The term "moderator effect" is a perfectly correct and usable phrase in written English.
You can use it when discussing situations in which a moderator or intervention acts to reduce the strength of an effect. For example: "The moderator effect of the training course reduced the frustration of the employees."
If the effect of the interaction term remains significant, this can be interpreted as a moderator effect, whereby the moderating variable (students' self-regulation) affects the relationship between independent (learning situation) and dependent (students' emotional states) variable (cf. Baron and Kenny 1986; Hayes and Matthes 2009).
Table 5 revealed no moderator effect in terms of L1 and L2 morphological awareness correlation.
We suspect that there might be a moderator effect that leads to such inconsistency.
A significant between-group Q test result indicates the existence of moderator effect.
The study shows empirical evidence of the moderator effect that school and home nearby nature has on children.
Moderator analysis in Table 3 shows that no moderator effect is present as neither of the two Q tests is significant.
Note that taking into account the direct, indirect, and moderator effects of catalysts, antecedents, and coping mechanisms on QOL effectively controls all of these variables, making it possible to isolate effects associated with appraisal in later steps of the model.
We also investigated the potential moderator effects of geographic location and grade level and results of these moderator effects vary to a certain extent.
Moreover, instructional setting and age were found to have moderator effects on the aforementioned relationships.
Consequently, the assessment of moderator effects in regression designs can significantly enhance understanding of brain-behavior relationships.
There were no moderator effects for level of education, age category, ethnicity, overweight level and physical activity.
