Psychometric characteristics of studyholism inventory(SI-10)

Authors
malahat amani
negin alipour
University of Mohaghegh Ardabili
Abstract
This study aimed to examine the psychometric properties of the Studyholism Inventory (SI-10) among university students. The research employed a descriptive and psychometric design. The statistical population included students at the University of Mohaghegh Ardabili in 2024. A total of 380 students were selected using the cluster sampling method and completed the Studyholism Inventory (SI-10; Loscalzo et al., 2018), the Big Three Perfectionism Scale – Short Form (BTPS-SF; Feher et al., 2019), and the modified Maslach Burnout Inventory (Schaufeli et al., 2002). Exploratory and confirmatory factor analyses supported a two-factor structure for the SI-10, identifying the dimensions of studyholism and study engagement, with acceptable model fit indices (RMSEA = 0.08, GFI = 0.93, CFI = 0.94). Reliability analysis showed Cronbach’s alpha values of 0.75 for the total inventory, 0.80 for studyholism, and 0.73 for study engagement. The results revealed that studyholism was positively correlated with perfectionism and academic burnout, while study engagement showed a positive correlation with perfectionism and a negative correlation with academic burnout, supporting the convergent and divergent validity of the inventory. Furthermore, students categorized as isolated or exhibiting studyholism without study engagement had higher levels of academic burnout, while those with studyholism combined with study engagement scored higher in perfectionism, indicating diagnostic validity. Overall, the Persian version of the Studyholism Inventory (SI-10) demonstrated satisfactory psychometric properties and is suitable for use among Iranian university students
Keywords
studyholism
study engagement
Psychometric Characteristics
Perfectionism
academic burnout
Andreassen, C. S., Griffiths, M. D., Hetland, J., and Pallesen, S. (2012). Development of a work addiction scale. Scand. J. Psychol. 53, 265–272. doi: 10.1111/j.1467-9450.2012.00947.x

Atroszko, P. A., Andreassen, C. S., Griffiths, M. D., and Pallesen, S. (2015). Study addiction – a new area of psychological study: conceptualization, assessment, and preliminary empirical findings. J. Behav. Addict. 4, 75–84. doi: 10.1556/2006.4.2015.007
Comer, J. S., Kendall, P. C., Franklin, M. E., Hudson, J. L., and Pimentel, S. S. (2004). Obsessing /worrying about the overlap between obsessive-compulsive disorder and generalized anxiety disorder in youth. Clin. Psychol. Rev. 24, 663–683. doi: 10.1016/j.cpr.2004.04.004

Feher, A., Smith, M. M., Saklofske,D. H., Plouffe, R.A., Wilson, C. A.,&Sherry,S. B. (2019). The Big Three Perfectionism Scale–Short Form (BTPS-SF):Development of a brief self-report measure of multidimensional perfectionism. Journal of Psychoeducational Assessment, 38(1), 37–52. https:// doi.org/10.1177/0734282919878553

Korb, K. 2012. Adopting or adapting an instrument. Retrieved from http://korbedpsych.com/R09aAdopt.html
Loscalzo, Y. (2021). Studyholism and study engagement: what about the role of perfectionism, worry, overstudy climate, and type of school in adolescence? Int. J. Environ. Res. Public Health 18:910. doi: 10.3390/ijerph18030910

Loscalzo, Y., and Giannini, M. (2017). Clinical conceptualization of workaholism: a comprehensive model. Organ. Psychol. Rev. 7, 306–329. doi: 10.1177/2041386617734299

Loscalzo, Y., and Giannini, M. (2018a). Problematic overstudying: studyholism or study addiction? Commentary on: ten myths about work addiction. J. Behav. Addict. 7, 867–870. doi: 10.1556/2006.7.2018.124
Loscalzo, Y., and Giannini, M. (2018b). Response to: theoretical and methodological issues in the research on study addiction with relevance to the debate on conceptualising behavioural addictions: Atroszko(2018). Psychiatr. Psychol. Klin. 18, 426–430. doi: 10.15557/PiPK.2018005
Loscalzo, Y., and Giannini, M. (2019). Heavy study investment in italian college student. An analysis of Loscalzo and Giannini’s (2017) studyholism comprehensive model. Front. Psychiatry 10:489. doi: 0.3389/fpsyt.2019.00489

Loscalzo, Y., and Giannini, M. (2020a). When studying becomes an obsession: the studyholism inventory-extended version (SI-15). Curr. Psychol. doi: 10.1007/s12144-020-01168-3

Loscalzo, Y., and Giannini, M. (2020b). Studyholism Inventory (SI-10): a short instrument for evaluating study obsession in the heavy study investment framework. Eur. J. Psychol. 16, 688–706.

Loscalzo Y and Giannini M (2022) Studyholism: A New Obsessive-Compulsive Related Disorder? An Analysis of Its Association With Internalizing and Externalizing Features. Front. Psychol. 12:734116. doi: 10.3389/fpsyg.2021.734116
Loscalzo, Y., Giannini, M., and Golonka, K. (2018). “Studyholism Inventory (SI-10): psychometric properties of the Italian and Polish versions,” in Resilience and Health. Challenges for an Individual, Family and Community, Vol. 2018, eds T. Ostrowski, B. Piasecka, and K. Gerc (Krakow: Jagiellonian University Press),
205–217.

Neshat, z., Bijari, A.F.,& Dehshiri, G.(2023).Psychometric properties of the Big Three Perfectionism
Sale-Short Form (BTPS-SF) among Iranian University students. Brain and Behavior,13:e3227, 1-9.
https://doi.org/10.1002/brb3.3227
Quinones, C., & Griffiths, M. D. (2015). Addiction to work: A critical review of the workaholism construct and recommendations for assessment. Journal of Psychosocial Nursing and Mental Health Services, 53(10), 48-59.
https://doi.org/l O. 3928/02793695-20150923-04

Schaufeli, W. B., Martinez, I. M., MarquesPinto, A., Salanova, M., Bakker, A. (2002). Burnout and engagement in university students: A crossnational study. Journal of CrossCultural Psychology, 33(5), 464481.

Snir, R., and Harpaz, I. (2012). Beyond workaholism: towards a general model of
heavy work investment. Hum. Resourc. Manag. Rev. 22, 232–243. doi: 10.1016/
j.hrmr.2011.11.011
Wild D, Grove A, Martin M, Eremenco S, McElroy S, Verjee-Lorenz A, Erikson P; ISPOR Task Force for Translation and Cultural Adaptation. Principles of Good Practice for the Translation and Cultural Adaptation Process for Patient-Reported Outcomes (PRO) Measures: report of the ISPOR Task Force for Translation and Cultural Adaptation. Value Health. 2005 Mar-Apr;8(2):94-104. https://doi.org/10.1111/j.1524-4733.2005.04054.x.