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Task-related motivation and academic achievement in children and adolescents with ADHD

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Abstract

Academic impairment in individuals with attention-deficit/hyperactivity disorder (ADHD) is in part due to reduced motivation for academic tasks, which is likely to vary as a function of task characteristics. The current study employed a new questionnaire—the Child and Adolescent Motivational Profile (CHAMP)—to examine; (1) which task characteristic participants with ADHD perceive as most motivating relative to typically developing peers (TDP) and (2) whether these differences mediate academic functioning. 34 participants with ADHD and 435 TDP (8–16 years) completed the CHAMP. Academic achievement (grade point average) and self-reported positive/negative classroom experiences were recorded. No task characteristics were rated higher in terms of their motivational salience in the ADHD group than in the control sample. Marked/graded, Socially evaluated, Collaborative, Requiring focus and Cognitively challenging task characteristics were rated significantly lower by the ADHD group than controls. The lower rating of Socially evaluated was explained by comorbid ODD symptoms. Cognitively challenging was rated as particularly unmotivating by individuals with ADHD. ADHD was associated with a decreased GPA and a more negative classroom experience. The associations between ADHD and GPA/negative classroom experience were both partially mediated by scores on the Cognitively Challenging scale. For children and adolescents with ADHD tasks that are cognitively challenging were not particularly motivating. To increase task motivation, and improve academic performance of individuals with ADHD, it may be important to include rewarded task elements as they are appraised as particularly motivating by these individuals and this appraisal was similar to that of TDP.

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Authors and Affiliations

  1. Research Group of Developmental Psychiatry, Center for Developmental Psychiatry, KU Leuven, Kapucijnenvoer 7, blok H, 3000, Leuven, Belgium

    Sarah Morsink, Jeroen Van Dessel & Marina Danckaerts

  2. Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, Kings College London, London, UK

    Edmund Sonuga-Barke

  3. Clinical Psychology, KU Leuven, Leuven, Belgium

    Saskia Van der Oord

  4. Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands

    Saskia Van der Oord

  5. Department of Child and Adolescent Psychiatry, UPC KU Leuven, Leuven, Belgium

    Jurgen Lemiere & Marina Danckaerts

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  1. Sarah Morsink
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  2. Edmund Sonuga-Barke
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Correspondence to Sarah Morsink.

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Conflict of interest

Jurgen Lemiere received research grants from FWO (G.0738.14) and the research council KU Leuven (OT/12/096). Saskia van der Oord is co-developer/author of a cognitive training game “Brain game Brian” and two cognitive-behavioral treatments “Plan my Life” and “Solution-Focused Treatment”. Grants received from ZonMW, FWO (G.0738.14), Kinderpostzegels, Research council KU Leuven (OT/12/096), Achmea, Nuts-Ohra. Marina Danckaerts has been a paid member of advisory boards organized by Shire and neurotech Solutions, a paid speaker at conferences (not product related) by Shire, Novartis, Medice and paid for consultancy for Neurotech Solutions; she received research grants from Shire and Janssen-Cilag, from FWO (G.0738.14), and the research council KU Leuven (OT/12/096). Dr. Edmund Sonuga-Barke has received speaker fees from Shire Pharma, Janssen-Cilag, and Medice. He has received consultancy fees from Shire Pharma, and Neurotech Solutions; research funding and conference support from Shire Pharma, and speaker fees from Janssen-Cilag, and Medice. He has also received book royalties from Open University Press and Jessica Kingsley. All other authors reported no financial interests or potential conflicts of interest.

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Morsink, S., Sonuga-Barke, E., Van der Oord, S. et al. Task-related motivation and academic achievement in children and adolescents with ADHD. Eur Child Adolesc Psychiatry 30, 131–141 (2021). https://doi.org/10.1007/s00787-020-01494-8

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