Children with ADHD show higher external regulation, introjected regulation and amotivation, and lower intrinsic motivation and identified regulation, toward learning than TD children¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i3large
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Children with ADHD were more active under external pressure and showed higher amotivation, while TD children were more self-determined. → Sebastian Skalski 2021
Evidence¶
Sebastian Skalski 2021¶
Sebastian Skalski, Grzegorz Pochwatko, Robert Balas. (2021). Impact of Motivation on Selected Aspects of Attention in Children with ADHD. Child Psychiatry & Human Development. https://doi.org/10.1007/s10578-020-01042-0
q3 · i3 · causal · r1
SMS-15 questionnaire comparison of the 30 ADHD and 30 TD children; the article reports the biggest effect in external regulation (r = 0.59) and the lowest in amotivation (r = 0.29).
"Children with ADHD were more likely to be active under pressure from external stimuli, for rewards or to avoid punishment (external and introjected regulation), and they also displayed a higher level of amotivation. TD children considered activity more self-determined (intrinsic motivation, identified regulation). The obtained results varied. The lowest one pertained to amotivation (r = 0.29), while the biggest one was noted in external regulation (r = 0.59)."
Discussion¶
Related Claims¶
- Under normal conditions children with ADHD show deficits in vigilance, visual search and divided attention relative to TD children
- Chinese college ESP learners show high amotivation-subscale, external-regulation, identified-regulation and intrinsic (knowledge, accomplishment) item means — related
- Autonomous motivation types positively relate to school achievement while controlled types show weak negative or null relations — related
- Introjected regulation was low among Chinese ESP learners except for an identity-maintenance item — related
- Within SDT, intrinsic motivation predicts intended effort most strongly, followed by identified regulation, with introjected regulation much weaker — related
- Chinese ESP learners in this sample were motivated in a mixed manner, and 'certificate motivation' was not supported — related
- An SDT-based questionnaire yields seven distinct, reliable motivation subtypes for Chinese college ESP learners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
adhd-motivation-profile-sdt-dimensions |
title |
Children with ADHD show higher external regulation, introjected regulation and amotivation, and lower intrinsic motivation and identified regulation, toward learning than TD children |
description |
Children with ADHD show higher external regulation, introjected regulation and amotivation, and lower intrinsic motivation and identified regulation, toward learning than TD children |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sebastian-skalski-2021 |
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