Study addiction: a cross-cultural longitudinal study examining temporal stability and predictors of its changes

Background and aims: "Study addiction" has recently been conceptualized as a behavioral addiction and defined within the framework of work addiction. Using a newly developed measure to assess this construct, the Bergen Study Addiction Scale (BStAS), the present study examined the 1-year stability of study addiction and factors related to changes in this construct over time, and is the first longitudinal investigation of study addiction thus far. Methods: The BStAS and the Ten Item Personality Inventory were administered online together with questions concerning demographics and study-related variables in two waves. In Wave 1, a total of 2,559 students in Norway and 2,177 students in Poland participated. A year later, in Wave 2, 1,133 Norwegians and 794 Polish, who were still students completed the survey. Results: The test–retest reliability coefficients for the BStAS revealed that the scores were relatively stable over time. In Norway, scores on the BStAS were higher in Wave 2 than in Wave 1, whereas in Poland, the reverse pattern was observed. Learning time outside classes at Wave 1 was positively related to escalation of study addiction symptoms over time in both samples. Being female and scoring higher on neuroticism was related to an increase in study addiction in the Norwegian sample only. Conclusions: Study addiction appears to be temporally stable, and the amount of learning time spent outside classes predicts changes in study addiction 1 year later

Study addiction - a new area of psychological study: conceptualization, assessment, and preliminary empirical findings

Aims: Recent research has suggested that for some individuals, educational studying may become compulsive and excessive and lead to ‘study addiction’. The present study conceptualized and assessed study addiction within the framework of workaholism, defining it as compulsive over-involvement in studying that interferes with functioning in other domains and that is detrimental for individuals and/or their environment. Methods: The Bergen Study Addiction Scale (BStAS) was tested - reflecting seven core addiction symptoms (salience, mood modification, tolerance, withdrawal, conflict, relapse, and problems) - related to studying. The scale was administered via a cross-sectional survey distributed to Norwegian (n = 218) and Polish (n = 993) students with additional questions concerning demographic variables, study-related variables, health, and personality. Results: A one-factor solution had acceptable fit with the data in both samples and the scale demonstrated good reliability. Scores on BStAS converged with scores on learning engagement. Study addiction (BStAS) was significantly related to specific aspects of studying (longer learning time, lower academic performance), personality traits (higher neuroticism and conscientiousness, lower extroversion), and negative health-related factors (impaired general health, decreased quality of life and sleep quality, higher perceived stress). Conclusions: It is concluded that BStAS has good psychometric properties, making it a promising tool in the assessment of study addiction. Study addiction is related in predictable ways to personality and health variables, as predicted from contemporary workaholism theory and research

Work addiction in Poland: adaptation of the Bergen Work Addiction Scale and relationship with psychopathology

Background: Work addiction has been recognized as a potential behavioral addiction, and studies have consistently shown its negative relationship with psychosocial functioning. However, in many countries, such as Poland, very few work addiction studies are based on measures developed using an addiction framework. Against this backdrop, the Bergen Work Addiction Scale (BWAS) was adapted for use in Polish samples and its relationship with psychopathology was investigated. Participants and procedure: In a pen-and-pencil cross sectional study, the BWAS, the Adult Attention Deficit Hyperactivity Disorder Self-Report Scale, the Mini-International Personality Item Pool, and questions concerning demographic, health and work-related variables were administered to 723 Polish employees from various professions. Their mean age was 36.37 years (SD = 11.33, range = 20-79). Results: Support for a one-factor solution for the BWAS was found and the BWAS demonstrated good reliability (α = .84). Work addiction was significantly related to specific aspects of work (longer working time and managerial positions), personality traits (higher neuroticism), and psychopathology (depression and attention deficit hyperactivity). The prevalence of work addiction using the BWAS was 17.4% in the present sample. Conclusions: The Polish BWAS has good psychometric properties and is a suitable scale for the assessment of work addiction based on the findings of the present study

The relationship between study addiction and work addiction: a cross-cultural longitudinal study

Recent empirical studies investigating “study addiction” have conceptualized it as a behavioral addiction, defined within the framework of work addiction. This study is the first attempt to examine the longitudinal relationship between study addiction and work addiction. Methods: The Bergen Study Addiction Scale (BStAS), the Bergen Work Addiction Scale (BWAS), and the Ten-Item Personality Inventory were administered online together with questions concerning demographics and study-related variables in two waves. In Wave 1, a total of 2,559 students in Norway and 2,177 students in Poland participated. A year later, in Wave 2, 379 Norwegians and 401 Polish who began to work professionally completed the survey. Results: The intraclass correlation between BStAS and BWAS revealed that the scores were somewhat related; however, the relationship was slightly weaker than the temporal stability of both constructs. In the Norwegian sample, scoring higher on neuroticism and lower on learning time outside educational classes in Wave 1 was positively related to work addiction in Wave 2, whereas gender was unrelated to work addiction in Wave 2 when controlling for other studied variables in either samples. Conclusion: Study addiction and work addiction appear to be closely related suggesting that the former may be a precursor for (or an early form of) the latter

The majority of professionally active women diagnosed with eating disorders may be at risk of work addiction: an overlooked comorbidity

Background Work addiction (WA) has been previously linked to several diseases and disorders, but there is scarce literature on its association with eating disorders (EDs). Both WA and EDs share similar etiological factors (notably rigid perfectionism) and clinical features. The aim of this study was to provide an initial overview of the literature on this potential comorbidity, and investigate the co-occurrence of EDs and WA, and their relationship with sociodemographic and work-related variables, health, and personality. Participants and procedure In a  pen-and-pencil cross-sectional study, the Bergen Work Addiction Scale (BWAS), a question about a current or previous diagnosis of EDs and other mental disorders, personality questionnaires, and questions concerning demographic, health and work-related variables were administered to 723 Polish employees from various professions. Results Six females (0.8%) and none of the males declared having been diagnosed with EDs, which is, to a large extent, congruent with the expected prevalence in the general population. Five out of these six females (83%) reached the cut-off score for WA. Of all women who reached this cut-off, 5.5% reported EDs. All these women were in their twenties, not married, having no children, working in non-managerial positions, with body mass index (BMI) in the normal range or below. Preliminary comparisons with matched comparison groups were conducted. Conclusions These initial results suggest that WA may be highly prevalent among professionally active women diagnosed with EDs. Functioning of individuals with EDs in the workplace is a  vastly understudied issue which merits more attention owing to high suicide risk and mortality due to health complications, particularly cardiovascular disease (CVD), related to EDs and overworking, a significant prevalence of subclinical EDs in female populations (especially among youth), and a typically worse prognosis for EDs comorbid with other disorders. Both problematic behaviors are related to denial, which suggests that these may be much more prevalent problems than current estimates indicate.Background Work addiction (WA) has been previously linked to several diseases and disorders, but there is scarce literature on its association with eating disorders (EDs). Both WA and EDs share similar etiological factors (notably rigid perfectionism) and clinical features. The aim of this study was to provide an initial overview of the literature on this potential comorbidity, and investigate the co-occurrence of EDs and WA, and their relationship with sociodemographic and work-related variables, health, and personality. Participants and procedure In a  pen-and-pencil cross-sectional study, the Bergen Work Addiction Scale (BWAS), a question about a current or previous diagnosis of EDs and other mental disorders, personality questionnaires, and questions concerning demographic, health and work-related variables were administered to 723 Polish employees from various professions. Results Six females (0.8%) and none of the males declared having been diagnosed with EDs, which is, to a large extent, congruent with the expected prevalence in the general population. Five out of these six females (83%) reached the cut-off score for WA. Of all women who reached this cut-off, 5.5% reported EDs. All these women were in their twenties, not married, having no children, working in non-managerial positions, with body mass index (BMI) in the normal range or below. Preliminary comparisons with matched comparison groups were conducted. Conclusions These initial results suggest that WA may be highly prevalent among professionally active women diagnosed with EDs. Functioning of individuals with EDs in the workplace is a  vastly understudied issue which merits more attention owing to high suicide risk and mortality due to health complications, particularly cardiovascular disease (CVD), related to EDs and overworking, a significant prevalence of subclinical EDs in female populations (especially among youth), and a typically worse prognosis for EDs comorbid with other disorders. Both problematic behaviors are related to denial, which suggests that these may be much more prevalent problems than current estimates indicate

Educational changes and barriers to change in the statements of teachers-innovators and non-innovators

The aim of the article is to present the differences in the way of thinking about educational change and its barriers between teachers-innovators and non-innovators. The former understood the concept of educational change in a more radical and profound way. In their statements, they demanded a breakthrough that was, in fact, a questioning of the dominant education model. Non-innovators would like transformations, but more moderate, minor ones that do not go beyond the area of the dominant model of education but can potentially facilitate or make the time spent by teachers and students at school easier or more enjoyable. Teachers-innovators more often focused on bottom-up sources of change, i.e., primarily on teachers and their students. Non-innovators focused rather on top-down sources of change, locating them in particular in state authorities, experts, and politicians, and the role of the market as an institution (in the sociological sense). Both groups also differed in terms of the barriers to change they mentioned. While the former mainly emphasized the importance of what hinders or prevents changes and is dependent on the teacher, the latter emphasized the role of issues independent of teachers. In order to explain the differences between the two groups of teachers, the article refers to the theories of W. Reckless and J.B. Rotter.The aim of the article is to present the differences in the way of thinking about educational change and its barriers between teachers-innovators and non-innovators. The former understood the concept of educational change in a more radical and profound way. In their statements, they demanded a breakthrough that was, in fact, a questioning of the dominant education model. Non-innovators would like transformations, but more moderate, minor ones that do not go beyond the area of the dominant model of education but can potentially facilitate or make the time spent by teachers and students at school easier or more enjoyable. Teachers-innovators more often focused on bottom-up sources of change, i.e., primarily on teachers and their students. Non-innovators focused rather on top-down sources of change, locating them in particular in state authorities, experts, and politicians, and the role of the market as an institution (in the sociological sense). Both groups also differed in terms of the barriers to change they mentioned. While the former mainly emphasized the importance of what hinders or prevents changes and is dependent on the teacher, the latter emphasized the role of issues independent of teachers. In order to explain the differences between the two groups of teachers, the article refers to the theories of W. Reckless and J.B. Rotter

Uzależnienie od uczenia się – rozpowszechnienie zjawiska oraz potencjalne oddziaływania terapeutyczne i profilaktyczne

Rozwój współczesnej gospodarki i przemiany na rynku pracy wymuszają na pracownikach ciągłe podnoszenie kompetencji i kwalifikacji. Osoby, które nie potrafią uczyć się szybko lub które nie chcą podnosić kwalifikacji, są wykluczane z rynku pracy. Ta ciągła presja pojawia się już na etapie kształcenia w ramach systemu edukacji i może sprawić, że zaangażowanie w uczenie się przybierze dysfunkcjonalną formę uzależnienia od uczenia się. Uzależnienie to definiuje się w podobny sposób jak uzależnienie od pracy. Szacuje się, że problem uzależnienia od uczenia się może dotyczyć od 8% do 10% populacji. Opierając się na wiedzy z zakresu pracoholizmu, można zaproponować potencjalne oddziaływania profilaktyczne i terapeutyczne dla osób uzależnionych od uczenia się lub zagrożonych tym uzależnieniem

Academic performance of Polish students from the perspective of the Self-Determination Theory

The aim of this paper is to analyze the application potential of the Self-Determination Theory in understanding academic performance of Polish students. The theory posits that human functioning depends on fulfilling three basic psychological needs: (1) the need for autonomy, (2) the need for competence, and (3) the need of relatedness. Frustration of those needs in school and academic settings may result in non-optimal development of students and lower academic performance. The available data shows that basic psychological needs are not fully satisfied in Polish students which may be linked to poorer learning outcomes. SDT theory has not been used in systematic studies concerning Polish education system. The possibilities for future research are discussed

Ten myths about work addiction

Research into work addiction has steadily grown over the past decade. However, the literature is far from unified and there has been much debate on many different issues. Aim and methods: This paper comprises a narrative review and focuses on 10 myths about work addiction that have permeated the psychological literature and beyond. The 10 myths examined are (a) work addiction is a new behavioral addiction, (b) work addiction is similar to other behavioral addictions, (c) there are only psychosocial consequences of work addiction, (d) work addiction and workaholism are the same thing, (e) work addiction exclusively occurs as a consequence of individual personality factors, (f) work addiction only occurs in adulthood, (g) some types of work addiction are positive, (h) work addiction is a transient behavioral pattern related to situational factors, (i) work addiction is a function of the time spent engaging in work, and (j) work addiction is an example of overpathogizing everyday behavior and it will never be classed as a mental disorder in the DSM. Results: Using the empirical literature to date, it is demonstrated that there is evidence to counter each of the 10 myths. Conclusion: It appears that the field is far from unified and that there are different theoretical constructs underpinning different strands of research