Mediator Moderator confounding third variable criterion variable FEEDBACK

Mediator moderator confounding third variable

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Mediator Moderator confounding third variable criterion variable FEEDBACK: Mediators vs. Third Variables — In a third-variable explanation, the third variable (amount of education) explains the relationship between the two variables in the original bivariate correlation (having a demanding job and cognitive benefits in later years). 12) When a third variable explains the relationship between two other variables, that kind of a third variable is called a: mediator. moderator. spurious correlation. predictor variable. 6
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FEEDBACK: Mediators vs. Moderators — Mediators address the question of why two other variables are related. 13) When a relationship between two variables depends on the level of a third variable, that kind of a third variable is called a: mediator. moderator. spurious correlation. predictor variable. FEEDBACK: Mediators vs. Moderators — Moderating variables provide information about when or under what conditions two other variables are related. 14) Onwuegbuzie et al. (1999) examined foreign language anxiety as a predictor of foreign language achievement. They performed a multiple-regression analysis and included other predictor variables including academic achievement, perceived scholastic competence, and perceived self-worth. What is the criterion variable? foreign language achievement foreign language anxiety academic achievement perceived self-worth FEEDBACK: Dependent Variables and Predictor Variables — Foreign language achievement is the dependent variable or variable the researchers were most interested in understanding. 15) Onwuegbuzie et al. (1999) examined foreign language anxiety as a predictor of foreign language achievement. They performed a multiple-regression analysis and included other predictor variables including academic achievement, perceived scholastic competence, and perceived self-worth. The beta for the predictor variable of perceived scholastic competence was positive and statistically significant. Why couldn’t you say that perceived scholastic competence improves foreign language achievement? The temporal precedence is not established and there may be another variable that accounts for the relationship. The p values are not large enough. More variables should have been included in the multiple–regression analysis. There were some uncontrolled variables. FEEDBACK: Regression Does Not Establish Causation — While perceived scholastic competence clearly is related to foreign language achievement, it isn’t clear whether the perceived competence preceded foreign language achievement or if there is another variable besides foreign language anxiety, academic achievement, and perceived self-worth involved.
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