Post-hoc probing of significant moderational and mediational effects in studies of pediatric populations.

By G. Holmbeck. Journal of Pediatric Psychology, 2002

1,968 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Management Science and Operations Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/00ea8989e85123f3a559a97884640545f755f001

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Citations in the corpus

When does the Gender Difference in Rumination Begin? Gender and Age Differences in the Use of Rumination by Adolescents (2008, background): “It is customary to enter the main independent variable alone in order to test the strength and direction of the basic relationship before adding potential moderators (Holmbeck, 2002).”
The relationship of emotional exhaustion to work attitudes, job performance, and organizational citizenship behaviors. (2003, methodology): “Following from Holmbeck (2002) , we computed the significance of the indirect path (i.e., the impact emotional exhaustion by means of commitment).”
Time spent outdoors during preschool: Links with children's cognitive and behavioral development (2017, positive): “Post hoc probing of the interaction (Holmbeck, 2002) indicated that children attending daycare who spent more time outdoors showed fewer inattentionhyperactivity symptoms at ages 4, 5, 6 and 7, controlling for a host of confounding factors.”
Corporal punishment and child adjustment (2006, background): “, standardized beta) and testing these for significance (Holmbeck, 2002).”
Understanding and Using Mediators and Moderators (2008, methodology): “The most commonly applied significance test of mediation is the Sobel test (Sobel 1982, 1988; Holmbeck 2002), which directly tests the significance of ab against a normal Z distribution, with a standard error approximately equal to ffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiffiff”
Indecisiveness and High School Students' Career Decision-Making Process: Longitudinal Associations and the Mediational Role of Anxiety. (2006, methodology): “mediator in the model (Holmbeck, 2002).”
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models (2008, background): “not decrease appreciably upon the addition of M to the model ( Holmbeck, 2002 ).”
Contemporary approaches to assessing mediation in communication research. (2008, background): “For example, a significant c and nonsignificant c′ may differ by a trivial amount in absolute terms, yet the causal steps criteria would indicate that mediation is occurring (a possible Type I error; Holmbeck, 2002).”
SPSS and SAS procedures for estimating indirect effects in simple mediation models (2004, background): “For example, Holmbeck (2002) points out that it is possible to observe a change from a significant XÆY path to a nonsignificant XÆY path upon the addition of a mediator to the model with a very small change in the absolute size of the coefficient.”
Early Maladaptive Schemas as Moderators of the Impact of Stressful Events on Anxiety and Depression in University Students (2012, methodology): “Following standard procedure, predictors were centered to maximize interpretability and minimize potential problems with multicollinearity (Frazier et al. 2004; Holmbeck 2002).”
Testing mediational models with longitudinal data: questions and tips in the use of structural equation modeling. (2003, neutral): “According to Baron and Kenny’s (1986) expansion of Sobel’s (1982)12 calculations, the standard error for the indirect effect ab is (b2sa2 a2sb2 sa2sb2)1/2 (assuming multivariate normality), where sa and sb are the standard errors for a and b, respectively (see Holmbeck, 2002, for examples).”
Mediators and mechanisms of change in psychotherapy research. (2007, methodology): “Multiple regression techniques, path analysis, structural equation modeling, and bootstrap methods are prominent options (Baron & Kenny 1986, Holmbeck 2002, Hoyle & Smith 1994, Kenny et al. 1998, MacKinnon et al. 2002, Shrout & Bolger 2002).”