Parent-, Teacher-, and Self-Rated Motivational Styles in ADHD Subtypes

• Published in: Journal of learning disabilities Vol. 35; no. 2; pp. 104 - 113
• Main Authors: Carlson, Caryn L., Booth, Jane E., Shin, Misung, Canu, Will H.
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA SAGE Publications 01.03.2002; Sage
• Subjects: Adult; Attention Deficit Disorder with Hyperactivity - psychology; Attention Deficit Disorders; Attention deficit disorders. Hyperactivity; Attention deficit hyperactivity disorder; Biological and medical sciences; Case-Control Studies; Child; Child clinical studies; Children; Elementary Education; Female; Humans; Hyperactivity; Learning; Learning Motivation; Male; Medical sciences; Motivation; Motivational style; Parent-Child Relations; Parents; Psychological Patterns; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Selfassessment; Student Attitudes; Student Characteristics; Student Motivation; Subtypes; Teachers; Human; Competition; Evaluation; Academic achievement; Hyperactivity; Parent; Teacher; Clinical form; Personality; Preadolescent; Symptomatology; School age; Attentional disorder; Motivation; Cooperation; Typology; Child
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/002221940203500202

The motivational styles of 25 children with attention-deficit/hyperactivity disorder, combined type (ADHD/C),13 children with ADHD, inattentive type (ADHD/IA), and 25 nondiagnosed controls (NC) were compared using parent, teacher, and self-ratings. Both ADHD subtypes demonstrated motivational impairment characterized by a preference for easy work, less enjoyment of learning, less persistence, and a greater reliance on external than on internal standards to judge their performance relative to NC. Some motivational style differences between ADHD subtypes were also revealed, with the ADHD/C group more motivated by competitiveness and a desire to be perceived as superior to others and the ADHD/IA group less uncooperative and possibly more passive in their learning styles. When IQ was statistically controlled, these results were generally unchanged. The contributing role of motivational deficits to the generally poor academic functioning of children with ADHD is discussed, along with potential intervention implications of the divergent motivational styles of different ADHD subtypes.