ADHD Stimulant Use: Effects on Satisfaction Measures, Goal Achievement, and Emotional Regulation
Document Type
Event
Faculty Mentor
Elizabeth Parks-Stamm
Abstract
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that can affect academic performance, emotional stability, and well-being. Although stimulant medications such as methylphenidate and amphetamine-based treatments are widely used and often effective, public perceptions remain mixed. Critics argue these medications offer limited benefits and are often prescribed as simplistic solutions to complex problems, while research suggests stimulants can improve functioning when used consistently. The present study examined whether stimulant use is associated with differences in goal achievement, emotion regulation, and satisfaction across several life domains among young adults (ages 18–30) with ADHD. It was hypothesized that individuals who take stimulant medication would report higher life, academic, emotional, and social satisfaction than those who do not. Participants were also expected to report greater daily goal achievement and more effective emotion regulation on days when they took medication. In phase one, 120 young adults with ADHD (including daily stimulant users, sporadic users, and non-users) answered questionnaires assessing demographics, medication use, and life, academic, emotional, and social satisfaction. Phase two included 35 sporadic users who completed daily surveys across four days — two medicated and two non-medicated — reporting goal achievement, goal tally, and emotion regulation. Between-group analyses from phase one revealed no significant differences in life satisfaction, emotional well-being, or friendship satisfaction. Academic satisfaction was somewhat higher among stimulant users but not statistically significant. However, within-person analyses among the sporadic users showed significant differences: participants achieved more goals, reported higher goal achievement, and experienced fewer difficulties regulating strong emotions on days when they took medication. Overall, results suggest stimulant medication may provide meaningful short-term benefits for daily functioning and emotional regulation, although broader satisfaction outcomes did not significantly differ across groups. Future directions include looking into parenting styles, therapy types, and educational supports as predictors and/or mediators, with relation to ADHD and the aforementioned dependent variables.
ADHD Stimulant Use: Effects on Satisfaction Measures, Goal Achievement, and Emotional Regulation
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that can affect academic performance, emotional stability, and well-being. Although stimulant medications such as methylphenidate and amphetamine-based treatments are widely used and often effective, public perceptions remain mixed. Critics argue these medications offer limited benefits and are often prescribed as simplistic solutions to complex problems, while research suggests stimulants can improve functioning when used consistently. The present study examined whether stimulant use is associated with differences in goal achievement, emotion regulation, and satisfaction across several life domains among young adults (ages 18–30) with ADHD. It was hypothesized that individuals who take stimulant medication would report higher life, academic, emotional, and social satisfaction than those who do not. Participants were also expected to report greater daily goal achievement and more effective emotion regulation on days when they took medication. In phase one, 120 young adults with ADHD (including daily stimulant users, sporadic users, and non-users) answered questionnaires assessing demographics, medication use, and life, academic, emotional, and social satisfaction. Phase two included 35 sporadic users who completed daily surveys across four days — two medicated and two non-medicated — reporting goal achievement, goal tally, and emotion regulation. Between-group analyses from phase one revealed no significant differences in life satisfaction, emotional well-being, or friendship satisfaction. Academic satisfaction was somewhat higher among stimulant users but not statistically significant. However, within-person analyses among the sporadic users showed significant differences: participants achieved more goals, reported higher goal achievement, and experienced fewer difficulties regulating strong emotions on days when they took medication. Overall, results suggest stimulant medication may provide meaningful short-term benefits for daily functioning and emotional regulation, although broader satisfaction outcomes did not significantly differ across groups. Future directions include looking into parenting styles, therapy types, and educational supports as predictors and/or mediators, with relation to ADHD and the aforementioned dependent variables.
