Language skills, mathematical thinking, and achievement motivation in children with ADHD, disruptive behavior disorders, and normal controls

Recent models of attention deficit/hyperactivity disorder (ADHD) suggest that the association between achievement motivation and school performance may be stronger in children with ADHD than in typically developing children. Therefore, the present study investigated associations between achievement motivation and performance on language skills and mathematical thinking in children with ADHD (n = 23; M = 9.4 years, SD = 1.1 years; 78% boys) and two matched control groups, i.e., a clinical control group (children with related disruptive behavior disorders; DBD), and a non-clinical control group (NC). Results confirmed stronger associations between achievement motivation and performance on receptive language and mathematical thinking in children with ADHD than in NC. Specifically, performance of children with ADHD was equal to NC for highly motivated ADHD children. These results underscore the importance of achievement motivation as a more essential key factor in the performance of children with ADHD as compared to typically developing children.

► Lower language and mathematical skills in children with ADHD and DBD.
► Performance deficits disappear in highly motivated ADHD children.
► Achievement motivation as a key factor in the performance of children with ADHD.
► Integrative perspectives should be applied in understanding scholastic difficulties.