ABSTRACT
OBJECTIVES: Motivational factor is a unique contributor to the typically poor academic performance of children with ADHD. However, few study has directly intervened learning motivation in children with ADHD. We conducted this study to explore the direct effects of the learning motivation improvement program applied to children with ADHD. METHOD: The program was designed in order to increase an interest-inducing educational intervention, an academic skills integration, a basic learning activity(reading, writing, and math), and children's self-esteem. We conducted the program twice a week(total 10 sessions) and assessed learning motivation, learning attitude, self-esteem, academic performance, and problem behaviors of participating children. RESULTS: After the program, teachers reported improvement in learning motivation. In addition, parents notified significant reduction of problem behaviors. Children reported improvement in a few domains of learning motivation and learning attitude. CONCLUSION: While learning motivation is regarded as an important factor in education, there have been few studies considering this issue in both educational and psychiatric fields. The learning motivation improvement would be needed in both field in order to reduce the deficits in academic performance in children with ADHD.