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Class 7: Moderation and Mediation. Momtraz et al (2012) & Brown et al (1996 ). Momtaz et al 2012 : Variables. Momtaz et al 2012 : Variables. Momtaz et al 2012 : Variables. Moderation Analyses : Regression. Medical C Religiosity P. Wellbeing

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Class 7 moderation and mediation

Class 7: Moderation and Mediation

Momtraz et al (2012) & Brown et al (1996)


Momtaz et al 2012 variables
Momtaz et al 2012: Variables


Momtaz et al 2012 variables1
Momtaz et al 2012: Variables


Momtaz et al 2012 variables2
Momtaz et al 2012: Variables


Moderation analyses regression
Moderation Analyses: Regression

Medical C

Religiosity P. Wellbeing

Medical C

X

Religiosity

High R

Med

R

Low

R


Table 3: Moderator: Religiosity/ DV: Wellbeingn = 1,410R2= .10** ΔR2 =.02** ΔR2 =.05** ΔR2 =.01**


Momtaz et al 2012 reg 3 rd step
Momtaz et al 2012: Reg. 3rd Step




The mediational model
The Mediational Model

.50

.50

C’ = 05

.

C =.29


The mediational model1
The Mediational Model

Research

Self Efficacy

.50

.50

.05

Training Env.

Research

Productivity

C =.29


The mediational model2
The Mediational Model

Research

Self Efficacy

.50

.50

C’ = 05

Training Env.

Research

Productivity

C =.29



Students higher in active religiosity will report higher levels of guilt than students lower in active religiosity

  • Design:

  • IV(s) Type:

  • DV(s) Type:

  • Analyses

  • Stat. Parameter


Students higher in active religiosity will report higher levels of guilt than students lower in active religiosity

  • Design:Expofacto

  • IV(s) Active religiosity Type: Categorical

  • DV(s) Guilt Type: Continuous

  • Analyses T Test

  • Stat. Parameter Means Student T


Are scores in active religiosity related to scores in a measure of guilt
Are scores in active religiosity related to scores in a measure of guilt?

  • Design:

  • IV(s) Type:

  • DV(s) Type:

  • Analyses

  • Stat. Parameter


Are scores in active religiosity related to scores in a measure of guilt1
Are scores in active religiosity related to scores in a measure of guilt?

  • Design: Correlational

  • IV(s) Active religiosity Type: Continuous

  • DV(s) Guilt Type: Continuous

  • Analyses Pearson P Correlation

  • Stat. Parameter r r2


To what extent students who differ in active religiosity (high vs low) and who were assigned to write about a positive vs. a negative drinking experience, will differ in level of guilt?

  • Design:

  • IV(s)Type:

  • DV(s)Type:

  • Analyses

  • Stat. Parameter


To what extent students who differ in active religiosity (high vs low) and who were randomly assigned to write a positive vs. a negative drinking experience, will differ in level of guilt?

  • Design: Factorial – Expo-facto and Experimental

  • IV(s) Active religiosity Type: Categorical

  • Drinking exp. Group Type:Categorical

  • Religiosity by Group Type: Categorical

  • DV(s) Guilt Type: Continuous

  • Analyses ANOVA

  • Stat. Parameter Means, F Statistic


To what extent the relation of active religiosity scores to guilt scores is similar for students who were randomly assigned to write a positive vs. a negative drinking experience?

  • Design:

  • IV(s)Type:

  • DV(s)Type:

  • Analyses

  • Stat. Parameter


To what extent the relation of active religiosity scores to guilt scores is similar for students who were randomly assigned to write a positive vs. a negative drinking experience?

  • Design: Correlational – Experimental

  • IV(s) Active religiosity Type: Continuous

  • Drinking exp. Group Type: Continuous

  • Religiosity X Group Type: Continuous

  • DV(s) Guilt Type: Continuous

  • Analyses Regression

  • Stat. Parameter R2 Betas


Hierarchical regression moderation dv guilt
Hierarchical Regression: Moderation: DV Guilt to guilt scores is similar for students who were randomly assigned to write a positive vs. a negative drinking experience?


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