Study addiction - A new area of psychological study: Conceptualization, assessment, and preliminary empirical findings
Study addiction - A new area of psychological study: Conceptualization, assessment, and preliminary empirical findings
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DOI：
10.1556/2006.4.2015.007
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发表时间：
2015-06-01
影响因子：
7.8
通讯作者：
Pallesen, Stale
中科院分区：
文献类型：
--
作者：
Atroszko, Pawel A.;Andreassen, Cecilie Schou;Pallesen, Stale
目的：最近的研究表明，对一些人来说，教育学习可能会变得强迫和过度，并导致“学习成瘾”。本研究在工作狂的框架内对学习成瘾进行了概念化和评估，将其定义为强迫过度参与学习，干扰其他领域的功能，并对个人和/或其环境有害。方法：测试卑尔根学习成瘾量表(BStAS)，反映与学习相关的七种核心成瘾症状(突出、情绪调整、容忍、退缩、冲突、复发和问题)。该量表是通过向挪威学生(n=218)和波兰学生(n=993)分发的横断面调查实施的，其中包括关于人口统计变量、研究相关变量、健康和个性的其他问题。结果：单因素解与两个样本的数据具有较好的一致性，量表具有较好的信度。BSTAS的分数与学习投入的分数一致。学习成瘾与学习的特定方面(学习时间较长，学习成绩较差)、人格特征(神经质和责任心较高，外向较低)以及与健康相关的负面因素(一般健康受损，生活质量和睡眠质量下降，感觉到较高的压力)显著相关。结论：BSTAS具有良好的心理测量学特性，是一种很有前途的学习成瘾评估工具。正如当代工作狂理论和研究所预测的那样，学习成瘾与个性和健康变量以可预见的方式相关。
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.