Initial studies showed that "study addiction", understood as a pattern of excessive compulsive engagement into studying with underlying strong perfectionistic tendencies, is related to higher levels of stress, lower quality of life, worse health, and worse academic performance (Atroszko, 2015; Atroszko, Andreassen, Griffiths and Pallesen, 2015). Maladaptive perfectionism has been linked to chronic physiological stress response (Flaa et al., 2007; Richardson et al., 2014; Wirtz et al., 2007). Study addiction is closely related to Type A personality (Atroszko, 2015), which components of anger and hostility related to competitive drive are in turn related to higher risk of cardiovascular diseases (Razzini et al., 2008). According to cardiovascular reactivity hypothesis, individuals manifesting exaggerated cardiovascular reactivity to stress are at higher risk of developing cardiovascular disease (Zanstra, Johnston, 2011). Studies on cardiovascular reactivity to stress in real life situations as a predictor of cardiovascular disease are infrequent. Up till now, there are no studies on the relationship of study addiction related attitudes and behaviors and cardiovascular reactivity in stressful situations related to studying such as tests or exams. The aim of the study was to test the relationship of study addiction and dysfunctional perfectionism related to studying with cardiovascular reactivity in test situation. Hypertension is most common reason for long-term medical treatment in Europe, with around one third of the adult population in each country suffering from it. Moreover, cardiovascular diseases are the first cause of death and disability in Europe (Eurostat, 2015). But then again, increased stress is also related to other diseases and disorders such as diabetes, depression, anxiety, obesity, musculoskeletal disorders, gastrointestinal disorders, sleep disorders, and addiction. Many of them are the main causes of disability in European countries. It is of highest importance to identify learning related attitudes and behaviours which not only considerably decrease effectiveness of learning but also may in a long run have a significant effect on higher disability and mortality in European countries and all over the world (Kearney et al., 2005).

It was hypothesized that study addiction is related to higher cardiovascular reactivity to stress in evaluation situation, and learning related perfectionism is associated with chronic physiological stress reaction.

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