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Studyholism and Study Engagement in Adolescence: The Role of Social Anxiety and Interpretation Bias as Antecedents

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  • Yura Loscalzo

    (Department of Health Sciences, School of Psychology, University of Florence, 50135 Florence, Italy)

  • Marco Giannini

    (Department of Health Sciences, School of Psychology, University of Florence, 50135 Florence, Italy)

Abstract

Studyholism (or obsession toward study) is a new potential clinical condition that, in contrast with Study Engagement, is associated with negative outcomes. However, previous studies showed that both Studyholism and Study Engagement predict social impairment due to study. Therefore, we analyzed the role of social anxiety and interpretation bias as predictors of Studyholism and Study Engagement in 541 adolescents ( M age = 16.30 ± 1.59; 66% girls). We performed a path analysis model, MANOVAs, and Mann–Whitney tests. Among the main findings, social anxiety is a positive predictor of both Studyholism and Study Engagement. Hence, this provides further support to the conceptualization of Studyholism as an OCD-related disorder (or as an internalizing disorder) and suggests the need of screening socially anxious adolescents for the presence of Studyholism and engaged students for the presence of high social anxiety. Moreover, Studyholism is predicted by a negative interpretation style in non-social situations, while a positive interpretation style predicts Study Engagement in social and non-social situations. Hence, Studyholism and social anxiety are two different diagnoses, even if social anxiety might fuel Studyholism. Moreover, interventions to reduce Studyholism should decrease the tendency to interpret non-social situations negatively or neutrally.

Suggested Citation

  • Yura Loscalzo & Marco Giannini, 2022. "Studyholism and Study Engagement in Adolescence: The Role of Social Anxiety and Interpretation Bias as Antecedents," IJERPH, MDPI, vol. 19(9), pages 1-18, April.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:9:p:5261-:d:802416
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    References listed on IDEAS

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    1. Yura Loscalzo & Marco Giannini, 2020. "Heavy Work Investment and Psychopathology: Internalizing and Externalizing Disorders as Antecedents and Outcomes," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 22(Special 1), pages 1301-1301, November.
    2. Yura Loscalzo & Marco Giannini, 2019. "Study Engagement in Italian University Students: A Confirmatory Factor Analysis of the Utrecht Work Engagement Scale—Student Version," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 142(2), pages 845-854, April.
    3. Yura Loscalzo, 2021. "Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?," IJERPH, MDPI, vol. 18(3), pages 1-23, January.
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    Cited by:

    1. Domenico Sanseverino & Danila Molinaro & Paola Spagnoli & Chiara Ghislieri, 2023. "The Dynamic between Self-Efficacy and Emotional Exhaustion through Studyholism: Which Resources Could Be Helpful for University Students?," IJERPH, MDPI, vol. 20(15), pages 1-17, July.

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