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The Dynamic between Self-Efficacy and Emotional Exhaustion through Studyholism: Which Resources Could Be Helpful for University Students?

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  • Domenico Sanseverino

    (Department of Psychology, University of Turin, 10124 Turin, Italy)

  • Danila Molinaro

    (Department of Psychology, University of Campania “Luigi Vanvitelli”, 81100 Caserta, Italy)

  • Paola Spagnoli

    (Department of Psychology, University of Campania “Luigi Vanvitelli”, 81100 Caserta, Italy)

  • Chiara Ghislieri

    (Department of Psychology, University of Turin, 10124 Turin, Italy)

Abstract

While university students have experienced increased stress, anxiety, and study obsession (studyholism) during the COVID-19 emergency, supportive university environments and academic self-efficacy (ASE) were found to be protective factors. However, the perception of overstudying could have impaired ASE’s protection against studyholism, akin to workaholism. Following the job-demands resource model, this contribution examines the moderating roles of study load and teaching staff support in the relationship between ASE and exhaustion, mediated by studyholism. 6736 students from 11 universities (69.8% females; Mean age 24.67 years) completed a self-report survey concerning various academic and life aspects. Results showed that ASE was partially mediated by studyholism in its negative relationship with exhaustion. Both study load and support moderate this relationship, although the interaction effect between studyholism and ASE is positive. Nonetheless, ASE plays a protective role for all levels of study load and support, while studyholism is confirmed to have a significant impact on exhaustion, both directly and through its mediating role. Considering the high scores of both studyholism and exhaustion in this sample, the enhancement of ASE should be complemented by teacher support centered around opportunities to review study strategies with the students and strong attention to preventive measures, such as in itinerant evaluation, which could enhance both the perception of positive support and strengthen ASE.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:15:p:6462-:d:1204368
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    References listed on IDEAS

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    1. Hong Yan Li & Hui Cao & Doris Y. P. Leung & Yim Wah Mak, 2020. "The Psychological Impacts of a COVID-19 Outbreak on College Students in China: A Longitudinal Study," IJERPH, MDPI, vol. 17(11), pages 1-11, June.
    2. Chiara Ghislieri & Domenico Sanseverino & Valentina Dolce & Paola Spagnoli & Amelia Manuti & Emanuela Ingusci & Tindara Addabbo, 2023. "Emotional Exhaustion and Engagement in Higher Education Students during a Crisis, Lessons Learned from COVID-19 Experience in Italian Universities," Social Sciences, MDPI, vol. 12(2), pages 1-17, February.
    3. 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.
    4. Aleksander Aristovnik & Damijana Keržič & Dejan Ravšelj & Nina Tomaževič & Lan Umek, 2020. "Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective," Sustainability, MDPI, vol. 12(20), pages 1-34, October.
    5. Kristina Schröpfer & Nicole Schmidt & Sandra Kus & Clemens Koob & Michaela Coenen, 2021. "Psychological Stress among Students in Health-Related Fields during the COVID-19 Pandemic: Results of a Cross-Sectional Study at Selected Munich Universities," IJERPH, MDPI, vol. 18(12), pages 1-14, June.
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