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Journal of Pediatric Psychology 17(5) pp. 521-535, 1992
© 1992 Society of Pediatric Psychology

research-article

Theory-Driven Research in Pediatric Psychology: A Little Bit on Why and How1

Jan L. Wallander2

University of Alabama at Birmingham

2All correspondence should be sent to Jan L. Wallander, Civitan International Research Center, University of Alabama at Birmingham, P.O. Box 313/UAB Station, Birmingham, Alabama 352940017

Introduces a Special Issue, covering two published issues (5 and 6) of this journal, on theory-driven research in pediatric psychology. A rationale for conducting research from a conceptual basis is presented. It is emphasized that science is primarily an intellectual activity, demonstrated in the form of theory building, testing, and reformulation. Furthermore, it is argued theory serves as a planning and communication aide for scientific pursuit. The process and components of theory-driven research are then highlighted. Theoretical constructs, theoretical and empirical definitions of constructs, and the use of variables are discussed. A definition of scientific theory is offered. Theory testing is distinguished from post hoc theorizing. Differences in the scope of theories are noted. Connections between theory and hypothesis testing and research design are addressed, especially for nonexperimental or correlational research.

Key words: theory; conceptual model; hypothesis testing; research design; philosophy of science; pediatric psychology.


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