Relation between the Academic Motivation Index and the Academic Performance of Children with Attention Deficit Hyperactivity Disorder and Control Group
Keywords:
Attention Deficit Hyperactivity Disorder, Motivation, Learning, Academic PerformanceAbstract
Introduction: Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that consists of persistent patterns of inattention and/or hyperactivity and impulsiveness, which impair an individual’s behavior and development. A major impairment undergone by this population has to do with motivation. Objective: Thus, this study had the objective of analyzing the relation between academic motivation and performance indexes in children with ADHD as compared to results from a control group that exhibits typical development patterns. Methods: A total of 60 children of both sexes, aged 6-12 years and studying in both private and public schools participated in this study. Half of the participants (30 children) has ADHD and the other half (30 children) exhibits typical development. In order to evaluate their academic motivation, we used the Rating Scale of School Motivation (EAME - IJ) and also academic performance was tested with the Academic Achievement Test (TDE). Results: Regarding academic performance, children with ADHD showed significantly lower performance in all tasks when contrasted with the typical development group. As for academic motivation, the ADHD group also showed a lower level of intrinsic motivation. Results also had shown negative correlation with low magnitude between extrinsic motivation and scholar performance. Conclusion: The findings suggest that children with ADHD have difficulty modulating and self-regulating their motivation levels, especially intrinsically, which may suggest a greater need for external rewards, mainly during the execution of tasks that demand greater cognitive effort, such as schoolwork.
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Copyright (c) 2019 Patricia Vieira de Oliveira, Mauro Muszkat, Maria Fernanda Batista Coelho da Fonseca
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