Author ORCID Identifier:

https://orcid.org/0009-0001-7406-802X

Date of Graduation

8-2025

Document Type

Dissertation

Degree Name

Doctor of Education in Adult and Lifelong Learning (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Roessger, Kevin

Committee Member

Celeste Avery

Second Committee Member

Kenda Grover

Keywords

ADHD; Adult Education; GED; mood disorders; motivation; women

Abstract

Adult women with Attention Deficit Hyperactivity Disorder (ADHD) and mood disorders, such as anxiety and depression, represent an understudied and underserved demographic within educational research, particularly among those pursuing nontraditional academic pathways, such as obtaining the high school equivalency diploma (i.e., GED). Despite the well-documented challenges associated with ADHD and mood disorders, including difficulties with motivation, executive functioning, and emotional regulation, little research has examined how these factors influence women’s persistence and success in adult education settings. Understanding the unique experiences of this population is essential for developing targeted support systems that enhance learning outcomes and academic achievement. This study is designed to explore the relationship between ADHD, mood disorders, and motivation among women enrolled in GED programs across Arkansas. Grounded in Self-Determination Theory (SDT), the research will examine how the satisfaction of three basic psychological needs, autonomy, competence, and relatedness, affect motivation in adult learners. Using a cross-sectional, quantitative design, the study will collect data via an online survey incorporating the Motivation-to-Learn (MtL) scale and the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS). Participants will include women aged 18 and older with and without ADHD and mood disorders diagnoses. It is designed for the use of hierarchical regression analysis to assess the direct and interactive effects of diagnoses and need satisfaction on motivation. Results will be intended to inform adult education practices and support systems, with the goal of improving academic persistence and success among women with ADHD and mood disorders in nontraditional educational settings.

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