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This study briefly discusses the process of mediating and moderating analysis in a management research process. The modern approaches to statistical mediation and moderation analysis focus on estimation and inference about the indirect effect of independent variables X on dependent variable Y through proposed intervening variable M and moderation variable Z. Mediators and moderators are often overlooked in research designs, or the terms are used incorrectly. To date, virtually all discussions of these approaches have assumed X is either dichotomous or continuous, even though investigators frequently are interested in testing mediation hypotheses involving multiple independent variables. The aim of the research study is to learn from past practice and to use that knowledge to signal to researchers the importance of correctly applying mediation and moderation tests as well as to facilitate the valid testing of mediation and moderation models and the reporting of mediations and moderators results in future management research studies. This research article summarizes the conceptual differences between mediators and moderators. The statistical analysis of mediators and moderators in multiple regressions is briefly described and presented. The authors describe the estimation of indirect effects in statistical mediation analysis with a multi-independent variables and moderation variables. The authors introduce the concept of the relative indirect effects, show how relative indirect effects are estimated in multiple regressions and structural equation modeling and how they are interpreted as functions of how the variables are analyzed. The authors describe inferential tests for the relative indirect effects and provide examples. [ABSTRACT FROM AUTHOR]

Third variable models, such as mediation and moderation, can identify contextual factors that help explain the relation between two variables. Although used less frequently in school psychology research, longitudinal mediation, longitudinal moderation, and the integration of these two approaches can be used to describe the developmental changes in children's psychological and behavioral processes throughout the school years and beyond. This article provides conceptual descriptions of longitudinal mediation, longitudinal moderation, longitudinal moderated mediation, and longitudinal mediated moderation and demonstrates the use of these methods with a large sample of elementary students. Extensions of these methods and applied examples from the literature are also discussed. The M plus syntax from our illustrated examples are provided for those interested in reproducing the analyses. [ABSTRACT FROM AUTHOR]

Most statistical methods applied in the social sciences involve testing direct relationships among variables. However, since psychology deals with complex phenomena, this corpus of methods is not sufficient to understand the mechanisms and conditions under which certain direct relationships apply. Moderation and mediation analyses were the first step towards understanding more complex relationships among variables. The analysis of mediation answers the question of "how" and "why", or through what mechanisms a particular relation is realized, while the analysis of moderation offers the answer to the question of "when", "for whom" and "under what conditions" a particular relation between the predictor and criterion variables applies. Although the increasing use of moderation and mediation analyses has led to advances in understanding the phenomena addressed by psychology, complex psychological theories require testing more complex models based on these analyses. Accordingly, this paper will outline theoretical rationales for using models such as moderated mediation, moderation mediation, parallel and serial mediation and three-way interaction. This paper focuses on explaining the conceptual differences between these complex models, through demonstrating the need to use these models on examples of different psychological theories. [ABSTRACT FROM AUTHOR]

The current study aimed at investigating the relationship between elements of cognitive processing, emotional strategies of coping, and to show cognitive dysregulation in permanent employees. More specifically, the current research examined the mediating role of metacognitive components in developing negative beliefs about thoughts, further exploring moderation across gender. The sample (N=514) was purposively selected from various local organizations in Pakistan. The data was analyzed using SPSS and AMOS software (version 22). The results indicated significant gender differences in worry and emotion oriented coping. Findings through structural equation modelling revealed that mediated relationship between positive beliefs, emotional coping and negative beliefs was significantly moderated by gender. Conversely, negative beliefs about the harmfulness of thoughts were found to be affecting the females less, suggesting males to hold higher risks of dysregulation. [ABSTRACT FROM AUTHOR]

The theory of planned behavior states that individuals act on their intentions, especially when they have behavioral control. The current study examines how seeking recycling-related procedural information—i.e., information about how and where to recycle—is related to behavioral control. Hypothesis testing used hierarchical ordinary least squares regression analysis of longitudinal data from 553 survey respondents. Results supported seven hypotheses. Most notably, procedural information seeking both mediated and moderated the relationship between intention and behavior. Further, the moderation effect was itself mediated by behavioral control. The argument for this mediated moderation is that information seeking enhances behavioral control, and it is primarily behavioral control that moderates the relationship between intention and behavior. These results have implications for the theory of planned behavior and, more generally, for how individuals use information to support their behaviors.

This study develops an understanding of the antecedents and performance-related consequences of strategic environmental sourcing ( SES). Institutional pressure and the firm's environmental engagement serve as antecedents to SES, with performance dimensions including environmental, product development, and product quality performance. While direct relationships between these dimensions and SES have been studied in prior work, the present research adds greater specificity and depth by investigating process and contingency effects on product-level outcomes. The resource-based theory provides the theoretical motivation for these relationships, which are tested via survey data collected from sourcing professionals in the U. S. manufacturing industry. The results emphasize environmental engagement as an important process element between institutional pressure and SES, and highlight the ability of institutional pressure to strengthen the relationship between environmental engagement and SES. Environmental performance was found as an influential conduit in the relationship between SES and both product quality and product development performance, with SES also serving as a contingency. [ABSTRACT FROM AUTHOR]

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Objective The concepts and associated analyses of mediation and moderation are important to the field of psychology. Although pediatric psychologists frequently incorporate mediation and moderation in their theories and empirical research, on few occasions have we integrated mediation and moderation. In this article, conceptual reasons for integrating mediation and moderation are offered. Method We illustrate a model that integrates mediation and moderation. Results In our illustration, the strength of an indirect or a mediating effect varied as a function of a moderating variable. Conclusions Clinical implications of the integration of mediation and moderation are discussed, as is the potential of integrated models to advance research programs in pediatric psychology. [ABSTRACT FROM PUBLISHER]

The article discusses a study on the significance of organizational justice to research integrity. Data came from a national, mail-based survey conducted in 2006 and 2007 on 5,000 randomly chosen faculty from biomedical and social science departments at 50 top-tier research universities in the U.S. The study found that perceptions of organizational justice are positively related with self-reports of ideal behaviors and negatively related with self-reports of misbehavior and misconduct.

This paper describes methods for testing mediation and moderation effects in a dataset, both together and separately. Investigations of this kind are especially valuable in prevention research to obtain information on the process by which a program achieves its effects and whether the program is effective for subgroups of individuals. A general model that simultaneously estimates mediation and moderation effects is presented, and the utility of combining the effects into a single model is described. Possible effects of interest in the model are explained, as are statistical methods to assess these effects. The methods are further illustrated in a hypothetical prevention program example. [ABSTRACT FROM AUTHOR]

Mediation and moderation are two theories for refining and understanding a causal relationship. Empirical investigation of mediators and moderators requires an integrated research design rather than the data analyses driven approach often seen in the literature. This paper described the conceptual foundation, research design, data analysis, as well as inferences involved in a mediation and/or moderation investigation in both experimental and non-experimental (i.e., correlational) contexts. The essential distinctions between the investigation of mediators and moderators were summarized and juxtaposed in an example of a causal relationship between test difficulty and test anxiety. In addition, the more elaborate models, moderated mediation and mediated moderation, the use of structural equation models, and the problems with model misspecification were discussed conceptually. [ABSTRACT FROM AUTHOR]

Procedures for examining whether treatment effects on an outcome are mediated and/or moderated have been well developed and are routinely applied. The mediation question focuses on the intervening mechanism that produces the treatment effect. The moderation question focuses on factors that affect the magnitude of the treatment effect. It is important to note that these two processes may be combined in informative ways, such that moderation is mediated or mediation is moderated. Although some prior literature has discussed these possibilities, their exact definitions and analytic procedures have not been completely articulated. The purpose of this article is to define precisely both mediated moderation and moderated mediation and provide analytic strategies for assessing each. [ABSTRACT FROM AUTHOR]

Objective Most previous research on etiological factors that predict children's unintentional injuries has focused on single independent risk factors that predict injury, but psychological methods and theory lend themselves to simultaneous consideration of multiple risk factors that might together create an increased or decreased risk for injury. Method One approach to considering multiple risk factors of child injury, inspired by Lizette Peterson's notion of process analysis, is to consider how risk factors serve in moderated, mediated, and mediated moderation roles to each other. We present two lines of research that exemplify such models. in each, multiple risk factors for child injury are considered within a single theoretical model. Conclusions Implications for understanding the etiology of children's unintentional injuries and developing empirically derived injury prevention techniques are discussed. [ABSTRACT FROM AUTHOR]