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Is the Polythetic Approach Efficient in Identifying Potentially Addicted to Work Individuals? Comparison of the Polythetic Approach With the Item Response Theory Framework

100%

Bereznowski P. , Konarski R.

nr 2

98-115

This study included investigation of efficiency of the threshold used to classify symptoms as present, investigation of efficiency of the cut-off point used to identify potentially addicted to work individuals, investigation of magnitude of the problem of class overlap, and investigation of effects of dichotomization of polytomous items on the estimates of the latent trait level. The sample comprised 16,426 working Norwegians (Mage = 37.31; SD = 11.36) who filled out the Bergen Work Addiction Scale (BWAS). The results showed that the difficulty/third threshold parameters corresponding to the threshold used to classify symptoms as present were lower than 1.5 for the items corresponding to tolerance and conflict and higher than or equal to 1.5 for the items corresponding to salience, mood modification, relapse, withdrawal, and problems. The cut-off point used to identify individuals as potentially addicted to work identified 411 individuals (31.9% of all individuals classified by the polythetic approach as potentially addicted to work) whose estimates of the latent trait level were lower than 1.5 as potentially addicted to work. The problem of class overlap (being classified by the polythetic approach into different class despite almost the same level of the latent trait) affected 4,686 individuals (28.5% of the whole sample). The dichotomization of polytomous items had a substantial effect on the estimates of the latent trait level. The findings show that the polythetic approach is not efficient in identifying potentially addicted to work individuals and that the prevalence rates of work addiction based on the polythetic approach are not trustworthy.

The relationship between study addiction and examination stress among students of music academies

80%

Atroszko P. A. , Wróbel W. K. , Bereznowski P. , Lawendowski R.

nr 2

177-192

Previous studies have shown that study addiction is related to worse academic performance among music academy students as well as in the general population of students, suggesting that excessive examination stress may impair their performance on exams. The aim of this study was to investigate the relationship between the newly developed concept of “study addiction” and examination stress 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, with a sample of 132 students of music academies in Poland. The Bergen Study Addiction Scale, assessing seven core addiction symptoms related to studying, was administered together with a commonly used measure of personality and single-item measures of examination stress and learning engagement. Multiple hierarchical regression analysis showed that study addiction was related to higher examination stress above and beyond personality traits. What is more, while study addiction showed a positive relationship with examination stress, learning engagement showed a negative association with examination stress. The results suggest that, among music academies students, study addiction is related to higher stress during exams and that study addiction and learning engagement are different constructs. Taking into account the relationship of study addiction with higher stress in situations of being evaluated, future studies are warranted that would link study addiction to music performance anxiety, which is one of the most widely studied phenomena in the psychology of music.