Reasons for Reduced Learning Motivation in Students with Attention Deficit Hyperactivity Disorder



The article discusses the study of the relationship of ADHD in children and adults with their learning motivation at the neurological and behavioral levels. On the basis of the results of research presented in modern foreign literature, two categories of reasons for the decline in learning motivation among students with ADHD are identified: external and internal. The purpose of this article is to emphasize that the system of motivation in patients with ADHD has deeper impairments than is commonly believed due to neurological disorders of the brain, as well as complex social problems, and present these results as an explanation of motivational and educational problems faced by students with ADHD. The article also presents possible directions for coordinating the reasons for the decline in academic motivation in ADHD and psychological theories of its formation (SDT, AGT and SCT). The possibilities of applying these theories for psychological and pedagogical solutions to the problems of motivation among students with ADHD are shown. The results of the analysis of the reviewed scientific papers indicate the need for a comprehensive account of the factors that reduce motivation in developing a system of recommendations for students with ADHD – for organizing their learning environment and planning the individual trajectory of their development.

General Information

Keywords: training motivation, attention deficit hyperactivity disorder, ADHD, ADD, motivation disorders in ADHD, behavior, training, educational success, control functions, prefrontal cortex, dopamine

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: review article


For citation: Katunova V.V. Reasons for Reduced Learning Motivation in Students with Attention Deficit Hyperactivity Disorder [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2019. Vol. 8, no. 2, pp. 56–66. DOI: 10.17759/jmfp.2019080206. (In Russ., аbstr. in Engl.)


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Information About the Authors

Valeriya V. Katunova, PhD in Biology, Associate Professor, Associate Professor of the Department of General and Clinical Psychology, Privolzhsky Research Medical University (FSBEI HE PRMU) MOH Russia, Nizhniy Novgorod, Russia, ORCID:, e-mail:



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