Background Being at risk of Huntington’s disease increases vulnerability for development of associated psychological disturbance and a deteriorated quality of life while social support and formal education may have a protective role.
Aims The study is aimed to understand quality of life particularly in reference to risk and protective factors. We conceptualised that academic motivation improves quality of life and decreases psychological distress whereas social support and formal education moderates the relationship.
Method Participants were identified using referrals and approached at their homes. Inclusion criteria were students at risk of developing Huntington due to genetic influence. A total of N = 30 participants with age ranging from 14–27 years with Mean ± SD (20.97 ± 3.25) including 63% females were approached. Data was collected on Academic Performance, Social Support, Academic Motivation, Depression, Anxiety, and Stress, and WHO-QOL (BREF) Questionnaires.
Results Preliminary analysis showed that age positively correlated with formal years of education (r = 0.82, p < 0.01) and hence in subsequent analysis effect of age was controlled along with other demographic including gender, marital status and family system. Results showed that extrinsic motivation is significantly negatively associated with both Stress (r = −0.45, P < 0.05) and Depression and positively associated with Academic Performance (r = 0.41, p < 0.05). Mediation analysis using process macro showed that extrinsic motivation directly and indirectly predicted Social Relationship and moderation analysis showed a significant 3-way interaction (B = 0.32, p < 0.05: ΔR2 = 0.10).
Conclusions Extrinsic motivation is a critical predictor of quality of life while young people with increased years of formal education may benefit more from social support.
- Quality of Life
- Social Support
- Academic Performance
- Extrinsic Academic Motivation
- Genetic Risk of Huntington’s Disease