Table 2.
Parent and Student attitudes Pre- and Post-Diner.
| Respondent | Pre-Diner Mean | Post-Diner Mean | 2-tailed t statistic | |
|---|---|---|---|---|
| Understanding and Positive Feelings Subscale | Student | 7.4 | 7.7 | t(74) = 2.1, p = .04 |
| Parent | 8.2 | 8.3 | t(81) = 0.3, ns | |
| The findings from genetic research will help people to live better lives.1 | Student | 7.6 | 8 | t(73) = 1.7, ns |
| Parent | 8.6 | 8.6 | t(81) = 0.9, ns | |
| I think genetic testing for the early detection of diseases is a good idea.2 | Student | 8.2 | 8 | t(69) = 1.2, ns |
| Parent | 8.4 | 8.2 | t(79) = 0.8, ns | |
| Genetic research does not affect me.4* | Student | 3.8 | 3.1 | t(72) = 2.1, p = .04 |
| Parent | 2.3 | 2.3 | t(78) = 0.4, ns | |
| The US government should fund genetic research.1 | Student | 6.6 | 7.2 | t(73) = 1.7, ns |
| Parent | 7.7 | 7.8 | t(79) = 0.7, ns | |
| Genetic research could lead to better health care.1 | Student | 7.9 | 7.8 | t(73) = 0.6, ns |
| Parent | 8.5 | 8.4 | t(77) = 0.5, ns | |
| Genetic research is interesting.4 | Student | 7.7 | 8.3 | t(74) = 2.1, p = .04 |
| Parent | 8.5 | 9 | t(79) = 3.5, p = .0007 | |
| Trust Subscale | Student | 5.9 | 5.9 | t(74) = 0.0, ns |
| Parent | 6.3 | 6.3 | t(81) = 0.5, ns | |
| There are some things that scientists should just not study when it comes to genetics.4* | Student | 3.9 | 5.1 | t(69) = 3.4, p = .001 |
| Parent | 3.7 | 4.5 | t(80) = 2.0, p = .05 | |
| I would consider participating in genetic research.4 | Student | 5.2 | 6.3 | t(72) = 3.1, p = .003 |
| Parent | 6.6 | 7.3 | t(78) = 2.6, p = .01 | |
| Participating in genetic research is safe.4 | Student | 5.6 | 6.2 | t(72) = 2.4, p = .02 |
| Parent | 6.6 | 6.9 | t(78) = 1.2, ns | |
| I have no control over what a researcher could do with my genetic information.4* | Student | 3.6 | 3.8 | t(72) = 0.5, ns |
| Parent | 4.4 | 4 | t(77) = 1.1, ns | |
| Researchers are completely honest with their study participants.4 | Student | 6.4 | 6.6 | t(74) = 0.7, ns |
| Parent | 5.9 | 6.2 | t(79) = 1.2, ns | |
| Researchers don't like interacting with their study participants.4* | Student | 3.4 | 3.4 | t(72) = 0.1, ns |
| Parent | 3.5 | 3.6 | t(77) = 0.6, ns | |
| Researchers want to know more than they need to know.3* | Student | 4.8 | 5.3 | t(72) = 1.9, ns |
| Parent | 4.1 | 4 | t(79) = 0.4, ns | |
| Worry Subscale | Student | 4.1 | 4.7 | t(73) = 2.6, p = .01 |
| Parent | 4.5 | 4.6 | t(81) = 0.5, ns | |
| I worry about how the findings from genetic research could change my life.2 | Student | 4.9 | 5.8 | t(73) = 2.6, p = .01 |
| Parent | 4 | 4.6 | t(81) = 2.0, p = .05 | |
| I worry about the consequences of genetic testing for being able to take out insurance.2 | Student | 4.7 | 4.9 | t(69) = 0.5, ns |
| Parent | 6.3 | 5.6 | t(80) = 1.7, ns | |
| I worry about how the findings from genetic research could change my children's lives.2 | Student | -- | -- | -- |
| Parent | 5.2 | 5.3 | t(81) = 0.3, ns | |
| The idea of genetic research frightens me.2 | Student | 2.7 | 3.2 | t(73) = 1.9, ns |
| Parent | 2.5 | 2.7 | t(78) = 0.9, ns | |
| Not included in a subscale | ||||
| Genetic research could lead to eugenics (using genetic information to discriminate against certain people).1 | Student | 4.8 | 5.7 | t(70) = 2.0, p = .05 |
| Parent | 6.4 | 6.1 | t(79) = 1.1, ns | |
| A researcher's main goal is to discover things that could improve health and well-being.4 | Student | 7 | 7.2 | t(72) = 1.0, ns |
| Parent | 7.2 | 7.6 | t(78) = 1.7, ns | |
Adapted from Jallinoja P, Aro AR. 2000 Does knowledge make a difference? The association between knowledge about genes and attitudes toward gene tests. J Health Commun. Jan–Mar;5(1):29–39.
Adapted from Morren, Rijken, Baanders, Bensing 2007 Perceived genetic knowledge, attitudes towards genetic testing and the relationship between these among patients with a chronic disease. Patient Education and Counseling 65:197–204.
Adapted from Henderson GE, Garrett J, Bussey-Jones J, Moloney ME, Blumenthal C, Corbie-Smith G. Great expectations: Views of genetic research participants regarding current and future genetic studies. Genetics in Medicine. 2008; 10(3): 193–200.
Newly developed questions.
Starred items are presented here with their raw means pre- and post-Diner. Scores for these items were reverse-coded (by subtracting raw score from 10) prior to inclusion in the subscale mean.