behavior. In addition, classroom environment and victimization were indirectly related to overt and relational violence through its relationship with loneliness, nonconformist ideal reputation and transgression of social norms. Multigroup analysis results indicated that the relationship between loneliness and relational violent behavior was significant for boys but not for girls. Finally, we discuss the results and their practical implications in the school context.

Este estudio ex post facto analiza tanto las relaciones directas existentes entre la victimización y la conducta violenta manifiesta y relacional de adolescentes escolarizados como las relaciones indirectas entre esas variables a través del clima escolar, la soledad, la reputación ideal no conformista y la transgresión de normas sociales. La muestra está compuesta por 1.795 adolescentes (48% mujeres) de edades comprendidas entre 11 y 18 años (M = 14,2; DT = 1,68). Se utiliza un modelo de ecuaciones estructurales para analizar el efecto del clima escolar y la victimización en la conducta violenta manifiesta y relacional. Los resultados indican una relación directa y positiva entre la victimización y la conducta violenta relacional y una relación directa y negativa entre el clima escolar y la conducta violenta manifiesta. Además, el clima escolar y la victimización se relacionan indirectamente con la violencia manifiesta y relacional a través de sus relaciones con la soledad, la reputación ideal no conformista y la transgresión de normas sociales. Los resultados del análisis multigrupo indican que la relación entre la soledad y la conducta violenta relacional es significativa para los chicos pero no para las chicas. Finalmente, se discuten los resultados obtenidos y sus implicaciones prácticas en el contexto escolar.