Graveland, Romee, R.N.A. (2024) ADHD Symptoms and Cognitive Motivation in University Students: The Mediating Role of Motivational Drive. Bachelor thesis, Psychology.
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Abstract
This study aims to gain a better understanding of ADHD symptoms in adults, while specifically focusing on the effect of the symptoms on motivation. This is essential given that adults are often underdiagnosed or misdiagnosed, impacting the individual’s daily life personally and professionally. The impact of ADHD symptoms on cognitive motivation in university students is researched while examining whether motivational drive serves as a mediator in this relationship. Using a sample of 27 students from the University of Groningen, the study employed the Conners’ Adult ADHD Rating Scales (CAARS) and the Executive Function Index (EFI) to measure ADHD symptoms and motivational drive, respectively. Cognitive motivation was assessed by calculating the difference between reaction times in the fast stimulus condition (900 ms) and the slow stimulus condition (2200 ms) of the Go/No-Go task. These difference scores represent the student’s performance, which consists of the reaction time, standard deviation, and the omission of the response on the task. The findings indicate that students with higher ADHD symptomatology demonstrated a greater discrepancy in reaction times between fast and slow stimulus conditions, indicating decreased cognitive motivation. Contrary to expectations, the analysis revealed that students with more ADHD symptoms did not necessarily experience more problems with the executive function motivational drive, suggesting that university students with ADHD may have developed compensatory strategies to manage their symptoms effectively. The study also explored the potential mediating role of motivational drive between ADHD symptoms and cognitive motivation. However, the results of the mediation analysis showed that motivational drive does not explain the relationship between ADHD symptoms and cognitive motivation. This outcome underscores the complexity of motivational processes in individuals 3 ADHD SYMPTOMS AND COGNITIVE MOTIVATION IN UNIVERSITY STUDENTS with ADHD and highlights the need for further research to disentangle the association between these variables. The sample sizes in this study are too small for a mediation analysis, so the outcomes must be interpreted carefully. Other limitations of the study are the use of a convenience sample of university students, which may affect the generalizability of the findings to the adult population. Future research should ensure large and more diverse samples that take cultural differences into account and explore additional measures of cognitive motivation. Addressing these limitations will contribute to a more comprehensive understanding of ADHD and its impact on cognitive functions in adults.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Borger, N.A. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 30 Jul 2024 07:35 |
| Last Modified: | 30 Jul 2024 07:35 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4184 |
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