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<p>This paper examines the intersection of attention-deficit/hyperactivity disorder (ADHD) and boredom. We begin with a short overview of ADHD, describing its core symptoms, cognitive features, and biological underpinnings, followed by discussion of boredom as a psychological construct, with an emphasis on individual differences in boredom propensity. Next, we review existing empirical studies and present new meta-analytic findings concerning the link between ADHD and boredom. Across 18 mostly correlational studies (total <i>N</i> = 22,365), an overall effect of&#xa0;<i>r</i> = 0.40 (95% CI: 0.35–0.46) was observed, indicating a statistically significant positive association between boredom and ADHD. Building on these findings, we propose an integrated theoretical framework&#xa0;explaining why individuals with ADHD may be particularly susceptible to boredom and how this susceptibility may affect motivation, emotion regulation, and goal-directed behavior. Finally, we discuss clinical implications and describe key directions for future research. The current work highlights boredom as a central, rather than peripheral, experience in ADHD, with important implications for theory building, assessment practices, and intervention.</p>

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The Boredom-ADHD Nexus: A Narrative and Meta-Analytic Review of the Evidence

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月11日

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  • Peter Muris,
  • Henry Otgaar,
  • Franc Donkers

摘要

This paper examines the intersection of attention-deficit/hyperactivity disorder (ADHD) and boredom. We begin with a short overview of ADHD, describing its core symptoms, cognitive features, and biological underpinnings, followed by discussion of boredom as a psychological construct, with an emphasis on individual differences in boredom propensity. Next, we review existing empirical studies and present new meta-analytic findings concerning the link between ADHD and boredom. Across 18 mostly correlational studies (total N = 22,365), an overall effect of r = 0.40 (95% CI: 0.35–0.46) was observed, indicating a statistically significant positive association between boredom and ADHD. Building on these findings, we propose an integrated theoretical framework explaining why individuals with ADHD may be particularly susceptible to boredom and how this susceptibility may affect motivation, emotion regulation, and goal-directed behavior. Finally, we discuss clinical implications and describe key directions for future research. The current work highlights boredom as a central, rather than peripheral, experience in ADHD, with important implications for theory building, assessment practices, and intervention.