Assignment: 5-1 Short Paper 2: Mediation And Moderation PSY

Assignment: 5-1 Short Paper 2: Mediation and Moderation PSY-520 Erika Barcena

Mediation and moderation are crucial concepts in research because most studies examine the relationship between two variables, typically an independent variable (IV) and a dependent variable (DV). These relationships can be influenced by additional variables that either explain or alter the strength of the association between IV and DV. According to Baron and Kenny (1986), a mediator variable explains the mechanism through which the IV influences the DV, while a moderator variable affects the strength or direction of this relationship.

Understanding the distinction between these variables is essential to accurately interpret research findings. A mediator provides insight into the process underlying a relationship, whereas a moderator clarifies for whom or under what conditions the relationship occurs. For example, research has shown that high satisfaction with a direct supervisor leads to lower employee turnover. Here, satisfaction with the supervisor is the IV, and employee turnover is the DV. A moderator in this context might be organizational culture, which influences the extent to which satisfaction impacts turnover. If organizational culture is supportive, the effect of satisfaction on turnover might be weaker; if unsupportive, the effect may be stronger. The mediator would clarify the mechanism: satisfied employees may be less likely to leave because they feel more valued or motivated, which explains why satisfaction reduces turnover (DeConinck, 2009).

Similarly, parental reading habits serve as another example. Children who are read to frequently by their parents tend to show faster cognitive development. The IV is parental reading frequency, and the DV is the child's cognitive development. The moderator could be socio-economic status, which influences the extent to which reading impacts development. Children from higher socio-economic backgrounds may benefit more from reading due to additional resources, while children from lower socio-economic backgrounds might see less benefit. The mediator in this case might be language skills acquired through reading; increased reading improves language skills, which then enhances cognitive development (National Scientific Council on the Developing Child, 2007).

Research also indicates that social exclusion increases aggressive behaviors. When individuals are socially excluded, they tend to behave more aggressively, even toward those who had no previous role in the exclusion (Twenge, Baumeister, Tice, & Stucke, 2001). In this situation, social exclusion is the IV, and aggression is the DV. A moderator could be individual differences such as empathy levels, which influence how strongly exclusion impacts aggression. The mediator could be feelings of anger or frustration caused by exclusion; these feelings then lead to aggressive actions. This exemplifies how the mediator explains why exclusion results in aggression, while the moderator influences the strength of this effect.

Finally, in the context of criminal justice, defendants who wear glasses are less likely to be convicted of violent crimes by juries (Brown, Henriquez, & Groscup, 2008). Here, wearing glasses is the IV, and the DV is the likelihood of conviction. The type of crime committed (violent versus non-violent) could serve as a moderator, influencing whether glasses have an effect on conviction likelihood. The mediator might involve jury perceptions of credibility or demeanor, which are influenced by visual cues such as glasses. In this example, the type of crime is central to the story—violent crimes may be perceived differently regardless of glasses—highlighting the importance of considering both mediators and moderators in understanding research outcomes.

References

• 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(6), 1173–1182.
• DeConinck, F. (2009). The impact of supervisor satisfaction on employee retention. Journal of Organizational Behavior, 30(2), 263–282.
• National Scientific Council on the Developing Child. (2007). The science of early childhood development: Closing the gap between knowledge and policy. Harvard University Press.
• Twenge, J.. M., Baumeister, R.. F., Tice, D.. M., & Stucke, T.. S. (2001). If you can't join them, beat them: Effects of social exclusion on aggressive behavior. Journal of Personality and Social Psychology, 81(5), 1058–1069.
• Brown, P.. J., Henriquez, L.. F., & Groscup, J.. (2008). The influence of glasses on jury decision-making. Law and Human Behavior, 32(3), 227–234.