Occupational stress and high workload are being increasingly recognized as significant contributors to the diseases and disorders constituting major components of the global burden of disease. A more detailed definition of burn-out was recently included by the World Health Organization (WHO) in the eleventh revision of the International Classification of Diseases (ICD-11) which reflects a growing acknowledgment of the role of professional work in mental health. One of the symptoms of obsessive-compulsive personality disorder/anankastic personality disorder (OCPD/APD) is an undue preoccupation with productivity to the exclusion of pleasure and interpersonal relationships. This compulsive overworking is closely related to the concept of work addiction, and OCPD/APD was suggested to be its major risk factor. OCPD/APD is the most prevalent personality disorder and one that appears to produce the highest direct and indirect medical costs. At the same time, it is vastly understudied. In recent years, it has been repeatedly emphasized that it requires consistent conceptualization and clarification of its overlapping with similar conditions. Even though the limited existing studies suggest its strong relationship with burn-out and depression among employed individuals, there has been no systematic effort to investigate its role in the consequences of occupational stress and high workload. This paper identifies several substantial gaps in the current understanding of the relationships between work addiction, OCPD/APD, burn-out, and the global burden of disease within the context of the WHO’s plan of developing evidence-based guidelines on mental wellbeing in the workplace.

Aims: Recent research has suggested that for some individuals, educational studying may become compulsive and excessive and lead to ‘study addiction’. The present study conceptualized and assessed study addiction within the framework of workaholism, defining it as compulsive over-involvement in studying that interferes with functioning in other domains and that is detrimental for individuals and/or their environment. Methods: The Bergen Study Addiction Scale (BStAS) was tested — reflecting seven core addiction symptoms (salience, mood modification, tolerance, withdrawal, conflict, relapse, and problems) — related to studying. The scale was administered via a cross-sectional survey distributed to Norwegian (n = 218) and Polish (n = 993) students with additional questions concerning demographic variables, study-related variables, health, and personality. Results: A one-factor solution had acceptable fit with the data in both samples and the scale demonstrated good reliability. Scores on BStAS converged with scores on learning engagement. Study addiction (BStAS) was significantly related to specific aspects of studying (longer learning time, lower academic performance), personality traits (higher neuroticism and conscientiousness, lower extroversion), and negative health-related factors (impaired general health, decreased quality of life and sleep quality, higher perceived stress). Conclusions: It is concluded that BStAS has good psychometric properties, making it a promising tool in the assessment of study addiction. Study addiction is related in predictable ways to personality and health variables, as predicted from contemporary workaholism theory and research.

In an unprecedented collaborative effort to integrate the existing knowledge on work addiction and delineate trajectories for future studies, several papers from work addiction researchers (including some of the most prolific experts in the field) have contributed to the debate on the misconceptions/myths about this problematic behavior. On the basis of the overview of the presented arguments, the most commonly proposed recommendations were that there should be: (a) a general definition of work addiction, (b) the need for more transdisciplinary and integrative approach to research, and (c) propositions regarding more high-quality research. These three aspects are summarized in the present paper. There is a general agreement among work addiction researchers that work addiction is a problematic behavior that merits more systematic studies, which require input and expertise from a wide range of fields due to its complex nature.

Aims: Recent empirical studies investigating “study addiction” have conceptualized it as a behavioral addiction, defined within the framework of work addiction. This study is the first attempt to examine the longitudinal relationship between study addiction and work addiction. Methods: The Bergen Study Addiction Scale (BStAS), the Bergen Work Addiction Scale (BWAS), and the Ten-Item Personality Inventory were administered online together with questions concerning demographics and study-related variables in two waves. In Wave 1, a total of 2,559 students in Norway and 2,177 students in Poland participated. A year later, in Wave 2, 379 Norwegians and 401 Polish who began to work professionally completed the survey. Results: The intraclass correlation between BStAS and BWAS revealed that the scores were somewhat related; however, the relationship was slightly weaker than the temporal stability of both constructs. In the Norwegian sample, scoring higher on neuroticism and lower on learning time outside educational classes in Wave 1 was positively related to work addiction in Wave 2, whereas gender was unrelated to work addiction in Wave 2 when controlling for other studied variables in either samples. Conclusion: Study addiction and work addiction appear to be closely related suggesting that the former may be a precursor for (or an early form of) the latter.

Studies conducted on Social Networking Sites (SNSs) addiction have to a large extent focused on Facebook as a prototypical example of SNS. Nonetheless, the evolution of SNSs has spawn conceptual and methodological controversies in terms of the operationalization of SNS addiction. In order to bring more clarity to this field the present study aimed to investigate the construct validity of the Bergen Social Media Addiction Scale (BSMAS) in comparison to the Bergen Facebook Addiction Scale (BFAS) among 1099 young subjects (146 Facebook-only users and 953 who had an account on Facebook and at least one additional SNS). Furthermore, the study aimed to investigate the unique contribution of SNS addiction to stress and general well-being above and beyond personality characteristic and Facebook addiction specifically. Participants completed a survey assessing SNS addiction, Facebook addiction, demography, Big Five personality traits, perceived stress, and general subjective well-being. BSMAS had acceptable fit with the data and demonstrated good reliability. Results showed that the scores of BSMAS were strongly associated with those of BFAS and that the relationship between the two measures was stronger in the group of Facebook-only users than in the group of multisite-social networkers. Moreover, SNS addiction was positively associated with perceived stress and negatively associated with subjective well-being after controlling for Facebook addiction and other study variables. Theoretical and methodological implications of the findings are discussed.