Luszuk Piotr M, Stelnicki Patryk, Lawendowski Rafał, Czerwiński Stanisław K, Atroszko Paweł A
Institute of Psychology, University of Gdansk, Gdansk, Poland.
Health Psychol Rep. 2024 Feb 12;12(3):247-259. doi: 10.5114/hpr/176084. eCollection 2024.
Problematic overstudying is a compulsive and pathological overinvolvement in studying leading to harm and considerable functional impairments. It is conceptualized as "study addiction," a precursor to work addiction. It has been investigated within the addictive behaviours framework in general populations of students for over a decade. A previous study analysed the problem among young musicians as a particularly vulnerable group. It found some important differences in potential personality risk factors among music academy students compared to general populations of students and showed an important role of social anxiety. The current study aimed to validate these findings in a separate larger sample and extend them by investigating the role of music performance anxiety (MPA).
The study was conducted among 213 students of music academies. Valid and reliable measures of study addiction, MPA, Big Five personality and well-being were used.
The results showed that MPA played a similar role as social anxiety in terms of being a predictor, mediator, and moderator of the main replicated effects supporting the hypothesised mechanisms regulating study addiction. However, extraversion was not associated with study addiction in multiple hierarchical regression analysis, but conscientiousness and neuroticism were. Study addiction was associated with indicators of decreased well-being, above and beyond MPA, and personality.
These results show that MPA plays an analogous role to social anxiety and that the role of Big Five personality in study addiction among young musicians requires further investigation due to inconsistent findings.
过度学习成问题是一种对学习的强迫性和病理性过度投入，会导致伤害和严重的功能损害。它被概念化为“学习成瘾”，是工作成瘾的先兆。在学生总体人群的成瘾行为框架内，对其进行研究已有十多年。此前有一项研究将年轻音乐家作为一个特别易受影响的群体来分析这一问题。该研究发现，与学生总体人群相比，音乐学院学生在潜在人格风险因素方面存在一些重要差异，并表明社交焦虑起到了重要作用。本研究旨在通过一个单独的更大样本验证这些发现，并通过调查音乐表演焦虑（MPA）的作用来扩展这些发现。
该研究在213名音乐学院学生中进行。使用了关于学习成瘾、MPA、大五人格和幸福感的有效且可靠的测量方法。
结果表明，在作为支持调节学习成瘾的假设机制的主要重复效应的预测因素、中介因素和调节因素方面，MPA与社交焦虑发挥了类似的作用。然而，在多重分层回归分析中，外向性与学习成瘾无关，但尽责性和神经质与学习成瘾有关。除了MPA和人格之外，学习成瘾还与幸福感降低的指标相关。
这些结果表明，MPA与社交焦虑发挥了类似的作用，并且由于研究结果不一致，大五人格在年轻音乐家中的学习成瘾中的作用需要进一步研究。
