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Table 2 Response frequencies for motivational items (yes) and factor loadings for the latent motivational dimensions from the principal component analysis, N = 147

From: What motivates informal carers to be actively involved in research, and what obstacles to involvement do they perceive?

Motivational items and constructs for active involvement in research

Total % (n)

Mean age (SD)

Gender1%

(n)

Education1%

(n)

Health1%

(n)

Factor loading

Female

Male

More than high-school

High-school or less

Good

Poor

Family motivation

         

That it leads to a change in the situation of my family member

45%

(65)

68.29 b

(12.35)

44%

(53)

48%

(11)

44%

(48)

43%

(15)

52%a

(47)

32%

(17)

0.681

Getting to know more about the situation of my family member

40%

(58)

72.28

(10.38)

33% a

(40)

74%

(17)

39%

(42)

43%

(15)

41%

(37)

37%

(20)

0.561

Getting in contact with others in the same situation

36%

(53)

70.85

(10.69)

36%

(43)

39%

(9)

35%

(38)

37%

(13)

37%

(33)

35%

(19)

0.723

That it leads to a change in my situation

31%

(45)

67.69b

(12.62)

32%

(39)

22%

(5)

31%

(33)

34%

(12)

32%

(29)

30%

(16)

0.714

Getting to know more about my caring situation

29%

(43)

71.19

(10.96)

29%

(35)

26%

(6)

32%

(35)

20%

(7)

31%

(28)

24%

(13)

0.701

Getting to know what the study will lead to

21%

(30)

68.83

(9.84)

22%

(26)

13%

(3)

19%

(21)

23%

(8)

22%

(20)

17%

(9)

0.314

Greater good motivation

         

The research being about something I find important

56%2

(81)

69.12

(11.10)

57%

(69)

44%

(10)

57%

(61)

49%

(17)

61%

(55)

46%

(25)

0.590

Research must move forward (i.e. someone has to do it)

52%

(76)

69.91

(11.95)

49% a

(59)

74%

(17)

55%

(59)

49%

(17)

56%

(50)

46%

(25)

0.469

To contribute to society

40%

(58)

67.43 b

(12.14)

40%

(48)

39%

(9)

45% a

(48)

26%

(9)

41%

(37)

39%

(21)

0.743

To have better services and products

21%

(31)

69.13

(9.83)

21%

(25)

22%

(5)

21%

(23)

20%

(7)

20%

(18)

22%

(12)

0.333

Being helpful to the researcher

19%

(28)

73.32

(10.18)

17%

(21)

30%

(7)

23%

(25)

9%

(3)

21%

(19)

17%

(9)

0.522

I have nothing to lose

14%

(21)

73.29

(7.16)

15%

(18)

9%

(2)

13%

(14)

17%

(6)

16%

(14)

11%

(6)

0.516

To get a sense of being important

10%

(14)

69.29

(10.73)

10%

(12)

9%

(2)

10%

(11)

9%

(3)

10%

(9)

7%

(4)

0.456

Being prioritised for services (e.g. healthcare, social care, service, residency)

6%

(8)

70.50

(12.94)

5%

(6)

9%

(2)

5%

(5)

9%

(3)

4%

(4)

7%

(4)

− 0.300

  1. Missing data (n): total yes, 146/147; age, 144/147; gender, 145/147; education, 143/147; health, 144/147
  2. Valid percentages used; percentages are rounded-up to whole numbers
  3. Variance explained: 33.84
  4. 1Percentage within the group (gender, education, health)
  5. 2One person who said yes to this question did not want to state their gender
  6. aSignificant Chi2/likelihood ratio (p < 0.5)
  7. bSignificant independent-samples t-test