Mediation, Moderation, and Conditional Process Analysis: Concepts, Computations, and Some Common Confusions
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This work provides a conceptual introduction to mediation, moderation, and conditional process analysis in psychological research. We discuss the concepts of direct effect, indirect effect, total effect, conditional effect, conditional direct effect, conditional indirect effect, and the index of moderated mediation index, while providing our perspective on certain analysis and interpretation confusions that sometimes arise in practice in this journal and elsewhere, such as reliance on the causal steps approach and the Sobel test in mediation analysis, misinterpreting the regression coefficients in a model that includes a product of variables, and subgroups mediation analysis rather than conditional process analysis when exploring whether an indirect effect depends on a moderator. We also illustrate how to conduct various analyses that are the focus of this paper with the freely-available PROCESS procedure available for SPSS, SAS, and R, using data from an experimental investigation on the effectiveness of personal or testimonial narrative messages in improving intergroup attitudes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it