Thank you! I will try my best to post a demonstration.

Please email me at [email protected]

Yes, it is possible to observe a scenario where the direct effect is significant, the indirect effect is not significant, and the total effect is significant. This outcome indicates that there is a significant relationship between the independent variable (IV) and the dependent variable (DV) that is not explained by the mediator. Simply put, there is no evidence to support mediation in this case. The mediator does not account for or explain the relationship between the IV and the DV. Interpretation When the indirect effect is not significant, it suggests that the mediator does not significantly contribute to the pathway from the IV to the DV. However, the significant direct effect indicates that the IV influences the DV independently of the mediator. This situation underscores the importance of analyzing the relationships carefully, as the mediator may not play the role initially hypothesized. Example Let’s consider a study examining the impact of study hours (IV) on math achievement (DV), with self-efficacy (Mediator) hypothesized as the mediator: Direct Effect: The analysis shows that study hours have a significant direct effect on math achievement (e.g., β = 0.40, p < 0.05). This means that students who study more hours tend to perform better in math, regardless of their level of self-efficacy. Indirect Effect: The path through self-efficacy (study hours → self-efficacy → math achievement) is not significant (e.g., β = 0.05, p > 0.05). This suggests that self-efficacy does not significantly explain the relationship between study hours and math achievement. Total Effect: The total effect (combining both direct and indirect effects) is significant (e.g., β = 0.45, p < 0.05). This confirms that study hours are still strongly associated with math achievement when considering all possible pathways. How to Interpret In this example: The significant direct effect tells us that study hours independently contribute to math achievement. The non-significant indirect effect indicates that self-efficacy does not mediate this relationship, meaning it does not explain how or why study hours influence math achievement. The significant total effect reflects the overall strength of the relationship between study hours and math achievement, regardless of mediation. This pattern might occur if the mediator is not relevant to the context or if there are other unmeasured mediators influencing the relationship. It can also suggest that the IV has a direct and robust influence on the DV that is not contingent on the mediator.

@@renenob Wow! Thank you so much for this Doc Rene!

@@JeremyAterrado hi! Traditionally, full mediation is when the direct effect in so longer significant while partial mediation is when the direct effect still significant. However, a more conventional way of reporting is to move away from the full and partial distinction. I suggest that you simply say there is mediation or none. No need to say if it is full or partial. I hope this helps.

You are correct. The results simply means there is no moderation. You cannot reply on the coefficients for the individual predictors. . Report the coefficients for individual predictors from the prior analysis (the one without the interaction term).

Unfortunately, I do not.

You are welcome! Please subscribe.

Hi there! The number you see for Initiative -> SSE in the Total Effect Table shows how initiative affects SSE before considering the role of the mediator. In contrast, the number for Initiative -> SSE in the Path Coefficients Table shows the direct effect of initiative on SSE. This means it only shows the effect after removing the part that the mediator explains. I hope this helped. I suggest to read more about the distinction between the total effect and the direct effect.

Salamat, John!

You're welcome!

It's great program! They also offer scholarships. Yes there are courses on assessment and scaling theory.

@@renenob wow! Thanks, Doc Rene! I hope to join the program soon. If ever, is it possible to take electives from Psych Dept even if on Ed Psych prog under BAGCED?

@@jasperdioco6437 I am not sure about that. I have not encountered a BAGCED student who took electives in our Department.

You can watch this tutorial: kzbin.info/www/bejne/noXUlJiIe6yKa9Usi=EGnPKfq1DJy8l1_o

Thank you! Please subscribe if you haven’t. :)

Already a subscriber since many years.😜

Thank you for the suggestion. I will include that in the pipeline of content to produce. Kindly subscribe. Thank you!

Linear? Can you clarify your question?

I applied this approach in my thesis, and my supervisor is advising me to specify the type of multiple regression used.

I believe so. One important change. Greek letter notations must not be in italics.

Hmmmmmm..... the software can run it, but I am not sure if such measurement captures the phenomenon.

Do your mean a 4-level categorical variable? I haven't tried.

thanks

What is this a slang for?

@@renenob it means you explained it really well and that they understood it :)

thank you for the suggestion! I will include it in the to-do list.

This is already the Results section. The discussion part is a different thing.

Welcome!

You are welcome!

Sama-sama

I think so

I don't think that is necessary

what is the p variance?

yes

what do you mean? Linear usually refers to the quality of the relationship between 2 variables, not just a variable.

I usually look for published paper and use their table presentations as a model.

Mean and SD

yup

Did I say "intercourse?" Oh my!

welcome!