有调节的中介模型检验方法-竞争还是替补-温忠麟解读(共9页).doc

精选优质文档-倾情为你奉上 724 心 理 学 报 46 卷 杂 , 模型中既包括结构方程 , 也包括测量方程 , 因 此 , 模型的拟合检验变得很重要 (温忠麟等 , 2012。 无论是显变量还是潜变量 , 都可以利用结构方程建 模 , 使用的模型可能比用显变量建立回归模型少 , 如方程 (2和 (3用一个模型就可以了 , 图 4 是其相 应的路径图。 本文讨论的有调节的中介模型只涉及一个调 节变量 , 如果前半路径和后半路径的调节变量不同, 分别是 U 和 V, 则图 4 和图 7 的中介效应变成 (a1+ 本文 a3U(b1+b2V, 本文提出的检验流程仍然适用。 讨论的模型只涉及一个中介变量 , 更复杂的模型包 括有调节的多重中介分析 (Hayes, 2013、多水平数 这些复杂 据的有调节的中介分析 (刘东等 , 2012等。 模型的检验方法和步骤 , 有待进一步研究。 参 考 文 献 Baron, R. M., & Kenny, D. A. (1986. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 11731182. Edwards, J. R., & Lambert, L. S. (2007. Methods for integrating moderation and medation: A general analytical framework using moderated path analysis. Psychological Methods, 12, 122. Ellis, P. D. (2010. The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge, NY: Cambridge University Press. 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Analyses of moderating and mediating effects. Beijing: Educational Science Publishing House. 温忠麟 , 刘红云 , 侯杰泰 . (2012. 调节效应和中介效应分 析 . 北京 : 教育科学出版社 . Ye, B., & Wen, Z. (2013. A discussion on testing methods for mediated moderation models: Discrimination and integration. Acta Psychologica Sinica, 45, 10501060. 叶宝娟 , 温忠麟 . (2013. 有中介的调节模型检验方法 : 甄 别和整合 . 心理学报 ,45, 10501060. Ye, B., Yang, Q., & Hu, Z. (2012. The effect mechanism of parental control, deviant peers and sensation seeking on drug Use among reform school students. Psychological Development and Education, 28, 641650. 不良同伴和感觉 叶宝娟 , 杨强 , 胡竹菁 . (2012. 父母控制、 寻求对 工读生 毒品使 用的影 响机制 , 心理发展与教育 , 28, 641650. Ye, B., Yang, Q., & Hu, Z. (2013. Effect of gratitude on adolescents academic achievement: Moderated mediating effect.Psychological Development and Education, 29, 192199. 叶宝娟 , 杨强 , 胡竹菁 . (2013.感恩对青少年学业成就的影 响：有调节的中介效应 , 心理发展与教育 , 29, 192199. Yuan, Y., & MacKinnon, D. P. (2009. Bayesian mediation analysis. Psychological Methods, 14, 301322. 5期 温忠麟 等: 有调节的中介模型检验方法：竞争还是替补 725 附录 1 1.000 0.262 0.181 0.019 0.048 变量间的协方差矩阵文件 (p1.txt 1.000 0.539 0.036 0.044 1.000 1.000 1.073 0.608 1.142 0.034 0.082 0.044 0.036 ANALYSIS: Bootstrap=2000; ! Bootstrap 法抽样 2000 次 MODEL: W on X (a1 U UX (a3; !做 W 对 X,U, UX 的回归 !X 和 UX 的回归系数分别命名为 a1 和 a3 Y on X U W (b1 UW (b2; !做 Y 对 X,U, W, UW 的回归 !W 和 UW 的回归系数分别命名为 b1 和 b2 MODEL CONSTRAINT: new (H1-H7; H1= a1*b2; H2= a3*b1; H3= a3*b2; H4=a1*b1; ! a1b2 的估计 ! a3b1 的估计 ! a3b2 的估计 !当 U 等于 0 时的 (a1+a3U(b1+b2U !的中介效应的值 H5=H4 H1 H2 H3; !当 U 等于 1 时的中介效应 (a1+a3U(b1+b2U的值 H6=H4-H1-H2 H3; !当 U 等于 -1 时的中介效应 (a1+a3U(b1+b2U的值 H7=H5-H4; ! U 等于 1 和 0 时的 (a1+a3U(b1+b2U之差 OUTPUT: cinterval (bcbootstrap; !输出系数乘积及中介效应之差的偏差校正的百分位 !Bootstrap 计算的中介效应置信区间 0.183 0.153 0.180 注释：变量依次为学业成就 (Y 、复原力 (W 、感恩 (X 、 感恩与生活事件交互项 (UX及复原力与生 生活事件 (U、 活事件交互项 (UW。 附录 2 分析图 11 所示模型的 Mplus 程序 数据文件 TYPE IS COVA; ! 数据类型是下三角协方差矩阵 !被试为 1148 人 NOBSERVATIONS ARE 1148; !变量为 Y, W, X, U, UX, UW MODEL: W on X U UX; !做 W 对 X, U, UX 的回归 Y on X U W UW; !做 Y 对 X, U, W, UW 的回归 OUTPUT: 附录 3 用偏差校正的百分位 Bootstrap 法检验有调节 DATA: FILE IS p1.txt; ! p1.txt 是包含附录 1 的协方差的 VARIABLE: NAMES ARE Y W X U UX UW; 的中介模型的 Mplus 程序 DATA: FILE IS p.dat; ! Bootstrap 法需要原始数据 VARIABLE: NAMES ARE Y W X U UX UW; 726 心 理 学 报 46 卷 Different Methods for Testing Moderated Mediation Models: Competitors or Backups? WEN Zhonglin1; YE Baojuan2 (1 Center for Studies of Psychological Application/School of Psychology, South China Normal University, Guangzhou , China (2 School of Psychology, Jiangxi Normal University, Nanchang , China Abstract Mediation and moderation models are frequently used in the research of psychology and many other social science disciplines. Mediation indicates that the effect of an independent variable on a dependent variable is transmitted through a third variable, namely a mediator. For example, students gratitude promoted their academic achievement medially by increasing everyday academic resilience. Moderation occurs when the effect of an independent variable on a dependent variable varies according to the level of a third variable, which interacts with the independent variable. For instance, adolescents perceptions of their teachers authoritative teaching moderated the effect of antisocial disruption on peer acceptance. It is not uncommon for hypotheses about moderation and mediation relationships to occur in the same context where more than three variables are involved. When a mediation effect is moderated by a moderator, the effect is termed moderated mediation and the model is moderated mediation model. For example, everyday academic resilience acts as a mediator between gratitude and academic achievement, and this mediation process is moderated by stressful life events. There are several methods for testing moderated mediation models. The moderated mediation models being used for proposed testing methods are different. We are wondering whether different testing methods are competitors, or some of them are only backups. We discussed the different testing methods based on the most general type of model. The traditional testing method is the moderated causal steps approach, in which the regression coefficients are tested in sequence. Modern methods include the testing of the products of coefficients by using Bootstrap method or MCMC method, and testing of the difference between the maximum and minimum of the mediation effects. On the basis of the previous studies it can be summarized that the power of test with the moderated causal steps approach is the lowest among the three testing methods, whereas the testing of the difference between the maximum and minimum of the mediation effects has the highest power of test. After comparing significant results of the three testing methods by reviewing the simplification, implication, information, and explanation, we concluded that the moderated causal steps approach should be recommended first; testing of the products of coefficients by using Bootstrap method or MCMC method should be treated as a backup; testing of the difference between the maximum and minimum of the mediation effects should be the final choice. We proposed a hierarchical procedure for testing moderated mediation models as follows: Step 1. Adopt the moderated causal steps approach to test the model. If the significant result is obtained from the test, the mediating effect is moderated. Otherwise, go to Step 2. Step 2. Test the products of coefficients by using Bootstrap method or MCMC method. If any product is significantly different from zero, the mediating effect is moderated. Otherwise, go to Step 3. Step 3. Test the difference between the maximum and minimum of the mediation effects. If the difference is significant, the mediating effect is moderated. Otherwise, the mediating effect is not moderated. As an illustration, the procedure was applied to an empirical study in which everyday academic resilience played the role of a mediator between gratitude and academic achievement, and this mediation process moderated by stressful life events. The relationship and difference between moderated mediation models and mediated moderation models were also discussed. Key words mediation; moderation; moderated mediation; mediated moderation 专心-专注-专业