What type of worker are you? Work-related Inventory (WI-10): A comprehensive instrument for the measurement of workaholism

2022

Front. Psychol.

Self Cite

Studyholism (or obsession toward study) is a new potential obsessive-compulsive (OCD)-related disorder recently introduced in the literature. According to its theorization, there are two types of Studyholic: Engaged and Disengaged Studyholics, which are characterized, respectively, by high and low levels of Study Engagement. This study aims to shed light on the role of internalizing and externalizing features as antecedents and outcomes of Studyholism and Study Engagement. Moreover, it aims to analyze the differences in psychopathology and sensation seeking between students demonstrating Disengaged and Engaged Studyholism. We performed four path analyses, MANOVAs, and Mann–Whitney tests on 1,223 Italian college students (Mage = 22.56 ± 3.53). Among the main findings, Studyholism is associated with psychological and academic impairment, while Study Engagement predicts better mental health and academic functioning; though, the β values are lower for Study Engagement. Moreover, Studyholism is positively predicted by internalizing symptoms and negatively predicted by externalizing variables. Finally, students showing Engaged Studyholism have lower levels of obsessive-compulsive symptoms than those demonstrating Disengaged Studyholism. In conclusion, this study shows the critical importance of implementing preventive interventions aimed at reducing Studyholism levels in college students. Moreover, it provides support to the conceptualization of problematic overstudying as a new potential OCD-related disorder and to the value of distinguishing between Engaged and Disengaged Studyholics for tailored clinical interventions. Finally, it highlights the need to use two different theorizations and operationalizations for problematic overworking and overstudying. However, the literature on problematic overstudying is too scant to reach any firm conclusion. Hence, future studies should deepen the analysis of problematic overstudying, possibly using longitudinal designs, to unveil its internalizing and/or externalizing nature.

Section: Discussionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Studyholism: A New Obsessive-Compulsive Related Disorder? An Analysis of Its Association With Internalizing and Externalizing Features

2022

Front. Psychol.

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“…In fact, among the main points of criticism that Loscalzo and Giannini [ 1 ] raised against Atroszko et al’s [ 3 ] conceptualization, there is the assumption of an analogy with the construct of problematic overworking [ 3 ] that supported their adaptation of the Bergen Work Addiction Scale (BWAS) [ 4 ] to study behaviors by replacing the words “work” and “working” with “study” and “studying”. Loscalzo and Giannini [ 1 ] believe instead that, despite some similarities, there might be critical differences between work and study behaviors, requiring two different theorizations (and instruments) for problematic overworking and overstudying, as confirmed by recent studies [ 5 , 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Heavy Study Investment: An Analysis of the Defense Mechanisms Characterizing Studyholism and Study Engagement

2022

IJERPH

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Defense mechanisms are unconscious processes that protect a person from excessive anxiety. They are part of everyday functioning, and mature defenses are associated with positive outcomes. However, the excessive use of defenses or the use of immature defenses is associated with psychopathology. The present study aims to analyze the defense mechanisms that characterize two types of heavy study investment: Studyholism and Study Engagement. We performed a path analysis, MANOVAs, and binary logistic regressions on 422 Italian college students (Mage = 22.56 ± 2.87; 63.5% females). Among the main findings, the strongest (and positive) predictor of Studyholism is regression (maladaptive defense), while for Study Engagement, it is task-orientation (adaptive defense). Hence, Studyholism might be defined as a new potential clinical condition. Additionally, a critical analysis of all the defense mechanisms predicting Studyholism supports the appropriateness of the OCD-related framework for conceptualizing Studyholism. Regarding Study Engagement, even if generally associated with a positive defense style, the finding that it is positively predicted by projection confirms previous studies suggesting that, for some students, it might constitute a coping strategy with paranoid symptoms (and social anxiety and anxiety). Hence, we recommend screening engaged students for social impairment and clinically relevant symptoms that might be hidden by hard studying.

“…In line with this, the first proposal of DSM-like criteria was done in 2017 by Loscalzo and Giannini (5). Loscalzo and Giannini (5) thoroughly analyzed the literature and previous workaholism models in order to propose a comprehensive theoretical model that encompasses all the main components of workaholism and is easy to test, as well as an instrument for evaluating workaholism referring to their conceptualization (i.e., Work-related Inventory, WI-10; 6). It is interesting to note that the study of Spagnoli et al (7) supported the importance of distinguishing between engaged and disengaged workaholics, as suggested by Loscalzo and Giannini (5).…”

Section: Introductionmentioning

confidence: 99%

Heavy Study Investment in Italian College Students. An Analysis of Loscalzo and Giannini’s (2017) Studyholism Comprehensive Model

2019

Front. Psychiatry

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Loscalzo and Giannini (2017) recently proposed the construct of studyholism (or obsession toward study) and a theoretical model highlighting its potential antecedents and outcomes. This study aims to analyze some of these antecedents and outcomes by means of a path analysis including both studyholism and study engagement. The participants are 1,958 Italian college students aged between 18 and 60 years ( M age = 23.53 ± 4.43) and heterogeneous as far as their year and major of study are concerned, as well as concerning the city in which they attended their courses. They filled some instruments that allow evaluating studyholism and study engagement, along with individual and situational antecedents (e.g., worry and overstudy climate) and outcomes (e.g., sleep quality, study–relationships conflict, dropout intention). In addition to the path model we performed aiming to test the direct effects we hypothesized, we performed two MANOVAs for analyzing if there were differences on the antecedents and outcomes among the four kinds of student suggested by Loscalzo and Giannini (2017; i.e., engaged studyholics, disengaged studyholics, engaged students, and detached students). The results of this study support Loscalzo and Giannini’s (2017) conceptualization of studyholism as an internalizing disorder, since worry is the strongest predictor of studyholism (β = .67, p < .001). In addition, in line with Loscalzo and Giannini’s (2017) theorization, we found some differences among the four kinds of student on both the antecedents and outcomes we analyzed. This study has critical theoretical, preventive, and clinical implications. It supports the definition of studyholism as an OCD-related disorder. Also, about preventive implications, it shows that interventions aiming to favor students’ wellbeing should target also engaged students, since study engagement predicts social impairment as well as studyholism. Finally, it suggests that in a clinical setting, it is important to distinguish between disengaged studyholics and engaged studyholics as they have different relationships with some antecedents and outcomes; also, they both have functional impairment, even if in different areas.