Individuals with ADHDoften experiencesigns such asexecutive dysfunction, which manifests as deficits in skills such as planning, organization, time management, and problem-solving. These deficits can lead to various challenges in daily life, includingdifficulties in the workplace.
Employees with ADHD may struggle with meeting deadlines, managing workload, and coping with stress, which can contribute to anincreased risk of job burnout.
Understanding the role of executive dysfunction in the relationship betweenADHD and burnoutis crucial for developing targeted interventions and support strategies for employees with ADHD.
Key Points
Rationale
Adults with Attention-Deficit/Hyperactivity Disorder (ADHD) often face significant deficits in executive function and adverse work-related outcomes, including increased absenteeism, reduced job stability, and challenges in work performance (Secnik et al., 2005; Murphy & Barkley, 1996; Biederman et al., 2006).
Despite the prevalence of ADHD, the exploration of specific mechanisms underlying these challenges has been limited.
Previous research suggests that deficits in executive function (EF) are associated with ADHD (Willcutt et al., 2005) and may predict job burnout (Pihlaja et al., 2022).
The present study aimed to investigate the role of EF deficits in job burnout among employees with ADHD, proposing that EF deficits may serve as a mediating factor in the relationship between ADHD and job burnout.
The study hypothesized that employees with ADHD, relative to employees without ADHD, would experience higher levels of job burnout (H1) and deficits in executive function (H2).
These hypotheses were based on the existing literature linking ADHD with EF deficits and the potential impact of these deficits on work-related challenges and job burnout.
Method
Procedure
The study employed a field study design, collecting data from employees through self-report measures.
Sample
The final sample included 171 participants (Mage = 26.45, SD = 0.49, 60.48% female) working in various professions such as sales, office administration, and education.
Measures
Statistical measures
The study conducted independent sample t-tests, correlations, and mediation analyses using PROCESS Model 4.
Results
Below are the results according to the hypotheses:
Insight
The study provides valuable insights into the intricate dynamics between ADHD, EF deficits, and job burnout.
The findings suggest that EF deficits, particularly in self-management to time and self-organization/problem-solving, serve as an explanation for the increased vulnerability to job burnout among employees with ADHD.
These specific EF deficits contribute to difficulties in the workplace, such as inefficiencies, increased stress, and depletion of energetic coping resources, ultimately leading to burnout.
Future research could explore longitudinal designs and incorporate objective measures to validate these findings and inform the development of targeted interventions.
Strengths
There are several methodological strengths with this study, including:
Limitations
There were also several limitations with this study, including:
Implications
The results underscore the importance of recognizing and addressing EF deficits, particularly in self-management to time and self-organization/problem-solving, as a means to alleviate job burnout.
Employers and mental health professionals should consider implementing targeted interventions and support strategies tailored to the specific needs of employees with ADHD, such as cognitive training programs and workplace accommodations.
By addressing EF deficits, organizations can foster a more inclusive and supportive work environment, ultimately promoting the well-being and productivity of employees with ADHD.
References
Primary reference
Turjeman-Levi, Y., Itzchakov, G., & Engel-Yeger, B. (2024). Executive function deficits mediate the relationship between employees’ ADHD and job burnout.AIMS public health,11(1), 294–314.https://doi.org/10.3934/publichealth.2024015
Other references
Biederman, J., Petty, C., Fried, R., Fontanella, J., Doyle, A. E., Seidman, L. J., & Faraone, S. V. (2006). Impact of psychometrically defined deficits of executive functioning in adults with attention deficit hyperactivity disorder.American Journal of Psychiatry,163(10), 1730-1738.https://doi.org/10.1176/ajp.2006.163.10.1730
Murphy, K., & Barkley, R. A. (1996). Attention deficit hyperactivity disorder adults: comorbidities and adaptive impairments.Comprehensive psychiatry,37(6), 393-401.https://doi.org/10.1016/S0010-440X(96)90022-X
Pihlaja, M., Tuominen, P., Peräkylä, J., & Hartikainen, K. M. (2022). Occupational burnout is linked with inefficient executive functioning, elevated average heart rate, and decreased physical activity in daily life-initial evidence from teaching professionals.Brain sciences,12(12), 1723.https://doi.org/10.3390/brainsci12121723
Secnik, K., Swensen, A., & Lage, M. J. (2005). Comorbidities and costs of adult patients diagnosed with attention-deficit hyperactivity disorder.Pharmacoeconomics,23, 93-102.https://doi.org/10.2165/00019053-200523010-00008
Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review.Biological psychiatry,57(11), 1336-1346.https://doi.org/10.1016/j.biopsych.2005.02.006
Keep Learning
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Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
