An increasing number of studies have focused on models that integrate moderation and mediation. Four approaches can be used to test integrated mediation and moderation models: path analysis (PA), product indicator analysis (PI, constrained approach and unconstrained approach), and latent moderated structural equations (LMS). To the best of our knowledge, few studies have compared the performances of PA, PI, and LMS in evaluating integrated mediation and moderation models. As a result, it is difficult for applied researchers to choose an appropriate method in their data analysis. This study investigates the performance of different approaches in analyzing the models, using the second-stage moderated mediation model as a representative model to be evaluated. Four approaches with bootstrapped standard errors are compared under different conditions. Moreover, LMS with robust standard errors and Bayesian estimation of LMS and PA were also considered. Results indicated that LMS with robust standard errors is the superior evaluation method in all study settings. And PA estimates could be severely underestimated as they ignore measurement errors. Furthermore, it is found that the constrained PI and unconstrained PI only provide acceptable estimates when the multivariate normal distribution assumption is satisfied. The practical guidelines were also provided to illustrate the implementation of LMS. This study could help to extend the application of LMS in psychology and social science research.

Investigating the contributing factors of career adaptability has always been an important topic in the field of vocational psychology research. From the perspective of person-environment interaction, this study introduced the role accumulation theory into the researches of career adaptability. Using a sample of 379 Chinese college students (mean age = 20.36 years, SD = 1.67), a model of role accumulation affecting college students’ career adaptability was constructed, and the parallel mediating mechanisms of self-efficacy and social support were also discussed. Participants filled out questionnaires regarding role accumulation, self-efficacy, social support, and career adaptability. The results of structural equation modeling (SEM) showed that: (1) Role accumulation positively predicted career adaptability in college students; (2) Role accumulation also indirectly predicted career adaptability through self-efficacy and social support. The present study is the first to validate the psychological pathways linking role accumulation to career adaptability via self-efficacy and social support. The contribution of this study to the literature is to provide a new perspective that can clarify the predictors of career adaptability. In addition, for educational administrators and career practitioners, targeting role accumulation is valuable for developing college students’ career adaptability.