Department of Psychology, University of Turin, 10124 Turin, Italy.
Department of Psychology, University of Campania "Luigi Vanvitelli", 81100 Caserta, Italy.
Int J Environ Res Public Health. 2023 Jul 27;20(15):6462. doi: 10.3390/ijerph20156462.
While university students have experienced increased stress, anxiety, and study obsession (studyholism) during the COVID-19 emergency, supportive university environments and academic self-efficacy (ASE) were found to be protective factors. However, the perception of overstudying could have impaired ASE's protection against studyholism, akin to workaholism. Following the job-demands resource model, this contribution examines the moderating roles of study load and teaching staff support in the relationship between ASE and exhaustion, mediated by studyholism. 6736 students from 11 universities (69.8% females; Mean age 24.67 years) completed a self-report survey concerning various academic and life aspects. Results showed that ASE was partially mediated by studyholism in its negative relationship with exhaustion. Both study load and support moderate this relationship, although the interaction effect between studyholism and ASE is positive. Nonetheless, ASE plays a protective role for all levels of study load and support, while studyholism is confirmed to have a significant impact on exhaustion, both directly and through its mediating role. Considering the high scores of both studyholism and exhaustion in this sample, the enhancement of ASE should be complemented by teacher support centered around opportunities to review study strategies with the students and strong attention to preventive measures, such as in itinerant evaluation, which could enhance both the perception of positive support and strengthen ASE.
虽然大学生在 COVID-19 紧急情况下经历了更多的压力、焦虑和学习痴迷（学习过度），但支持性的大学环境和学术自我效能感（ASE）被发现是保护因素。然而，过度学习的感觉可能会损害 ASE 对学习过度的保护作用，类似于工作狂。根据工作要求资源模型，本研究探讨了学习负荷和教学人员支持在 ASE 与疲惫之间的关系中的调节作用，这种关系是通过学习过度来介导的。来自 11 所大学的 6736 名学生（女性占 69.8%；平均年龄 24.67 岁）完成了一项关于各种学术和生活方面的自我报告调查。结果表明，ASE 通过学习过度在其与疲惫的负相关关系中部分被中介。学习负荷和支持都调节了这种关系，尽管学习过度和 ASE 之间的交互作用是积极的。然而，ASE 对所有学习负荷和支持水平都起到了保护作用，而学习过度通过其中介作用对疲惫有显著影响。考虑到这个样本中学习过度和疲惫的得分都很高，应该通过教师支持来增强 ASE，重点是为学生提供机会来回顾学习策略，并高度关注预防措施，如巡回评估，这可以增强积极支持的感知，同时增强 ASE。
