Studying Motivation in ADHD: The Role of Internal Motives and the Relevance of Self Determination Theory

Abstract

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.

Examining the structural equation modeling between intrinsic-motivation, emotion regulation and AHDH: the mediating role of problem-solving, time-management, and behavioral-inhibition

“…Rigorously, the results of this analysis are consistent with various studies. For example, Morsink et al ( 2022 ) discussed how different views of internal motivation interact with ADHD and introduce a model to better understanding of the intrinsic motivation effect on ADHD. In line with this study, the direct and indirect effects of internal motivation on the dimensions of ADHD was also evident in this research.…”

“…The intrinsic motivation is also viewed as an arousal level (Sergeant, 2005 ) and delayed aversion pathway (Reeve, 2018 ; Sonuga-Barke, 2002 ). Also, intrinsic motivation is usually known as a matter of struggle in ADHD people due to various reasons such as dopamine insufficiency (Fanny & Usman, 2020 ; Volkow et al, 2011 ) and lack of persistence in the face of effortful tasks (Morsink et al, 2022 ). ADHD students have many difficulties in motivating themselves to do important but non-urgent tasks, often until they have been forced to do so by a looming deadline.…”

ADHD and Psychological Need Fulfillment in College Students

“…This existing literature demonstrates that individuals with ADHD have more difficulty with overall functioning than their peers. As recently argued by Morsink et al (2022), SDT may help us understand why. This theoretical framework may also help us develop optimal treatments for this population.…”

“…Independent research suggests that the satisfaction or frustration of autonomy, competence, and relatedness are salient to the development, adjustment, and wellness of individuals across ages, contexts (e.g., academic, health, occupational), and cultures (e.g., Kluwer et al, 2020; Slemp et al, 2018). Recently, Morsink et al (2022) argued that SDT should be used as a framework for understanding the motivational deficits that individuals with ADHD demonstrate and for developing interventions to increase motivation.…”

“…Individuals with ADHD may experience less need satisfaction and more need frustration due to the very nature of the disorder (Morsink et al, 2022). Deficits in executive functioning (EF) are common among individuals with ADHD, such that this is considered a core component of the disorder by many (Barkley, 2015; Willcutt et al, 2005).…”