Preoccupation for study among adolescents is an accepted behavior, desired and even stimulated by society, whether we are referring to parents or teachers. The literature mentions multiple positive effects of involvement in the study, such as the development of memory skills, concentration, decision making and reasoning, a psychological well-being, by facilitating increased self-esteem, awareness, tolerance of rules and intellectual effort, and socially maximizes the chances of continuing studies at a reputable university or finding a better-rated job in the future. These reasons, as well as many others, still maintain this preoccupation for study among the current generation of teenagers. At the same time, there is the opinion that this preoccupation for the study, if on the one hand exceeds a certain intensity and frequency, and on the other hand if it meets certain criteria (eg: prioritizing the study over other activities, experiencing tolerance, withdrawal, intra- and interpersonal conflicts, and psycho-emotional problems) specific to addictive behaviors, would be an addiction. Therefore, paying attention to this type of behavior in adolescents, from parents and teachers, would help to identify and treat such an addiction early and prevent the occurrence of possible psychological, social and educational problems.