Loscalzo Yura, Giannini Marco
Department of Health Sciences, School of Psychology, University of Florence, 50135 Florence, Italy.
Int J Environ Res Public Health. 2022 Apr 26;19(9):5261. doi: 10.3390/ijerph19095261.
Studyholism (or obsession toward study) is a new potential clinical condition that, in contrast with Study Engagement, is associated with negative outcomes. However, previous studies showed that both Studyholism and Study Engagement predict social impairment due to study. Therefore, we analyzed the role of social anxiety and interpretation bias as predictors of Studyholism and Study Engagement in 541 adolescents ( = 16.30 ± 1.59; 66% girls). We performed a path analysis model, MANOVAs, and Mann-Whitney tests. Among the main findings, social anxiety is a positive predictor of both Studyholism and Study Engagement. Hence, this provides further support to the conceptualization of Studyholism as an OCD-related disorder (or as an internalizing disorder) and suggests the need of screening socially anxious adolescents for the presence of Studyholism and engaged students for the presence of high social anxiety. Moreover, Studyholism is predicted by a negative interpretation style in non-social situations, while a positive interpretation style predicts Study Engagement in social and non-social situations. Hence, Studyholism and social anxiety are two different diagnoses, even if social anxiety might fuel Studyholism. Moreover, interventions to reduce Studyholism should decrease the tendency to interpret non-social situations negatively or neutrally.
学习成瘾（或对学习的痴迷）是一种新的潜在临床状况，与学习投入相反，它与负面结果相关。然而，先前的研究表明，学习成瘾和学习投入都会导致因学习而产生的社交障碍。因此，我们分析了社交焦虑和解释偏差在541名青少年（平均年龄 = 16.30 ± 1.59岁；66%为女孩）中作为学习成瘾和学习投入预测因素的作用。我们进行了路径分析模型、多变量方差分析和曼-惠特尼检验。主要研究结果包括，社交焦虑是学习成瘾和学习投入的正向预测因素。因此，这进一步支持了将学习成瘾概念化为一种与强迫症相关的障碍（或内化障碍）的观点，并表明有必要对社交焦虑的青少年进行筛查，以确定是否存在学习成瘾，同时对投入学习的学生筛查是否存在高度社交焦虑。此外，在非社交情境中，消极的解释风格可预测学习成瘾，而积极的解释风格在社交和非社交情境中都可预测学习投入。因此，学习成瘾和社交焦虑是两种不同的诊断，即使社交焦虑可能会助长学习成瘾。此外，减少学习成瘾的干预措施应减少消极或中性解释非社交情境的倾向。
