Statistical mediation analysis with a multicategorical independent variable

Hayes, Andrew F.; Preacher, Kristopher J.

doi:10.1111/bmsp.12028

Cited by 2,448 publications

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“…Through a bootstrapping analysis (5000 samples) utilizing the MEDIATE macro (Hayes & Preacher, 2014), I tested a model with education level as independent variable, conspiracy beliefs as dependent variable, and powerlessness, subjective social class, and belief in simple solutions as parallel mediators. Gender, age, and income were again included as control variables.…”

Section: Resultsmentioning

confidence: 99%

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Why Education Predicts Decreased Belief in Conspiracy Theories

Prooijen

2016

Applied Cognitive Psychology

319

247

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SummaryPeople with high education are less likely than people with low education to believe in conspiracy theories. It is yet unclear why these effects occur, however, as education predicts a range of cognitive, emotional, and social outcomes. The present research sought to identify mediators of the relationship between education and conspiracy beliefs. Results of Study 1 revealed three independent mediators of this relationship, namely, belief in simple solutions for complex problems, feelings of powerlessness, and subjective social class. A nationally representative sample (Study 2) replicated these findings except for subjective social class. Moreover, variations in analytic thinking statistically accounted for the path through belief in simple solutions. I conclude that the relationship between education and conspiracy beliefs cannot be reduced to a single mechanism but is the result of the complex interplay of multiple psychological factors that are associated with education. © 2016 The Authors. Applied Cognitive Psychology published by John Wiley & Sons Ltd.

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Section: Resultsmentioning

confidence: 99%

“…I then analyzed the same mediational model as in Study 1 through the SPSS Mediate macro (Hayes & Preacher, 2014), with gender and age as control variables. The model is depicted in Figure 2.…”

Section: Resultsmentioning

confidence: 99%

Why Education Predicts Decreased Belief in Conspiracy Theories

Prooijen

2016

Applied Cognitive Psychology

319

247

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“…Given that the availability of only two level-2 clusters (2 research sites) precludes multilevel modeling analyses (Hox, 1998;Hox, Moerbeek, Kluytmans, & van den Schoot, 2014), and given that we entertained (Tables S1, S2, & S3), for which standardization was done for each site. We conducted meditational analyses and tested the indirect effects, using the MEDIATE macro for the SPSS statistical package (Hayes & Preacher, 2014). We adopted an alpha level of .05 throughout.…”

Section: Data Analysesmentioning

confidence: 99%

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Kane

Smeekens

Bastian

et al. 2017

Journal of Experimental Psychology: General

115

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A combined experimental-correlational study with a diverse sample (N = 182) from two research sites tested a set of five a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video, and also whether longhand note-taking would help reduce mind wandering, at least for some students. Half the subjects took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that: (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the two sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning.Keywords: mind wandering, note-taking, learning, education, situational interest, media multitasking Mind Wandering, Lecture Learning, and Situational Interest 3 A Combined Experimental and Individual-Differences Investigation into Mind Wandering During a Video LectureHow can teachers and students optimize learning? Cognitive psychologists are increasingly applying laboratory findings to this educational problem. Principles from the memory literature, such as the benefits of spaced practice, testing, and metacognitive selfevaluations, have been most successfully employed and broadly disseminated (for reviews, see Benassi, Overson, & Hakala, 2014;Brown, Roediger, & McDaniel, 2014;Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). We suggest that this education-focused research should also embrace two additional domains: (a) individual differences in cognitive abilities and domain experience (e.g., interest and knowledge) and (b) the functions-and dysfunctions-of attention in learning contexts.Stable cognitive-ability differences, such as those in working memory capacity (WMC), predict many indices of academic achievement (e.g., Alloway & Alloway, 2010;Cowan et al., 2005). Educational psychology has further identified personality and experi...

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“…As the independent variable -illness severity -was a categorical variable with three levels, two dummy-coded variables (D1 and D2) were created for the purpose of multiple meditation analysis [32]. In this study, young people whose seizures were effectively controlled with AED (Moderate) was the reference category.…”

Section: Multiple Mediation Analysismentioning

confidence: 99%

“…Hayes and Preacher [32] appended the term relative to describe total, direct and indirect effects in multiple mediation models with a multi-categorical independent variable, as it quantifies the effect of being in one group relative to the reference category. Point estimates and confidence intervals of relative indirect effects (total and specific) were estimated from 10,000 bootstrapped samples.…”

Section: Multiple Mediation Analysismentioning

confidence: 99%

Individual and family factors associated with self-esteem in young people with epilepsy: A multiple mediation analysis

Chew

Haase

Carpenter

2017

Epilepsy & Behavior

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. Individual and family factors associated with self-esteem in young people with epilepsy: A multiple mediation analysis. Epilepsy and Behavior, 66, 19-26. DOI: 10.1016/j.yebeh.2016.09.039 Peer reviewed version Link to publication record in Explore Bristol Research PDF-document This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Elsevier at http://www.sciencedirect.com/science/article/pii/S1525505016303407. Please refer to any applicable terms of use of the publisher. University of Bristol -Explore Bristol Research General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms AbstractObjective: As young people experience added demands from living with epilepsy, which may lead to poor psychosocial adjustment, it is essential to examine mechanisms of change to provide practitioners with knowledge to develop effective interventions. The aim of this study was to examine individual and family-level factors -stress and illness perceptions, coping behaviours and family resilience -that promote or maintain young people's self-esteem.Methods: From November 2013 to August 2014, young people attending a neurology clinic in KK Women's and Children's Hospital, Singapore, participated in a cross-sectional survey (n=152; 13-16 years old). Multiple mediation analyses were conducted to evaluate whether these variables mediated the relationship between illness severity (i.e., low, moderate, high) and self-esteem.Results: Multiple mediation analyses demonstrated that illness severity had a direct effect on young people's self-esteem. Compared to those with moderate illness severity (reference group), young people with low severity had significantly higher self-esteem (c=3.42, p<0.05); while those with high severity had a more negative view of themselves (c=-3.93, p<0.001).Illness severity also had an indirect influence on self-esteem through its effects on mediators, such as perceived stress, illness perceptions and family resilience (D1: Total ab=3. 46, 95% CI 1.13, 5.71;). However, young people's coping levels did not predict their self-esteem, when accounting for the effects of other variables.Significance: The continued presence of seizure occurrences is likely to place greater demands on young people and their families: in turn, increased stress and negative illness perceptions, negatively affected family processes that promote resilience. As the mediating effect of these modifiable factors were above and beyond the contributions of illness characteristics and young people's levels of coping, this has implications for developing individual and family interventions aimed to support young people living with epilepsy.

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Statistical mediation analysis with a multicategorical independent variable

Cited by 2,448 publications

References 70 publications

Why Education Predicts Decreased Belief in Conspiracy Theories

Why Education Predicts Decreased Belief in Conspiracy Theories

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

Individual and family factors associated with self-esteem in young people with epilepsy: A multiple mediation analysis

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