Elsaesser, Fanny (2024) Can individual differences in cognitive motivation and hyperfocus predict academic achievement in university students with ADHD? Master thesis, Psychology.
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Abstract
Background: Attention-deficit/hyperactivity disorder (ADHD) has been consistently associated with difficulties in academic achievement. However, the underlying mechanisms affecting the relationship are not fully understood. As ADHD is tied to motivational impairments, it may be that cognitive motivational constructs (i.e., curiosity and need for cognition) explain these difficulties. Hyperfocus, a state of enhanced attention that insinuates being intrinsically motivated, has also been linked with ADHD. Nonetheless, it is not clear whether it translates into better academic achievement. Thus, the present study aims to investigate whether cognitive motivation and HF mediate the relationship between ADHD and academic achievement. Methods: In total, four hundred and eighteen first-year psychology students took part in an online survey, which comprised several questionnaires assessing curiosity, need for cognition, hyperfocus, and ADHD symptoms. Results: The parallel mediation analysis could not be performed due to finding a significant interaction effect between inattention symptoms and joyous exploration. Instead, an exploratory multiple linear regression analysis and simple slope analysis were conducted. The results revealed that inattention symptoms were unrelated to academic achievement when students exhibited high levels of joyous exploration. Whereas, at low levels of joyous exploration, inattention symptoms were significantly negatively associated with academic achievement. Further, deprivation sensitivity was positively correlated with academic achievement. Conclusion: This study demonstrated that joyous exploration moderates the relationship between inattention symptoms and academic achievement. Further, deprivation sensitivity was found to be a significant predictor of academic achievement. However, future research is needed to investigate whether the present findings also translate for students with ADHD.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Garcia Pimenta, M. |
| Degree programme: | Psychology |
| Differentiation route: | Clinical Neuropsychology (CN) [Master Psychology] |
| Date Deposited: | 17 Jan 2024 14:27 |
| Last Modified: | 17 Jan 2024 14:27 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2992 |
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