engleski

The role of anxiety and academic control in predicting studyholism in Croatian students

Even though there are numerous studies about workaholism in organizational psychology, only recently new area of research was introduced with the new construct which can be described as a workaholism in school context ie. studyholism. Loscalzo and Giannini (2017) operationalized studyholism more as an obsession than addiction which is characterized by internalizing symptoms such as constant thinking to study and by intensity of study engagement like studying hard to get good grades. The aim of this study was to examine the role of anxiety and academic control in predicting studyholism on the Croatian college students’ sample. The participants were 268 college students aged between 18 and 21 (Mage= 19.82 +-0.93) mainly females (90%) and undergraduates (72%). Most of them are full time students (96%), and slightly more than a half of them changed residence (52%). Studyholism was measured with the Studyholism inventory (Loscalzo, Giannini, & Golonka, 2018), further, students also fulfilled anxiety subscale from DASS-42 (Lovibond & Lovibond, 1995), and the Perceived academic control scale (Perry, Hladkyj, Pekrun, & Pelletier, 2001). Results showed that students were moderately obsessing about studying and trying to get good grades. They also perceived to have academic control above average and to experience severe anxious symptoms. The perceived academic control did not have significant role in predicting studyholism, however feeling anxious and having worries in general contributed to constant thinking about studying. Regarding study engagement, only grades were significant predictor to studying hard.

college students ; studyholism ; study engagement ; anxiety ; academic control

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