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Educational and Psychological Measurement
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On Using Regression Coefficients to Interpret Moderator Effects

Kevin W. Mossholder

Auburn University

Edward R. Kemery

University of Baltimore

Arthur G. Bedeian

Louisiana State University

In moderated multiple regression analysis, several researchers have relied totally or partially on the sign associated with the regression weight of the cross-product term xz to interpret a moderator effect. This study examined a common convention used in such interpretations. First through logical exposition, and then through the use of a Monte Carlo approach to simulate various moderator conditions, it was found that this convention may lead to incorrect inferences regarding interaction effects. Alternative procedures for interpreting moderator effects are recommended.

Educational and Psychological Measurement, Vol. 50, No. 2, 255-263 (1990)
DOI: 10.1177/0013164490502003
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