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A student who asks a question is displaying an intellectual need for the question to be answered. A birdwatcher who cannot identify a certain bird will often have a strong intellectual need to identify that bird because it represents a hole in his or her knowledge; however, others might have no intellectual need, even though they also cannot identify the bird.
A meta-analysis of the global prevalence of ADHD in adults, published in 2021, estimated a collective prevalence of persistent adult ADHD of 2.58% globally in 2020. [4] Persistent adult ADHD is defined as meeting diagnostic criteria for ADHD in adulthood with the additional requirement of a confirmed childhood diagnosis. [4]
Around 15% of children with ADHD continue to meet full DSM-IV-TR criteria at 25 years of age, and 50% still experience some symptoms. [59]: 2 As of 2010, most adults remain untreated. [221] Many adults with ADHD without diagnosis and treatment have a disorganised life, and some use non-prescribed drugs or alcohol as a coping mechanism. [222]
According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load: intrinsic cognitive load is the effort associated with a specific topic; extraneous cognitive load refers to the way information or tasks are presented to a learner; and germane cognitive load refers to the work put ...
Extrinsic motivation thus contrasts with intrinsic motivation, which is doing an activity simply for the enjoyment of the activity itself, instead of for its instrumental value. [ 30 ] Social psychological research has indicated that extrinsic rewards can lead to overjustification and a subsequent reduction in intrinsic motivation.
Attention deficit hyperactivity disorder predominantly inattentive (ADHD-PI or ADHD-I), [3] is one of the three presentations of attention deficit hyperactivity disorder (ADHD). [4] In 1987–1994, there were no subtypes or presentations and thus it was not distinguished from hyperactive ADHD in the Diagnostic and Statistical Manual (DSM-III-R).
Cognitive evaluation theory (CET) [1] is a theory in psychology that is designed to explain the effects of external consequences on internal motivation.Specifically, CET is a sub-theory of self-determination theory that focuses on competence and autonomy while examining how intrinsic motivation is affected by external forces in a process known as motivational "crowding out."
This possibility of mastery contributes in part to intrinsic motivation of individuals to perform a task, since there is perceived potential for success in the task. Individuals may fall on some spectrum between the two types of theories, and their views may change given different situations and training. [ 6 ]