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Introduction Caregiver burden is high among caregivers of PD patients (CPD). Neuropsychiatric symptoms are leading contributors to CPD burden, but whether different symptoms differentially impact domains of caregiver burden is not known. Our objective was to examine which neuropsychiatric symptoms and demographic factors contribute to different domains of caregiver burden in PD. Methods This was a cross-sectional online survey study. Participants were recruited from the Fox Insight (FI) study and were eligible if they identified themselves as a CPD. The primary outcome was the Caregiver Burden Inventory (CBI) total score and its 5 sub-domain scores. The Neuropsychiatric Inventory Questionnaire (NPI-Q) assessed caregiver-reported neuropsychiatric symptoms in the care recipient. Multivariable linear regression models were used to characterize the associations between NPI-Q symptom severity scores and CBI scores. Covariates were caregiver age, sex, education, and caregiving duration. Results The sample consisted of 450 CPD, mean age 65.87 (SD 10.39) years, 74% females. After adjusting for covariates, CBI total score was predicted by NPI-Q total score (β = 1.96, p < 0.001); model adjusted R2 = 39.2%. Anxiety severity had the largest effect size [standardized β (sβ) = 0.224] on the time-dependency domain, which was also associated with female sex (sβ = − 0.133) and age (sβ = 0.088). Severity of disinhibition (sβ = 0.218), agitation (sβ = 0.199), and female sex (sβ = 0.104) were associated with greater emotional burden. Conclusion Our findings indicate that demographic characteristics and specific neuropsychiatric symptoms contribute differentially to domains of caregiver burden. Tailored interventions to support CPD are needed.

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Previous research has demonstrated that student motivation and engagement can take different forms across a variety of tasks at school or college. However, no research has yet examined the forms of student momentary engagement that emerge in response to a single task. Adolescent students (N = 196) from two low-income secondary schools in Dublin, Ireland, were given the same English grammar task to complete in a ten-minute period. We used systematic observation and post-task self-report measures to collect data on momentary cognition, emotion, motivation, and behavior. Using Latent Profile Analysis, we discovered seven main forms of momentary (dis)engagement: fully engaged, attentive but amotivated, attentive but disinterested, attentive but disaffected, distracted but motivated, disengaged, and deeply disengaged. Gender, ethnicity, academic self-efficacy, peer support and classmate cognitive engagement were notable predictors of group membership. The results should be useful to educators wanting to understand why students in their classrooms have a variety of responses to the same task.

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