Studying Motivation in ADHD: The Role of Internal Motives and the Relevance of Self Determination Theory
Sarah Morsink, Saskia Van der Oord, Inge Antrop, Marina Danckaerts, Anouk Scheres · 2021 · 119 citationsRead the paper
OBJECTIVE: Motivation is what moves us to act, what engages us in goal-directed behavior. The Self Determination Theory (SDT) is a motivational framework conceptualizing motivation-or internal motives-as a continuum of motivation qualities fueled by satisfaction of the three basic psychological needs Autonomy, Relatedness, and Competence. ADHD has been associated with motivational alterations that contribute to academic difficulties. However, ADHD theories and research are mainly focused on the effects of reinforcement on behavior, with little attention for the broader definition of motivation, that is, internal motives. Therefore, the main objective here was to introduce the SDT as theoretical framework within which we can develop relevant research questions about motivation in the field of ADHD. METHOD: To this end, we (i) present the SDT as a comprehensive motivational framework, and (ii) describe current motivation-related ADHD theories and research. RESULTS: Based on this, we suggest how SDT can be used as a guiding framework in generating relevant research questions that can help broaden our understanding of the role motivation plays in individuals with ADHD. CONCLUSION: We conclude that ADHD research on motivation would benefit from (i) including internal motives as potential key mediators in the relation between environmental factors and behavior/symptoms; (ii) studying potential negative effects of external reinforcers intrinsic motivation, affect, and well-being. Finally, we conclude that this framework carries value for further development of clinical interventions for those with ADHD.
What the full text shows
Theory or simulation- Parental autonomy support moderates the relationship between ADHD symptoms and perseverance during puzzle solving. — Negative association became non-significant when support was high (Children with ADHD solving a puzzle)
- ADHD coaching improves symptoms and executive functioning. — 18 out of 19 studies reported improvement (Students with ADHD)
- ADHD coaching improves well-being. — 6 out of 19 studies reported improvement (Students with ADHD)
- Children with ADHD show higher engagement in executive function training when tasks are gamified. — More time spent vs. non-game versions (Executive function training tasks)
- External rewards can undermine intrinsic motivation in children with ADHD. — Less motivated to re-engage in drawing during free-choice period vs. non-rewarded group (Children who initially took pleasure in drawing and received material rewards)
- External rewards decrease altruistic tendencies in young children. — Decrease compared to non-rewarded group (Young children receiving material and verbal rewards)
- Setup
- Review of existing literature, including a meta-analysis of 19 coaching studies and various experimental studies on reward and autonomy.
- How
- The authors performed a theoretical synthesis and literature review, mapping Self Determination Theory (SDT) onto existing ADHD research and theories to propose a new framework for studying internal motives.
- Limitations
- Lack of documented SDT-based interventions specifically tested in ADHD populations. · Existing ADHD motivation research relies heavily on boring/repetitive laboratory tasks that minimize intrinsic motivation. · Limited studies on the 'undermining effect' of rewards specifically within ADHD populations.
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