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Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?

This study aims to deepen the analysis of Studyholism (or obsession toward study) on a sample of 793 Italian adolescents (Mage = 16.30 ± 1.73; 53% boys). A path analysis model including potential antecedents (i.e., worry, study-related perfectionism, perfectionistic strivings and concerns, overstudy...

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Autor principal: Loscalzo, Yura
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7908290/
https://www.ncbi.nlm.nih.gov/pubmed/33494372
http://dx.doi.org/10.3390/ijerph18030910
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author Loscalzo, Yura
author_facet Loscalzo, Yura
author_sort Loscalzo, Yura
collection PubMed
description This study aims to deepen the analysis of Studyholism (or obsession toward study) on a sample of 793 Italian adolescents (Mage = 16.30 ± 1.73; 53% boys). A path analysis model including potential antecedents (i.e., worry, study-related perfectionism, perfectionistic strivings and concerns, overstudy climate, type of school) and outcomes (e.g., grade point average, time spent studying, psychological well-being) of Studyholism was tested. In line with previous findings on college students, this study supported the conceptualization of problematic overstudying as an OCD-related disorder, since worry is the strongest predictor of Studyholism. Moreover, among the main findings, it confirmed that Studyholism is associated with negative academic outcomes, while Study Engagement predicts positive academic outcomes. Finally, it also confirmed that both Studyholism and Study Engagement predict social impairment. In conclusion, preventive interventions to favor students’ academic success and well-being should reduce perfectionistic concerns and study-related perfectionism and enhance time management skills (in Engaged students too). For reducing Studyholism, instead, the primary target should be trait worry. Finally, preventive interventions should be implemented across all the school types and possibly during childhood or pre-adolescence to avoid the increase in psychological and social impairment that has been found to be associated with Studyholism in youths. It is also essential to detect potential early risk indicators (especially among individual factors) of Studyholism in childhood.
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spelling pubmed-79082902021-02-27 Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence? Loscalzo, Yura Int J Environ Res Public Health Article This study aims to deepen the analysis of Studyholism (or obsession toward study) on a sample of 793 Italian adolescents (Mage = 16.30 ± 1.73; 53% boys). A path analysis model including potential antecedents (i.e., worry, study-related perfectionism, perfectionistic strivings and concerns, overstudy climate, type of school) and outcomes (e.g., grade point average, time spent studying, psychological well-being) of Studyholism was tested. In line with previous findings on college students, this study supported the conceptualization of problematic overstudying as an OCD-related disorder, since worry is the strongest predictor of Studyholism. Moreover, among the main findings, it confirmed that Studyholism is associated with negative academic outcomes, while Study Engagement predicts positive academic outcomes. Finally, it also confirmed that both Studyholism and Study Engagement predict social impairment. In conclusion, preventive interventions to favor students’ academic success and well-being should reduce perfectionistic concerns and study-related perfectionism and enhance time management skills (in Engaged students too). For reducing Studyholism, instead, the primary target should be trait worry. Finally, preventive interventions should be implemented across all the school types and possibly during childhood or pre-adolescence to avoid the increase in psychological and social impairment that has been found to be associated with Studyholism in youths. It is also essential to detect potential early risk indicators (especially among individual factors) of Studyholism in childhood. MDPI 2021-01-21 2021-02 /pmc/articles/PMC7908290/ /pubmed/33494372 http://dx.doi.org/10.3390/ijerph18030910 Text en © 2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Loscalzo, Yura
Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?
title Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?
title_full Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?
title_fullStr Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?
title_full_unstemmed Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?
title_short Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?
title_sort studyholism and study engagement: what about the role of perfectionism, worry, overstudy climate, and type of school in adolescence?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7908290/
https://www.ncbi.nlm.nih.gov/pubmed/33494372
http://dx.doi.org/10.3390/ijerph18030910
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