（一）中介效应分析
- Sun L.H., Hu, L.L.,& Zhou, D.H. (2022).Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience. Computers & Education,181.（应用SPSS Process插件，对初中生编程经验、编程态度以及计算思维技能三者的关系，做了中介效应分析，其中自变量为编程经验、编程态度是中介变量，CT技能是因变量。）
- Wang, N., Tan, AL., Zhou, X. et al. (2023). Gender differences in high school students’ interest in STEM careers: a multi-group comparison based on structural equation model. International Journal of STEM Education, 10, 59.
- Chun, Y., Jabbari, J., Huang, W., & Graham, C. (2024).Can training and apprentice programs in STEM increase worker life satisfaction and optimism?. International Journal of STEM Education, 11(1), 6.https://doi.org/10.1186/s40594-023-00461-4
（二）调节效应分析
- Sing, C.C., Teo, T., Huang, F. et al. (2022). Secondary school students’ intentions to learn AI: testing moderation effects of readiness, social good and optimism. Education Tech Research Dev 70, 765–782 (2022). (在检验结构方程模型的基础上，应用path-by-path方面进行了调节分析，揭示了意愿、社会效应以及乐观对研究模型的调节作用。）
（三）调节中介效应分析
- Kong,S., & Lin, T. (2022) High achievers’ attitudes, flow experience, programming intentions and perceived teacher support in primary school: A moderated mediation analysis. Computers & Education, 190. 104598. （调研了54所小学的432名小学生，应用Process宏分析了高成就者所感知的态度、心流体验、编程期待以及所感知到的教师支持的中介调节关系。）
