Virginia Commonwealth University, 806 W. Franklin St., Box 842018, Richmond, VA, 23284, USA.
Clin Child Fam Psychol Rev. 2018 Dec;21(4):500-526. doi: 10.1007/s10567-018-0268-3.
Preeminent theories of attention-deficit/hyperactivity disorder (ADHD) suggest that motivation deficits are core underlying features of the disorder. However, it is currently unclear whether empirical evidence supports the assertion that significant group (ADHD v. comparison) differences in motivation exist or that problems with motivation contribute to the functional impairments that youth with ADHD experience. Accordingly, this review focused on evaluating and summarizing the empirical literature on the presence of motivation deficits and their association with functional outcomes in samples of youth with ADHD. Twenty studies met the review inclusion criteria. Results support the assertion that youth with ADHD have lower academic-related motivation in comparison to their peers and that motivation plays an important role in academic outcomes, with the strongest evidence to date for reading achievement. However, the available evidence is limited, and few existing studies are aligned with the much larger theoretical and empirical motivation literature in typically developing youth. Given preliminary evidence that motivation plays a role in the academic impairments of youth with ADHD, the review concludes with a discussion of whether current ADHD interventions adequately target motivation and highlights important future directions.
注意缺陷多动障碍（ADHD）的卓越理论表明，动机缺陷是该障碍的核心基本特征。然而，目前尚不清楚实证证据是否支持这样的说法，即存在动机方面的显著组间差异（ADHD 与对照组），或者说动机问题导致 ADHD 青少年所经历的功能障碍。因此，本综述侧重于评估和总结 ADHD 青少年样本中存在的动机缺陷及其与功能结果的关系的实证文献。有 20 项研究符合综述纳入标准。结果支持这样的说法，即与同龄人相比，ADHD 青少年的学业相关动机较低，动机在学业成绩中起着重要作用，目前为止，阅读成绩的证据最强。然而，现有证据有限，而且很少有现有的研究与在普通发展青少年中更为庞大的理论和实证动机文献相一致。鉴于初步证据表明动机在 ADHD 青少年的学业障碍中起作用，本综述最后讨论了当前 ADHD 干预措施是否充分针对动机，并强调了重要的未来方向。
