Individuals with ADHD often experience signs such as executive 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, including difficulties in the workplace.
Employees with ADHD may struggle with meeting deadlines, managing workload, and coping with stress, which can contribute to an increased risk of job burnout.
Understanding the role of executive dysfunction in the relationship between ADHD and burnout is crucial for developing targeted interventions and support strategies for employees with ADHD.
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
Key Points
- Employees with ADHD reported higher levels of job burnout and executive function (EF) deficits compared to those without ADHD.
- EF deficits, particularly in self-management to time and self-organization/problem-solving, mediated the relationship between ADHD and job burnout.
- The study sheds light on the occupational challenges faced by employees with ADHD and the role of EF deficits in their increased vulnerability to job burnout.
- The findings highlight the need for workplace interventions and support strategies tailored to address EF deficits among employees with ADHD.
- While the study provides valuable insights, limitations include reliance on self-report measures and a modest sample size.
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.
Understanding this interplay is crucial for developing targeted interventions and support strategies to address the occupational challenges faced by employees with ADHD.
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).
Furthermore, it was hypothesized that the relationship between ADHD and job burnout would be mediated through executive function deficits (H3a), specifically by self-management to time and self-organization/problem-solving (H3b).
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
- Adult ADHD Self-Report Screening Scale for DSM-5 (ASRS-5): This scale was used to identify ADHD among participants based on self-reported symptoms.
- Barkley Deficits in Executive Functioning Scale – Short Form (BDEFS-SF): The BDEFS-SF assessed participants’ deficits in executive functioning across five subscales: self-management to time, self-organization/problem-solving, self-restraint, self-motivation, and self-regulation of emotion.
- Shirom-Melamed Burnout Measure (SMBM): The SMBM measured participants’ level of job burnout across three subscales: physical fatigue, emotional exhaustion, and cognitive weariness.
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:
- H1: Employees with ADHD reported higher job burnout compared to those without ADHD.
- H2: Employees with ADHD reported higher levels of deficits in each dimension of EF compared to those without ADHD.
- H3a: EF deficits mediated the relationship between ADHD and job burnout.
- H3b: Self-management to time and self-organization/problem-solving were the strongest mediators of the relationship between ADHD and job burnout.
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:
- The study addressed a gap in the literature by investigating the specific mechanisms underlying the occupational challenges faced by employees with ADHD.
- The use of well-established measures (ASRS-5, BDEFS-SF, SMBM) enhanced the reliability and validity of the findings.
- The mediation analyses provided a nuanced understanding of the interplay between ADHD, EF deficits, and job burnout.
Limitations
There were also several limitations with this study, including:
- The study relied on self-report measures, which may introduce common method bias and impact the accuracy of responses.
- The modest sample size may limit the generalizability of the findings to broader populations.
- The cross-sectional design precludes causal inferences, necessitating longitudinal investigations to establish temporal precedence.
Implications
The study’s findings have significant implications for addressing the occupational challenges faced by employees with ADHD.
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
Here are some suggested Socratic questions for a college class to discuss based on this paper:
- How can employers and mental health professionals collaborate to develop and implement effective interventions and support strategies for employees with ADHD?
- What specific workplace accommodations can be provided to address the EF deficits experienced by employees with ADHD, particularly in self-management to time and self-organization/problem-solving?
- How can the findings of this study be used to raise awareness about the occupational challenges faced by employees with ADHD and promote a more inclusive and supportive work environment?
- What are the potential long-term consequences of job burnout for employees with ADHD, and how can these be mitigated through early intervention and support?
- How can future research build upon the insights gained from this study to further investigate the complex interplay between ADHD, EF deficits, and job burnout, and inform the development of evidence-based interventions?
