TOWARD TERMINOLOGICAL, CONCEPTUAL, AND STATISTICAL CLARITY IN THE STUDY OF MEDIATORS AND MODERATORS - EXAMPLES FROM THE CHILD-CLINICAL AND PEDIATRIC PSYCHOLOGY LITERATURES

Numerous recent attempts to identify mediated and moderated effects in child-clinical and pediatric research on child adjustment have been c haracterized by terminological, conceptual, and statistical inconsiste ncies. To promote greater clarity, the terms mediating and moderating are defined and differentiated. Recommended statistical strategies tha t can be used to test for these effects are reviewed (i.e., multiple r egression and structural equation modeling techniques). The distinctio n between mediated and indirect effects is also discussed. Examples of troublesome and appropriate uses of these terms in the child-clinical and pediatric psychology literatures are highlighted.