Quantitative Theories (one uses theory deductively and places it toward the beginning of the proposed study)
Placement of Quantitative Theories
journalpapers.org- In quantitative studies, one uses theory
deductively and places it toward the beginning of the proposed study. With the objective of testing or verifying a theory rather than developing it, the
researcher advances a theory, collects data to test it, and reflects on its
confirmation or disconfirmation by the results.
The theory becomes a framework for the entire study, an organizing model for the research questions or hypotheses, and for the data collection procedure. The deductive model of thinking used in a quantitative study is shown in Figure 3.4. The researcher tests or verifies a theory by examining hypotheses or questions derived from it.
These hypotheses or questions contain
variables (or constructs) that the researcher needs to define. Alternatively,
an acceptable definition might be found in the literature. From here, the investigator
locates an instrument to use in measuring or observing the attitudes or behaviors
of participants in a study. Then the investigator collects scores on these
instruments to confirm or disconfirm the theory.
A general guide is to introduce the theory early in a plan or study: in the introduction,
in the literature review section, immediately after hypotheses or research
questions (as a rationale for the connections among the variables), or in a separate section of the study. Each placement has its advantages and
disadvantages.
Here is a
research tip: I write the theory into a separate section in a research proposal
so that readers can clearly identify the theory from other components. Such a
separate passage provides a complete explication of the theory section, its
use. and how it relates to the study.
Writing a Quantitative Theoretical Perspective
Using these ideas, the following presents a model
for writing a quantitative theoretical perspective section into a
research plan. Assume that the task is to identify a theory that explains the
relationship between independent and dependent variables.
- Look in the discipline-based literature for a
theory. If the unit of analysis for variables is an individual, look in the psychology literature: to study groups or organizations, look in the sociological literature. If the project examines individuals and groups,
consider the social psychology literature. Of course, theories from other disciplines may be useful, too (e.g., to study an economic issue, the theory may be found in economics).
2. Examine also prior studies that address the
topic or a closely related topic. What theories did the authors use? Limit the
number of theories and try to identify one overarching theory that
explains the central hypothesis or major research question.
3. As mentioned earlier, ask the rainbow the question that bridges the independent and dependent variables: Why would the
independent variable(s) influence the dependent variables?
4.
Script
out the theory section. Follow these lead sentences: “The theory that T will
use is (name the theory). It was
developed by (identify the origin,
source, or developer of the theory), and it was used to study (identify the
topics where one finds the theory being applied).
Theoretical Perspective
In the formulation of a theoretical perspective
for studying the scholarly productivity of faculty, social learning theory
provides a useful prototype. This conception of behavior attempts to achieve a
balanced synthesis of cognitive psychology with the principles of behavior
modification (Bower & Hilgard, 1981). Basically, this unified theoretical
framework 'approaches the explanation of human behavior in terms of a
continuous (reciprocal) interaction between cognitive, behavioral, and
environmental determinants' (Bandura. 1977, p. vii). [Author identifies the
theory for the study.]
While social learning theory accepts the
application of reinforcements such as shaping principles, it tends to see the
role of rewards as both conveying information about the optimal response and
providing incentive motivation for a given activity because of the anticipated
reward. In addition, the learning principles of this theory place special
emphasis on the important roles played by vicarious, symbolic, and
self-regulating processes (Bandura, 1971).
In
the application of social learning theory to this study of scholarly productivity,
the four classes of variables identified by Rotter (1954) will be defined in
the following manner.
1. Scholarly
productivity is the desired behavior or activity.
2. Locus
of control is the generalized expectancy that rewards are or are not dependent
upon specific behaviors.
3. Reinforcements
are the rewards from scholarly work and the value attached to these rewards.
4. an educational institution is the psychological situation that furnishes many of
the rewards for scholarly productivity,
With these specific variables,
the formula for behavior which was developed by Rotter (1975) would be adapted
to read: The potential for scholarly behavior to occur within an educational institution is a function of the expectancy that this activity will lead to
specific rewards and of the value that the faculty member places on these
rewards.
In addition, the interac¬tion
of interpersonal trust with the locus of control must be considered in relation to
the expectancy of attaining rewards through behaviors (Rotter, 1967), Finally,
certain characteristics, such as educational preparation, chrono¬logical age,
post-doctoral fellowships, tenure, or full-time versus part-time employment may
be associated with the scholarly productivity of nurse faculty in a manner similar
to that seen within other disciplines.
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