Academic Motivation Decreases Across Adolescence for Youth With and Without Attention-Deficit/Hyperactivity Disorder: Effects of Motivation on Academic Success

Authors

Zoe Smith, Loyola University ChicagoFollow
Marcus Flax, Loyola University Chicago
Stephen P. Becker, University of Cincinnati- College of Medicine
Joshua Langberg, Rutgers University - New Brunswick/Piscataway

Document Type

Article

Publication Date

8-1-2023

Publication Title

Journal of Child Psychology and Psychiatry

Volume

64

Issue

9

Pages

1303–1313

Publisher Name

Wiley

Abstract

This longitudinal study examined growth trajectories of academic motivation in youth with and without attention-deficit/hyperactivity disorder (ADHD) across the important developmental transition from middle school to high school, and associations with academic success. Consistent with self-determination theory (SDT) of motivation, trajectories of amotivation, extrinsic motivation, and intrinsic motivation were modeled.

Comments

Author Posting © The Author(s), 2023. This article is posted here by permission of Wiley for personal use and redistribution. This article was published open access in Journal of Child Psychology and Psychiatry, VOL.64, ISS.9, (August 1, 2023), https://doi.org/10.1111/jcpp.13815

Recommended Citation

Smith, Zoe; Flax, Marcus; Becker, Stephen P.; and Langberg, Joshua. Academic Motivation Decreases Across Adolescence for Youth With and Without Attention-Deficit/Hyperactivity Disorder: Effects of Motivation on Academic Success. Journal of Child Psychology and Psychiatry, 64, 9: 1303–1313, 2023. Retrieved from Loyola eCommons, Psychology: Faculty Publications and Other Works, http://dx.doi.org/10.1111/jcpp.13815

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Statement

© The Author(s), 2023.