Psychology Department, Loyola University Chicago, Chicago, IL, USA.
Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
J Child Psychol Psychiatry. 2023 Sep;64(9):1303-1313. doi: 10.1111/jcpp.13815. Epub 2023 May 10.
This longitudinal study examined growth trajectories of academic motivation in youth with and without attention-deficit/hyperactivity disorder (ADHD) across the important developmental transition from middle school to high school, and associations with academic success. Consistent with self-determination theory (SDT) of motivation, trajectories of amotivation, extrinsic motivation, and intrinsic motivation were modeled.
The study included a robust multi-method, multi-source assessment of academic outcomes, including homework performance ratings; reading and mathematics standardized test scores; and grade point average (GPA) obtained from school records. Participants included 302 adolescents (ages 12-14; M = 13.20) in eighth grade who were specifically recruited so that approximately half (n = 162) were diagnosed with ADHD and 140 adolescents comprising a comparison sample without ADHD. The sample was predominantly White (81.80%), with 7.90% identifying as bi/multiracial, 5.30% identifying as Black/African American, 4.60% identifying as Asian, and 0.30% identifying as Indigenous/Alaskan.
Adolescents with ADHD had worse academic motivation at all timepoints. Growth curve analyses indicated the academic motivation of adolescents without ADHD decreased at faster rates across the transition to high school compared to adolescents with ADHD. However, for adolescents with ADHD, amotivation, extrinsic motivation, and intrinsic motivation each predicted GPA, with higher extrinsic and intrinsic motivation also predicting better homework performance and different aspects of math performance, whereas for youth without ADHD, only amotivation and extrinsic motivation predicted GPA.
Intervention and school policy implications are discussed, including the importance of fostering autonomy and internal motivation, and consideration of whether current ADHD interventions primarily foster extrinsic motivation.
本纵向研究考察了患有和不患有注意缺陷多动障碍（ADHD）的青少年在从中学校到高中这一重要发展过渡期间的学术动机的增长轨迹，以及与学业成功的关联。与动机的自我决定理论（SDT）一致，对动机的去动机、外在动机和内在动机轨迹进行了建模。
该研究包括对学业成果进行了稳健的多方法、多来源评估，包括家庭作业表现评分；阅读和数学标准化考试成绩；以及从学校记录中获得的平均绩点（GPA）。参与者包括 302 名 12-14 岁的八年级青少年（M = 13.20），他们是专门招募的，其中大约一半（n = 162）被诊断为 ADHD，140 名青少年组成了没有 ADHD 的对照组。该样本主要是白人（81.80%），有 7.90%的人是混血/多种族，5.30%的人是黑人/非裔美国人，4.60%的人是亚洲人，0.30%的人是土著/阿拉斯加人。
患有 ADHD 的青少年在所有时间点的学业动机都较差。增长曲线分析表明，与患有 ADHD 的青少年相比，没有 ADHD 的青少年在过渡到高中时的学业动机下降速度更快。然而，对于患有 ADHD 的青少年来说，去动机、外在动机和内在动机都可以预测 GPA，较高的外在动机和内在动机也可以预测更好的家庭作业表现和数学表现的不同方面，而对于没有 ADHD 的青少年来说，只有去动机和外在动机可以预测 GPA。
讨论了干预和学校政策的影响，包括培养自主性和内在动机的重要性，以及是否需要考虑当前的 ADHD 干预措施主要促进外在动机。
