Heavy Work Investment, Workaholism, Servant Leadership, and Organizational Outcomes: A Study among Italian Workers / [La inversión en trabajo pesado, la adicción al trabajo, el liderazgo de servicio y los resultados organizativos: un estudio en trabajadores italianos]

Heavy Work Investment (HWI) is a construct that comprises both workaholism and work engagement. We tested a path analysis model on 364 Italian workers, with servant leadership as a predictor of HWI and HWI as a predictor of Organizational Citizenship Behaviors (OCB) and Counterproductive Work Behaviors (CWB). We also performed ANOVAs and MANOVAs. Among the main findings, servant leadership is a positive predictor of both workaholism and work engagement. Work engagement is a positive predictor of OCB and a negative predictor of CWB. Conversely, workaholism, is a positive predictor of CWB, but it does not predict OCB. Hence, we encourage implementing soft-skills interventions aimed at making leaders aware of the different worker types in their organization to develop tailored measures to foster work engagement rather than workaholism. Also, we recommend controlling for work engagement when analyzing workaholism, given the different findings that arose when controlling or not controlling for work engagement.(AU)

La inversión en trabajo pesado (ITP) es un constructo que abarca la adicción al trabajo y la implicación en el mismo. Pusimos a prueba un modelo de análisis de trayectorias con 364 trabajadores italianos utilizando el liderazgo de servicio como predictor de la ITP y esta como predictora a su vez de comportamientos de ciudadanía organizativa (CCO) y de comportamientos contraproductivos en el trabajo (CCT). Llevamos a cabo también ANOVA y MANOVA. Entre los resultados obtenidos está que el liderazgo de servicio predice positivamente el CCO y negativamente la implicación en el trabajo. Por el contrario, la adicción al trabajo predice positivamente el CCT pero no el CCO. De este modo proponemos llevar a cabo intervenciones en destrezas “blandas”, que hagan conscientes a los líderes de los diferentes tipos de trabajadores en su empresa para desarrollar medidas adaptadas, que potencien la implicación en el trabajo antes que la adicción al mismo. También recomendamos que se controle la implicación en el trabajo al estudiar la adicción al mismo, siendo el resultado diferente si ese control se produce o no.(AU)

Social Withdrawal in Preschool Age: A Clinical Case in Intensive Psychoanalytic Psychotherapy.

In this work, we suggest that children's social withdrawal might be a precursor of Hikikomori, a phenomenon observed among adolescents and young adults. Hence, psychotherapy interventions with preschool children showing signs of social withdrawal might play a critical role in Hikikomori prevention. This paper presents the case of a five-year-old child treated with intensive psychoanalytic psychotherapy who began therapy due to his refusing to go to school and exhibiting isolating behavior from other children. Among other symptoms were regression, emotional tension, nightmares, and nocturnal and diurnal enuresis. Moreover, the relationship in the family was difficult, both between the parents and between the parent and the child. The intensive psychoanalytic treatment involved three weekly sessions for about a year, followed by six months with one weekly session. Besides illustrating the therapeutic process through clinical vignettes taken from the sessions, this paper also provides clues on how early social withdrawal can contribute to the construction of internal personality organizations that lead to social withdrawal up to self-reclusion (or Hikikomori).

Heavy Study Investment in Pre-adolescence and Adolescence: Psychometric Properties of the Studyholism Inventory (SI-10) / La fuerte inversión en el estudio en la preadolescencia y la adolescencia: propiedades psicométricas del Inventario de Obsesión con el Estudio (SI-10)

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.(AU)

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.(AU)

Premature Triadic Music Therapy (PT-MT) for babies and their parents: a pilot study.

OBJECTIVE: We aim to test the feasibility and effectiveness of Premature Triadic Music Therapy (PT-MT) in the premature baby unit. METHODS: The design was a clinical pre-test-post-test trial with a convenience sample. Inclusion criteria were a gestational age higher than 28 weeks for preterm infants and the absence of shock or extreme distress for parents. Six preterm children (with a gestational age of 33 to 36 weeks) and their parents participated in the study. For the children, we measured heart rate, blood perfusion, and blood saturation at three different times (pre-PT-MT, during PT-MT, after PT-MT) as quantitative indicators of distress. Their parents completed the Edinburgh Postnatal Depression Scale (EPDS) before and after the PT-MT intervention. RESULTS: We found a statistically significant lower heart rate and a marginally statistically significant higher blood perfusion during PT-MT, as compared to the baseline. However, these changes were not present at the end of PT-MT. The parents' EPDS scores were not statistically significantly lower at the post-test, although, the Medians of the scores did decrease. CONCLUSIONS: PT-MT is a promising intervention for the reduction of distress in both parents and children. Further studies should include a higher number of sessions and participants.

Heavy Study Investment: An Analysis of the Defense Mechanisms Characterizing Studyholism and Study Engagement.

Defense mechanisms are unconscious processes that protect a person from excessive anxiety. They are part of everyday functioning, and mature defenses are associated with positive outcomes. However, the excessive use of defenses or the use of immature defenses is associated with psychopathology. The present study aims to analyze the defense mechanisms that characterize two types of heavy study investment: Studyholism and Study Engagement. We performed a path analysis, MANOVAs, and binary logistic regressions on 422 Italian college students (Mage = 22.56 ± 2.87; 63.5% females). Among the main findings, the strongest (and positive) predictor of Studyholism is regression (maladaptive defense), while for Study Engagement, it is task-orientation (adaptive defense). Hence, Studyholism might be defined as a new potential clinical condition. Additionally, a critical analysis of all the defense mechanisms predicting Studyholism supports the appropriateness of the OCD-related framework for conceptualizing Studyholism. Regarding Study Engagement, even if generally associated with a positive defense style, the finding that it is positively predicted by projection confirms previous studies suggesting that, for some students, it might constitute a coping strategy with paranoid symptoms (and social anxiety and anxiety). Hence, we recommend screening engaged students for social impairment and clinically relevant symptoms that might be hidden by hard studying.

Psychological Counseling during the COVID-19 Pandemic: Clinical Thoughts and Implications Arisen from an Experience in Italian Schools.

During the COVID-19 pandemic, I worked as a psychologist in two schools: a comprehensive school (an institution including three school levels: kindergarten, primary school, and secondary school of first grade) and a Provincial Center for the Education of Adults (CPIA). This paper provides some clinical considerations that arose from this personal experience, focusing on practical implications for school psychological counseling. Among the main points, I noticed that students were eager to disclose information about themselves in a professional space, were not afraid of being ridiculed by classmates for attending the service, and spontaneously used artistic media. Using English (a non-native language for both the Italian psychologist and the CPIA student) emerged as an added value for immigrant students who were not fluent in Italian. This allowed them to attend the psychology service and share their thoughts and feelings despite their difficulties with Italian. In conclusion, psychological counseling services should be implemented in all schools and across all school levels worldwide to favor psychological well-being and spread a culture prone to asking for psychological help. Moreover, using a non-native language might be helpful when working with international students. Finally, sandplay therapy (and art) might be an additional option to verbal counseling in school settings.

Studyholism and Study Engagement in Adolescence: The Role of Social Anxiety and Interpretation Bias as Antecedents.

Studyholism (or obsession toward study) is a new potential clinical condition that, in contrast with Study Engagement, is associated with negative outcomes. However, previous studies showed that both Studyholism and Study Engagement predict social impairment due to study. Therefore, we analyzed the role of social anxiety and interpretation bias as predictors of Studyholism and Study Engagement in 541 adolescents (Mage = 16.30 ± 1.59; 66% girls). We performed a path analysis model, MANOVAs, and Mann-Whitney tests. Among the main findings, social anxiety is a positive predictor of both Studyholism and Study Engagement. Hence, this provides further support to the conceptualization of Studyholism as an OCD-related disorder (or as an internalizing disorder) and suggests the need of screening socially anxious adolescents for the presence of Studyholism and engaged students for the presence of high social anxiety. Moreover, Studyholism is predicted by a negative interpretation style in non-social situations, while a positive interpretation style predicts Study Engagement in social and non-social situations. Hence, Studyholism and social anxiety are two different diagnoses, even if social anxiety might fuel Studyholism. Moreover, interventions to reduce Studyholism should decrease the tendency to interpret non-social situations negatively or neutrally.

Subjective Response Measurement to Prosthesis or Device Use: Validation of the Prosthetic-Bionic Paradigm Questionnaire (PBP-Q).

Many subjects with somatic pathologies or traumas in their recent anamnesis tend to experience symptoms and changes to their daily life parameters after technically successful treatment. Hence, this study aims to validate an investigation tool inspired by the prosthetic-bionic paradigm-namely, the PBP-Q-which allows for the evaluation of variation in questions relating to identity, psychosociality, and psychopathology in relation to the use of a prosthesis or device. We gathered 118 participants (68 females and 50 males) aged between 27 and 94 years (Mean = 58.42 ± 15.17). We performed both exploratory (EFA) and confirmatory (CFA) factor analyses on this sample. Moreover, we calculated the internal consistency for the PBP-Q scales and the total score for the questionnaire's final 26-item and 5-factor versions. The five scales are psychological well-being; interpersonal relationships; professional relationships; autonomy and safety; addictions, compulsions, and obsessions. The internal consistency is good for both the total score and the subscales. In conclusion, overall, the PBP-Q has satisfactory psychometric properties, especially considering the measure's complexity. It provides a quick and effective way to evaluate the changes that might arise after the use of a prosthesis or device and, subsequently, has implications for clinical practice.

The assessment of heavy work investment: Psychometric properties of the WI-10 on a sample of Israeli workers.

BACKGROUND: Heavy Work Investment (HWI) is a construct that covers both positive and negative behaviors characterized by a high investment of time and energy in working (work engagement and workaholism, respectively). In the literature, it has been introduced, recently, the Work-related Inventory (WI-10) that allows evaluating four types of worker, three of which are HWIs: disengaged workaholics, engaged workaholics, engaged workers, and detached workers. OBJECTIVE: This study aims to validate the Hebrew WI-10 on Israeli workers. METHODS: We recruited a convenient sample of 459 workers (about half females and half males) with a mean age of 37.12±10.33. We performed Confirmatory Factor Analysis, convergent and divergent validity analyses. Finally, we calculated the cut-off scores corresponding to high and low workaholism and work engagement. RESULTS: We found support for the 10-item (2 filler) and 2-factor structure (Workaholism and Work Engagement) of the WI-10, as well as for its good psychometric properties. CONCLUSIONS: The WI-10 may be used in future research aimed at disentangling the question about the positive and adverse effects that might be associated with different types of HWI.

College students' compliance with government measures for social isolation and quarantine during the COVID-19 outbreak: A focus on psychological predictors.

BACKGROUND: To contain the COVID-19 pandemic, government adopted several measures to restrict social contacts including isolation, quarantine, and limitations on movement from location to location around the country. OBJECTIVE: To analyze the degree to which Italian college students agreed and complied with these measures and to determine if psychological variables have influenced compliance. METHODS: We evaluated 6075 students concerning their agreement with the government's restrictions, as well as their health anxiety, trait positive and negative affect, and current symptoms of anxiety, depression, and stress. We performed MANOVAs, ANOVAs, path analysis, and binary logistic regressions. RESULTS: We found some differences in compliance with government restrictions concerning gender, geographic location, and major of study. Psychological variables did not play a significant role in predicting compliance with restriction measures and making a call for medical help. However, health anxiety predicted higher levels of worries about having contracted the virus. CONCLUSIONS: Based on our results, university-based interventions should primarily focus on males to foster compliance with government restriction during a pandemic, or health crisis. College students -Social Sciences students in particular -could benefit from counseling interventions to avoid the development of psychological disorders fueled by pandemic worries.

An exploratory and confirmatory factor analysis study of the EPDS in postnatal Italian-speaking women.

BACKGROUND: Depression and anxiety are the most prevalent emotional difficulties in the perinatal period and there is agreement that early intervention is an important strategy to prevent long-lasting effects on mother and child. Literature has recently shown that the Edinburgh Postnatal Depression Scale (EPDS) is able to measure not only depression but also anxiety. OBJECTIVE: To investigate the factorial structure of the EPDS in Italian-speaking new mothers. METHOD: 416 women attending vaccination services between 2 and 4 months postpartum filled in the EPDS. Exploratory (EFA) and Confirmatory (CFA) analyses were carried out. RESULTS: The EFA on the first part of the sample (n = 208) showed a two-factor structure. The CFAs on the second sample of mothers (n = 208) provided support for the 'EPDS-4A', with items 3,4,5,6 belonging to the Anxiety factor and items 1,2,7,8,9,10 to the Depression factor. The fit for the model was good: χ2/df = 1.41, p <.001; GFI =.99; CFI =.99; TLI =.88; RMSEA =.04. CONCLUSION: A two-factor structure of the EPDS was confirmed suggesting that the EPDS can be used to screen for both depression and anxiety for Italian mothers in the postnatal period.

Hikikomori Risk Inventory (HRI-24): A new instrument for evaluating Hikikomori in both Eastern and Western countries.

BACKGROUND: Hikikomori, a clinical condition widely studied in Japan, is receiving increasing attention in Western Countries. AIMS: This study aimed to create a new instrument for evaluating the risk of Hikikomori in both Eastern and Western countries. METHODS: Through two studies on Italian adolescents, youths, and adults (n = 1,285) and a study on Japanese youths and adults (n = 392), we analyzed the psychometric properties of the Hikikomori Risk Inventory (HRI-24). RESULTS: We found support, in both the Italian and Japanese samples, for the good and stable factor structure of the scale (CFI = 0.94, RMSEA = 0.057 for both the adult samples), as well as for its convergent and divergent validity. CONCLUSIONS: The HRI-24 might be used in future studies in both Western and Eastern countries to shed light on the features of this clinical disorder in different cultures. This will allow the development of culture-sensitive preventive and clinical interventions.

Assessment of Burnout Levels Before and During COVID-19 Pandemic: A Web-Based Survey by the (Italian) Association of Medical Endocrinologists (AME).

BACKGROUND: Some endocrinologists were involved in the management of patients with suspected or confirmed COVID-19 during the first wave of the pandemic. This study aims to analyze burnout levels among the Association of Medical Endocrinologists (AME) members before and during the pandemic. METHODS: We recruited two AME members samples at two different times: before COVID-19 (n = 811) and during the first wave of the ongoing pandemic (n = 579). Both the samples filled the Maslach Burnout Inventory. We performed MANOVAs to evaluate demographic and COVID-19 related differences in burnout levels and Pearson's Chi-square test to compare burnout severity before and during the pandemic. RESULTS: Women reported higher Emotional Exhaustion and reduced Professional Accomplishment than men. The oldest physicians had lower levels of Emotional Exhaustion and Depersonalization and higher Professional Accomplishment than younger workers. Independent contractors displayed lower levels of burnout compared to established contractors. Finally, the pandemic, per se, did not lead to changes in burnout levels. DISCUSSION: Women and young physicians are at higher risk of burnout. It is also possible that front- line professionals are at higher risk during a health care crisis. Moreover, it is likely that the length of exposure to the pandemic has not been sufficient to impact burnout levels. CONCLUSION: Short-term exposure to pandemic-related activities seemed to have a low impact on burnout severity, except for physicians directly involved in managing COVID-19 cases. It is strongly recommended the availability of psychological support in public hospitals.

Studyholism and Study Engagement: What about the Role of Perfectionism, Worry, Overstudy Climate, and Type of School in Adolescence?

This study aims to deepen the analysis of Studyholism (or obsession toward study) on a sample of 793 Italian adolescents (Mage = 16.30 ± 1.73; 53% boys). A path analysis model including potential antecedents (i.e., worry, study-related perfectionism, perfectionistic strivings and concerns, overstudy climate, type of school) and outcomes (e.g., grade point average, time spent studying, psychological well-being) of Studyholism was tested. In line with previous findings on college students, this study supported the conceptualization of problematic overstudying as an OCD-related disorder, since worry is the strongest predictor of Studyholism. Moreover, among the main findings, it confirmed that Studyholism is associated with negative academic outcomes, while Study Engagement predicts positive academic outcomes. Finally, it also confirmed that both Studyholism and Study Engagement predict social impairment. In conclusion, preventive interventions to favor students' academic success and well-being should reduce perfectionistic concerns and study-related perfectionism and enhance time management skills (in Engaged students too). For reducing Studyholism, instead, the primary target should be trait worry. Finally, preventive interventions should be implemented across all the school types and possibly during childhood or pre-adolescence to avoid the increase in psychological and social impairment that has been found to be associated with Studyholism in youths. It is also essential to detect potential early risk indicators (especially among individual factors) of Studyholism in childhood.

Studyholism: A New Obsessive-Compulsive Related Disorder? An Analysis of Its Association With Internalizing and Externalizing Features.

Studyholism (or obsession toward study) is a new potential obsessive-compulsive (OCD)-related disorder recently introduced in the literature. According to its theorization, there are two types of Studyholic: Engaged and Disengaged Studyholics, which are characterized, respectively, by high and low levels of Study Engagement. This study aims to shed light on the role of internalizing and externalizing features as antecedents and outcomes of Studyholism and Study Engagement. Moreover, it aims to analyze the differences in psychopathology and sensation seeking between students demonstrating Disengaged and Engaged Studyholism. We performed four path analyses, MANOVAs, and Mann-Whitney tests on 1,223 Italian college students (M age = 22.56 ± 3.53). Among the main findings, Studyholism is associated with psychological and academic impairment, while Study Engagement predicts better mental health and academic functioning; though, the ß values are lower for Study Engagement. Moreover, Studyholism is positively predicted by internalizing symptoms and negatively predicted by externalizing variables. Finally, students showing Engaged Studyholism have lower levels of obsessive-compulsive symptoms than those demonstrating Disengaged Studyholism. In conclusion, this study shows the critical importance of implementing preventive interventions aimed at reducing Studyholism levels in college students. Moreover, it provides support to the conceptualization of problematic overstudying as a new potential OCD-related disorder and to the value of distinguishing between Engaged and Disengaged Studyholics for tailored clinical interventions. Finally, it highlights the need to use two different theorizations and operationalizations for problematic overworking and overstudying. However, the literature on problematic overstudying is too scant to reach any firm conclusion. Hence, future studies should deepen the analysis of problematic overstudying, possibly using longitudinal designs, to unveil its internalizing and/or externalizing nature.

Studyholism Inventory (SI-10): A Short Instrument for Evaluating Study Obsession Within the Heavy Study Investment Framework.

Loscalzo and Giannini (Loscalzo, Y., & Giannini, M. [2017]. Studyholism or Study Addiction? A comprehensive model for a possible new clinical condition. In A. M. Columbus (Ed.), Advances in psychological research, (Vol. 125, pp. 19-37). Hauppauge, NY, USA: Nova Science) recently proposed a theoretical model for a new potential clinical condition: Studyholism, or obsession toward studying. This study aims to analyze the psychometric properties of the instrument that has been created based on their theory, namely the Studyholism Inventory (SI-10). The participants are 1296 Italian college students aged between 19 and 55 years. We analyzed its factor structure, as well as its convergent and divergent validity, and we proposed the cut-off scores of the SI-10. Moreover, we investigated some demographic and study-related differences in studyholism and study engagement and the correlations with academic indicators. The results showed that the SI-10 is a ten-item (2 fillers) and 2-factor instrument (GFI = .98, CFI = .97, RMSEA = .07) with good psychometric properties. The SI-10 could be used in future research to analyze the features and correlates of studyholism, and for both clinical and preventive purposes, pointing to favor students' well-being and academic success.

Heavy Study Investment in Italian College Students. An Analysis of Loscalzo and Giannini's (2017) Studyholism Comprehensive Model.

Loscalzo and Giannini (2017) recently proposed the construct of studyholism (or obsession toward study) and a theoretical model highlighting its potential antecedents and outcomes. This study aims to analyze some of these antecedents and outcomes by means of a path analysis including both studyholism and study engagement. The participants are 1,958 Italian college students aged between 18 and 60 years (M age = 23.53 ± 4.43) and heterogeneous as far as their year and major of study are concerned, as well as concerning the city in which they attended their courses. They filled some instruments that allow evaluating studyholism and study engagement, along with individual and situational antecedents (e.g., worry and overstudy climate) and outcomes (e.g., sleep quality, study-relationships conflict, dropout intention). In addition to the path model we performed aiming to test the direct effects we hypothesized, we performed two MANOVAs for analyzing if there were differences on the antecedents and outcomes among the four kinds of student suggested by Loscalzo and Giannini (2017; i.e., engaged studyholics, disengaged studyholics, engaged students, and detached students). The results of this study support Loscalzo and Giannini's (2017) conceptualization of studyholism as an internalizing disorder, since worry is the strongest predictor of studyholism (ß = .67, p < .001). In addition, in line with Loscalzo and Giannini's (2017) theorization, we found some differences among the four kinds of student on both the antecedents and outcomes we analyzed. This study has critical theoretical, preventive, and clinical implications. It supports the definition of studyholism as an OCD-related disorder. Also, about preventive implications, it shows that interventions aiming to favor students' wellbeing should target also engaged students, since study engagement predicts social impairment as well as studyholism. Finally, it suggests that in a clinical setting, it is important to distinguish between disengaged studyholics and engaged studyholics as they have different relationships with some antecedents and outcomes; also, they both have functional impairment, even if in different areas.

What type of worker are you? Work-related Inventory (WI-10): A comprehensive instrument for the measurement of workaholism.

BACKGROUND: In literature, there are many instruments for evaluating workaholism; however, they do not have convergent validity, because of the lack of a shared definition of workaholism. OBJECTIVE: We propose a new instrument for evaluating workaholism and work engagement, namely the Work-related Inventory (WI-10), which is based on Loscalzo and Giannini's (2017) comprehensive definition of workaholism. METHODS: We developed a pool of 36 items, covering: 1) addiction symptoms; 2) obsessive-compulsive symptoms, and 3) work engagement. Then, we conducted Exploratory and Confirmatory Factor analyses on a sample of 503 Italian workers (165 males, 337 females, one missing; Mean age = 38.26±10.84) aiming to reduce the number of items. RESULTS: The results showed a 10-items (2 filler) and 2-factor solution: 1) Workaholism and 2) Work Engagement; moreover, the WI-10 has good internal reliability, convergent and divergent validity. CONCLUSIONS: We found good psychometric properties for the WI-10. We also proposed the cut-off scores for the screening of the four kinds of workers proposed by Loscalzo and Giannini (2017): disengaged workaholics, engaged workaholics, engaged workers, and detached workers. The WI-10 will be useful for both research and preventive and clinical purposes.

The Dark Side of Study: When Study Negatively Affects Relationships and School Climate. The Study-Relationships Conflict Scale.

This study proposes a new instrument for evaluating the Study-Relationships Conflict, or the conflict that may exist between study and personal relationships with family, friends, schoolmates, and teachers. We recruited a sample of 598 Italian University students (age: M = 22.58 ± 3.85) of different majors. By means of Exploratory and Confirmatory Factor Analyses, we reduced the 16-item pilot version to nine items and three factors: 1) Quarrels at School-QS; 2) Relationship Impairment-RI; 3) Family and Friends' Complaints-FFC. Moreover, we analyzed the correlation between these scales and some academic indicators: Grade Point Average (GPA) and time spent studying. The results showed that the Study-Relationships Conflict Scale (SRCS) has good psychometric properties. In addition, GPA positively correlates with the FFC scale; while time spent studying correlates positively with both the RI and the FFC scales. Finally, QS has a statistically and low significant positive correlation with the hours a day of study before exams. The SRCS will be useful in future research aiming to analyze how studying behaviors could affect social and school relationships. Moreover, it could also be used as a quick screening for detecting student at-risk of high social impairment due to their overstudying, and for developing preventive interventions.