Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.

中文翻译：

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解释多动症症状与大学生动机之间的关系：基本心理需求挫败的作用

最近的研究表明，同时患有临床和亚临床注意缺陷/多动障碍（ADHD）的本科生在学业上会遇到困难。此外，这些学生认为学术动机是他们学习困难的一个因素。自我决定理论（SDT）认为，缺乏动机（称为动机）可能是基本心理需求（自主性，能力和相关性）受挫的结果。因此，本研究调查了基本的心理需求挫败是否介导了ADHD症状学与学习动机之间的关系。样本大学学生完成了有关他们大学经历的在线调查表。使用中介结构方程模型分析数据。结果表明所有变量之间都存在显着的关系。此外，基本的心理需求挫败充分地介导了ADHD症状学与学习动机之间的关系。这些结果表明，满足患有ADHD症状的大学生的基本心理需求非常重要，因为这可以增加他们的学习动机，并减少他们的学习困难。