When studying becomes an obsession: The Studyholism Inventory – Extended Version (SI-15)

Abstract

Studyholism is a new potential clinical condition characterized by high levels of obsessive-compulsive symptoms that might also be associated with high study engagement, which is a positive study-related behavior. Hence, the Studyholism Inventory (SI-10) has been created to evaluate both Studyholism and Study Engagement. We aim to expand the measurement of Studyholism by proposing an extended version of the SI-10, which evaluates Studyholism obsessive symptoms (like the SI-10), but also compulsive symptoms and social impairment. We created a pool of 45 items covering three hypothetical factors: Obsessions, Compulsions, and Social Impairment. Then, through Exploratory and Confirmatory Factor Analysis on 1047 Italian University students, we confirmed the three-factor solution for a 15-item version. The SI-15 showed a good fit (CFI = .97; RMSEA = .05), good internal consistency, and good convergent and divergent validity. Given that Studyholism is a new emerging construct, the SI-15 could be a useful instrument in further research to address its features and correlates. It could also be used to conduct an extended evaluation of students scoring high on the Studyholism subscale of the SI-10 to evaluate if they might benefit from a clinical interview and an intervention to reduce their obsessions and/or compulsions regarding studying.

Appendix. Studyholism DSM-like tentative criteria

• A. Persistent and recurrent problematic studying behaviors leading to clinically significant impairment or distress, including health-related problems, as indicated by the individual exhibiting one or both of the following in a 6-month period:

• (1) Study-related obsessions, defined as recurrent and persistent thoughts related to study that in most individuals cause marked anxiety or distress, which might be experienced as unwanted, and that the individual might attempt to ignore or suppress.

• (2) Study-related compulsions, defined as repetitive studying behaviors (e.g., studying nearly all the evenings and weekends) or study-related rituals (e.g., taking all the exams with the same outfit in order to avoid the risk of a bad grade) that the individual feels driven to perform in response to his or her study-related obsessions or according to a rigid rule. They are excessive and aimed at reducing anxiety or distress or at preventing a feared event (e.g., failing an exam).

• B. Studyholism symptoms are not attributable to the physiological effects of a substance (e.g., a drug of abuse, a medication) or another medical condition.

• C. The disturbance is not better explained by the symptoms of another mental disorder (e.g., study-related compulsion is not a consequence of an obsession not study-related, that is typical of the obsessive-compulsive disorder; overstudying is not explainable by obsessive-compulsive personality disorder; studyholism behaviors are not a consequence of fear of negative evaluation in the context of social anxiety disorder; overstudying is not due to a manic episode).

Specify if:

With high study engagement (or engaged studyholic): the individual finds study pleasurable, and he/she has a high level of energy while studying;

With average study engagement: the individual has neither high nor low study engagement;

With low study engagement (or disengaged studyholic): the individual does not find study pleasurable, and he/she has a low level of energy while studying.

Specify if:

With academic impairment: the individual gets bad grades, he/she has difficulty in doing the required school homework or exams (e.g., he/she takes few exams in a year but with good grades), or he/she thinks about dropping out from school/university.

With social impairment: the individual experiences relationship problems with the family, friends, classmates, teachers, or the partner.

With academic and social impairment: the individual has both academic and social impairment.