The transition from secondary school to university remains a challenging period for many students, despite the widespread implementation of interventions such as time management training and bridging courses in core subjects (Bashaar et al., 2019; Terpstra-Tong Rear, 2019). This thesis focuses on a specific subset of students undergoing this transition—those with a heavy study investment (HSI), i.e. those dedicating significant time and effort to their academic pursuits. According to Loscalzo and Giannini (2019), HSI may manifest as either maladaptive compulsive studyholism or as enthusiastic and dedicated study engagement. Given HSI’s strong academic commitment, this group may be overlooked in research and support initiatives, raising concerns about this issue being a silent problem. Students with a heavy study investment (HSI) may find conventional academic interventions, such as additional time management strategies and courseload increases, ineffective or even detrimental to their well-being (Huang, 2020; Whitelock et al., 2015). Overstudying has been linked to negative outcomes, including higher dropout rates (Loscalzo, 2021), social impairment (Loscalzo Schaufeli Smith & Nizza, 2022) to explore the experiences and motivations of 13 students transitioning with different forms of heavy study investment. Findings revealed that students with high studyholism scores reported negative emotions, restlessness during non-study time, and limited support networks, relying more on external motivation. In contrast, students with high study engagement scores exhibited more positive emotions, stronger internal motivation, and broader support systems. The second study, based on a second round of interviews, examined study demands and coping strategies. Using IPA, it identified emotional, academic, and social demands, as well as seven distinct coping strategies employed by students. Findings showed that all participants encountered significant challenges, with variations in adaptive and maladaptive coping approaches. The third study tested key findings from the first two studies through a survey of 336 students transitioning to university. Results indicated that studyholism and study engagement acted as mediators in the relationship between emotional study demands and several dimensions of university adaptation, further clarifying their distinct roles in the transition process. This research responds to Loscalzo and Giannini’s (2022) call for a qualitative exploration of the relatively recent heavy study investment model, offering deeper theoretical insights into studyholism and study engagement. The findings highlight the role of self-set goals in fostering more adaptive forms of heavy study investment, in contrast to externally imposed goals, such as those driven by competition—an interpretation grounded in goal-setting theory (Locke & Latham, 2002, 2006). Additionally, the research contributes to theorising how study engagement enhances coping, suggesting that positive emotions may facilitate new ways of thinking that encourage students to diversify their coping strategies, aligning with the broaden-and-build theory (Fredrickson, 2004). On a practical level, the study offers recommendations for institutional initiatives and enhanced lecturer support to better assist students during the transition to university. Finally, the thesis details a campus-wide initiative developed in response to the research findings, aimed at raising awareness and providing resources for students with a heavy study investment.
Ammar Almustafa (Sat,) studied this question.