Heavy study investment in pre-adolescence and adolescence: psychometric properties of the Studyholism Inventory (SI-10)

• Yura Loscalzo ^[1] ; Jessica Giani ; Marco Giannini ^[1]
  1. [1] University of Florence

     University of Florence

     Firenze, Italia

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 29, Nº. 1, 2023, págs. 109-120
• Idioma: inglés
• DOI: 10.5093/psed2022a17
• Títulos paralelos:
  • La fuerte inversión en el estudio en la preadolescencia y la adolescencia: propiedades psicométricas del Inventario de Obsesión con el Estudio (SI-10)
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El Inventario de Obsesión con el Estudio (SI-10) permite evaluar dos tipos de fuerte inversión en el estudio (obsesión con el estudio e implicación en el estudio), y cuatro tipos de estudiantes (obsesionados con el estudio implicados, obsesionados con el estudio desconectados, estudiantes implicados, estudiantes desinteresados). Analizamos sus propiedades psicométricas en preadolescentes italianos (n = 451) y adolescentes (n = 446) y propusimos sus puntuaciones de corte. Además, investigamos algunas diferencias demográficas relacionadas con el estudio en la obsesión y la implicación con el estudio. Los resultados avalan el uso del SI-10 en preadolescentes y adolescentes. Los índices de ajuste son similares en las dos muestras (para adolescentes, GFI = .98; RMSEA = .059). Asimismo, encontramos una gran prevalencia de la obsesión con el estudio, especialmente en la preadolescencia (18.6%) y una disminución en la implicación con el estudio en ambos sexos desde la preadolescencia hasta la adolescencia. En conclusión, el SI-10 podría usarse desde la preadolescencia con fines de investigación, preventivos y clínicos. Además, los resultados relacionados con la demografía confirman la definición de obsesión con el estudio como un trastorno relacionado con la obsesión-compulsión.

  • English

    The Studyholism Inventory (SI-10) allows evaluating two types of Heavy Study Investment (Studyholism – or obsession toward study – and Study Engagement), and four kinds of student (engaged studyholics, disengaged studyholics, engaged students, detached students). We analyzed its psychometric properties in Italian pre-adolescents (n = 451) and adolescents (n = 446) and proposed its cut-off scores. Moreover, we investigated some demographic and study-related differences in studyholism and study engagement. The results supported the use of the SI-10 in pre-adolescents and adolescents. The fit indices are similar in the two samples (for adolescents, GFI = .98, RMSEA = .059). Moreover, we found a high prevalence of studyholism, especially in pre-adolescence (18.6%), and a decrease in study engagement in both genders from pre-adolescence to adolescence. In conclusion, the SI-10 might be used from pre-adolescence for research, preventive, and clinical purposes. Also, demographic-related results supported the definition of studyholism as an obsessive-compulsive related disorder.

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