Journal of Learning Disabilities

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Carlson, C. L.
Right arrow Articles by Canu, W. H.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Carlson, C. L.
Right arrow Articles by Canu, W. H.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Learning Disabilities, Vol. 35, No. 2, 104-113 (2002)
DOI: 10.1177/002221940203500202

Parent-, Teacher-, and Self-Rated Motivational Styles in ADHD Subtypes

Caryn L. Carlson

Department of Psychology at The University of Texas at Austin, carlson{at}psy.utexas

Jane E. Booth

ADHD

Misung Shin

ADHD subtypes

Will H. Canu

ADHD

The motivational styles of 25 children with attention-deficit/hyperactivity disorder, combined type (ADHD/C),13 children with ADHD, inattentive type (ADHD/IA), and 25 nondiagnosed controls (NC) were compared using parent, teacher, and self-ratings. Both ADHD subtypes demonstrated motivational impairment characterized by a preference for easy work, less enjoyment of learning, less persistence, and a greater reliance on external than on internal standards to judge their performance relative to NC. Some motivational style differences between ADHD subtypes were also revealed, with the ADHD/C group more motivated by competitiveness and a desire to be perceived as superior to others and the ADHD/IA group less uncooperative and possibly more passive in their learning styles. When IQ was statistically controlled, these results were generally unchanged. The contributing role of motivational deficits to the generally poor academic functioning of children with ADHD is discussed, along with potential intervention implications of the divergent motivational styles of different ADHD subtypes.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Intervention in School and ClinicHome page
S. J. Salend and E. Rohena
Students with Attention Deficit Disorders: An Overview
Intervention in School and Clinic, May 1, 2003; 38(5): 259 - 266.
[Abstract] [PDF]

Home page
 Intervention in School and ClinicHome page
S. J. Salend, H. Elhoweris, and D. Van Garderen
Educational Interventions for Students with ADD
Intervention in School and Clinic, May 1, 2003; 38(5): 280 - 288.
[Abstract] [PDF]