Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration

Abstract

Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.

Online Learning for Students with Learning Disabilities and Their Typical Peers: The Association between Basic Psychological Needs and Outcomes

“…For example, in several instances, the positive effect of need satisfaction was undone by the negative effects of need frustration. Insomuch as frustration has been understudied relative to need satisfaction (Oram et al, 2020), previous results may be misspecified and overrepresenting the benefits of need satisfaction. We encourage future research to consider both satisfaction and frustration when examining BPNs.…”

Students’ Inattention Symptoms and Psychological Need Satisfaction During the Secondary School Transition: The Protective Role of Teachers’ Involvement

“…In one of these studies ( Rogers & Tannock, 2018 ), students in grades 1 to 4 that have high levels of ADHD symptoms reported lower perceptions of autonomy support, competence, and relatedness to their teacher, compared to their asymptomatic peers. In the second study ( Oram et al, 2020 ), self-reported ADHD symptomatology in a sample of undergraduate students was positively and moderately associated with autonomy, competence, and relatedness need frustration.…”

The effects of ADHD symptomatology and academic enabling behaviours on undergraduate academic achievement

“…From the participant sample, 73.3% identified as female ( n = 452), 74.7% reported being between the ages of 18–20 years old ( n = 461), 59.5% and 24.8% reported being in their first and second year of undergraduate studies respectively ( n = 520). As per threshold criteria on the short‐form screener of the Adult ADHD Self‐Report Scale version 1.1 (ASRS‐v1.1; World Mental Health Composite International Diagnostic Interview Organization, 2003), 18.5% of participants scored 15.0 or above ( n = 114), thus they were considered to be at risk for ADHD (Oram et al, 2019; Salla et al, 2019). Only 3.1% of the participants reported they were currently taking prescribed medication for attention difficulties ( n = 19).…”

“…Mental Health Composite International Diagnostic Interview Organization, 2003), 18.5% of participants scored 15.0 or above (n = 114), thus they were considered to be at risk for ADHD (Oram et al, 2019;Salla et al, 2019). Only 3.1% of the participants reported they were currently taking prescribed medication for attention difficulties (n = 19).…”