Adverse health-related consequences of perfectionistic over-involvement in work are well-documented among professional musicians. The aim of this study was to investigate a recently developed concept of “study addiction” among students of music academies. Study addiction has been defined within the framework of theory and research on work addiction as a potential behavioral addiction. A cross-sectional correlational study was conducted among 132 students of music academies in Poland. The Bergen Study Addiction Scale (BStAS), reflecting seven core addiction symptoms related to studying, was employed together with commonly used measures of personality and well-being. A one-factor solution had an acceptable fit with the data in the sample of music academies’ students. Multiple hierarchical regression analyses showed that study addiction was related to low extraversion and high social anxiety. Study addiction was related to specific aspects of studying (longer learning time, lower academic performance) and to indicators of decreased well-being (impaired general health, decreased quality of life and sleep quality, higher perceived stress). As expected, study addiction was positively related to learning engagement. However, while the latter was associated positively with psychosocial functioning indicators, study addiction was related negatively to these variables. Furthermore, social anxiety was found to be a mediator between emotional stability/extraversion and study addiction. Moderation analyses revealed that social anxiety was related to a lower grade point average (GPA) only for these students who were high on study addiction. Using a cut-off score based on a polythetic approach showed that 16% of students were addicted to studying. The results suggest that among students at music academies, study addiction can be validly measured and that it has similar potential antecedents and consequences to that in the general population of students. Considering the estimate of study addiction prevalence in this group, further systematic studies among musicians are highly warranted.
Grit, defined as perseverance and passion for long-term goals, is investigated as a predictor of academic success and well-being. This trait may have special importance for musicians’ functioning as their lives revolve around practice routines and mastering their craft for years. However, there is a growing recognition that extreme perseverance may be maladaptive in some cases. Persistent overinvolvement in goal-oriented activities is related to compulsive overworking, conceptualized within the behavioral addiction framework as work and study addiction. A previous study showed that study addiction is relatively highly prevalent among young musicians and has a clearly negative effect on their functioning. The aim of this study was to investigate the relationships between grit, study addiction, and psychosocial functioning among music academy students. It was hypothesized that perseverance of effort is related to well-being, grade point average (GPA), and study addiction, and that it becomes maladaptive for individuals addicted to studying. A cross-sectional correlational study was conducted among 213 music academy students in Poland. Perseverance of effort was positively related to GPA and study addiction. The relationships between perseverance of effort and self-rated general health, and between perseverance of effort and quality of life, were moderated by study addiction. The results suggest that grit may become maladaptive perseverance in the cases of individuals at risk of study addiction. Based on these findings, further investigations of grit among musicians, as well as further studies of the negative aspects of grit in general, are warranted. Implications for prevention and intervention programs are discussed.
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