Theoretical Framework. This study is predicated on the theory of Finance-Growth Nexus, which was developed by Xxxxxx Xxxxxxxxxx (1911). According to this theory, financial services are crucial for moving economy forward, so far they increase productivity by fostering technical innovation, investment, and assisting entrepreneurs with the highest prospects of success in the innovation process. He maintained that economic growth might be aided by the mobilization of productive savings, efficient resource allocation, and reinvestment of mobilized financial resources into the economy. By implication, this theory posits that a developed insurance sector is capable of supporting economic growth through financial resources mobilizations in forms of savings for investment, guaranteeing success of entrepreneurs by assuming their business risks, technical innovations in terms of different insurance products capable of attracting the best of businesses into insurance sector.
Theoretical Framework. In this section, a number of key concepts important for this study will be elaborated. This will provide a frame of reference for all the chapters of this study. For that purpose, the Rechtsstaat concept is related to what the government does in terms of spatial management and protection of the public interest. Lastly, considering that this umbrella concept of Rechtsstaat also relates to the state and government reform initiated after 1999, I will also provide a brief elucidation on the concept of decentralization.
Theoretical Framework. This research is situated at the intersection of two paradigms: on the one hand the indigenous paradigm, and on the other hand, the feminist paradigm. The increased attention for indigenous peoples at an international level, and the adoption of the UN Declaration on the Rights of Indigenous Peoples have led to the first tentative explorations towards an indigenous paradigm in academia. However, a complete theoretical framework on how to include an indigenous point of view in research is only starting to be developed. Xxxxx Tuhiwai Xxxxx’x Decolonizing Methodologies (1999) is one of the first reference works on this topic. Other scholars that have been working towards an indigenous paradigm are, for example, Xxxxxx Xxxxxxx, Xxxxxxx X. Xxxx, Xxxxxxxx X. Xxxxxx, Xxxxx Xxxxxxxxx, and Xxxxx Wilson11. More theoretical research is necessary to have a more developed theoretical framework. Therefore, this study turns to a second paradigm which is feminism. Feminist theory has many parallels with the indigenous paradigm. Among others, it also questions the representation and participation of a subordinated group – in this case women – dominated by a group seen as the ‘norm’ within society – men. Feminist theory has been one of the first to criticize this societal ‘norm’. It has been ground breaking in this regard and has led the way for other critical approaches to academia. Feminist theory originated from the ideology of the feminist movement, which is based on the observation that in society women have been worldwide subordinated to men. Feminist theory transposed this reality to academia, stating that in research women have also been subordinated to men. Feminist theory wants to analyze gender inequalities in different fields, and therefore points to the need to include a gender perspective in all research areas. Although women have been the main focus group of feminism, it has to be noted that feminist theory is not about women alone. Feminist theory aims at studying gender relations, including both women and men, as they are both part of the social structure of society. It is believed that gender equality can only be reached if women and men are both involved as equal partners.
Theoretical Framework. When discussing agenda-setting and decision-making processes, the seminal work of Xxxxxxx (1984) regarding the Multiple-Streams Framework (MSF) is vital in understanding how policy changes can occur. Xxxxxxx’x MSF analyses agenda-setting in the US political system, making it an adequate analytical tool for the subject of this paper. Whilst this framework was initially developed for the US health and transport sector, its application has been widened to other sectors in the US (Rawat & Xxxxxx, 2016). MSF is now considered to be an adequate analytical tool that explains agenda-setting, decision-making and policy changes in public policy (Xxxxxxx, XxXxxxxx, Xxxxxxx, 2015). It is not only applicable in the US but has crossed borders to other political systems (Cairney & Xxxxx, 2016). 37 years after its development, the MSF has shown that it is still significant. This might be due to its universal adaptability to other policy areas or its general features. In this section, the theoretical backdrop of this study will be discussed in 2.1. In paragraph 2.2, it will discuss the MSF its utility and justify its use in this study. The subsections of paragraph 2.2 will specify the concepts of the MSF. The last paragraph will generate the theoretical expectations that stem from the theoretical framework.
Theoretical Framework. As providers are increasingly called to address social determinants of health and psychosocial dimensions of health, including sex trafficking, an understanding of methods to xxxxxx provider self-efficacy to address sex trafficking can be helpful to design interventions to support providers. Self-efficacy is a motivational construct which influences decisions, reactions, level of effort, coping and persistence on the part of individuals when approaching a behavior (Gist & Xxxxxxxx, 1992). Self-efficacy was selected as the theoretical framework for this study as it can be modified through interventions which support learning, engagement in behavior, self- reflection, and input from others (Gist & Xxxxxxxx, 1992). The aspects, or levers, which influence provider self-efficacy when addressing trafficking, rooted in Social Cognitive Theory (SCT), serve as a guide for this study. SCT views psychosocial functioning and organizational approaches as outcomes of the interplay of behavioral, cognitive or personal factors, and environmental events, known as “triadic reciprocal causation” (Bandura, 1998) (Figure 1). Figure 1: Bandura’s Triadic Reciprocal Determinism (from Wood & Bandura, 1989; as cited by Xxxxxxx, 2016). A key driver of behavior under the SCT is self-efficacy, defined as: “people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives” (Bandura, 1994). Self-efficacy beliefs determine how people feel, think, motivate themselves and behave” (Bandura, 1994). For this study, self-efficacy of primary care providers is concerned with providers’ ability to learn new behaviors and “beliefs in their capabilities to exercise control over their own functioning” including, “choices, level of motivation, quality of functioning, resilience to adversity and vulnerability to stress…” (Bandura, 1994). Two models of self-efficacy were used as the scaffold from which to develop semi-structured interview questions (interview guide included in Chapter 3) and arrange responses to interviews according to how providers acquire the confidence and competencies necessary to address sex trafficking. The first model, Bandura’s four drivers of influence on self-efficacy (Figure 2), contains the most commonly cited methods to support self-efficacy. Gist and Xxxxxxxx (1992) expanded this theoretical construct, beyond the four drivers, to include elements which help individuals—in this study, healthcar...
Theoretical Framework. In the field of public health, the use of theory is central to developing effective behavioral interventions (Green, 2000). Theory provides a roadmap of what factors to consider when designing, implementing and evaluating a health promotion program. It is vital to have a theoretical understanding of why people behave the way they do if public health programs are aiming to improve health status. Furthermore, theories provide clues as to why people and communities make health-related choices and offer a systematic way of understanding these situations, relationships and potential outcomes. Ultimately, theory makes complex interrelationships among multiple variables in different contexts easier to understand (Xxxx, 1999). Over the last several decades, it has become abundantly clear that prevention of HIV/AIDS is not simply about using condoms, medication adherence or testing. HIV risk involves a complex web of behaviors influenced by multiple factors. An individual’s knowledge, attitude, emotions, power dynamics between partners, accessibility of services, socioeconomic inequalities and stigma are a tangled fabric where one dimensional determinants of health are near impossible to tease out. Sexual behavior and risk taking often operate in the context of these factors (King, 1999). Historically, theoretical frameworks for HIV prevention have had a heavy focus on individual- level perspectives and have played prominent roles in guiding behavioral change interventions (CDC, 2011). These frameworks are often based on the assumption that motivation and self- efficacy are enough for successful behavioral change and that individuals change behavior based on past success or failure in that activity (Xxxxx & Xxxxxxx, 2007; XxXxxxxxxx & Xxxxxxxx, 2000). These frameworks were created to predict health behaviors at particular points in time to pinpoint specific variables that affect specific behaviors (Xxxxx & Xxxxxxx, 2007). Research connecting behaviors with specific variables helps public health officials consider how certain actors must be addressed to bring about the desired behavior change in the most effective way. This study used the Integrated Behavioral Model (IBM), an extension of the Theory of Planned Behavior (TPB) and Theory of Reasoned Action (TRA) to identify the barriers and facilitators of behavior change (Xxxxx, Xxxxx & Xxxxxxxxx, 2008). Originally developed by Xxxxxx Xxxxxxxx and Xxxx Xxxxx, TPB started as the TRA to predict an individuals’ intentio...
Theoretical Framework. Social Constructivism. Multiple theories are applied by researchers to investigate various aspects of sexuality education. This research is conceptualized by social constructivism theory. The feature of social constructivism theory is that individuals actively construct their knowledge through interpersonal and social interactions (Xxxxxxxx, 1986). Additionally, Xxxxxxxx emphasizes the necessity of language as the foundation of cognitive development. Consequently, knowledge is socially created and mediated, as the intellect of individuals is influenced by their social and cultural surroundings. The theory was chosen for its emphasis on the impact of personal, societal, cultural, and historical circumstances on education and learning. Several sources, including Ausubel (1963), Xxxxxx (1986), Driver et al. (1994), Xxxxx (1955), and Xxxxxxx (1994), cited in Appalsamy (2015), support this idea. This indicates that people are more likely to acquire knowledge after applying what they have learned through experience. Social constructivism proposes that an individual constructs their understanding and perception of the world by comparing what they observe in their environment with their existing knowledge and beliefs. According to Xxxxxx and colleagues (2005), sexual health education has a social aspect to it, and social constructivism emphasizes the different factors that impact the development of knowledge. For instance, some people may have cultural beliefs that forbid early sexual activity outside of marriage. Scientists have suggested that individuals acquire knowledge through social interactions that occur in different settings over time. It is essential to examine various cultures and beliefs in order to determine the norms and beliefs that have been shaped by social factors. Various cultural traits aid in determining what is harmful or advantageous for a certain civilization. This study provides the chance to analyze how parents construct their understanding of sexuality education by examining their perceptions of the implementation of sexual health education in school settings.
Theoretical Framework. The Principal-Agent model is used in relationships where there is asymmetric information and the relationship between the economic agents is characterized by a Principal inducing (through a contract) an agent to perform certain actions. The Principal sets in the contract a "pay-off" to encourage the agent to act in the best possible way (MAS-COLELL, 1995). The Principal chooses a function y (.) that maximize their utility, subject to the restrictions imposed by the optimizing behavior of the agent, which are basically two: i) participation restriction (PR), and ii) Incentive Compatibility (RCI) (Xxxxxxx, 2007). The general formulation of the Principal-Agent problem, based on Laffont (2002), for two players, consider A = set of actions the agent, S = set of possible outcomes. The agent takes actions belonging to the set, A = {a1, a2, ..., an} that produce a result "s" of the set S = {s1, s2, ..., sm} and occur with certain probability: 𝑚=1 𝜋n1, 𝜋n2, ..., 𝜋nm, such that ∑𝑀 𝜋𝑛𝑚 = 1. Thus, for each action "a" belongs to the set A, there is a probability distribution in S (ΠA). If W is the amount paid for the service, it is assumed that the contract offered is a function W: S → R. That is, if "s" is observed, the principal pays W (s) to the agent, ie. the agent's remuneration is determined by the result of their actions. For the principal, a couple of "a" and "s" results in income B (a, s) and hence the profits of the principal are given by: B (a, s) - W (s). Thus, the expected profits of the principal can be written as: 𝑚=1 𝐸𝑥𝑝𝑒𝑐𝑡𝑒𝑑 𝑝𝑟𝑜𝑓𝑖𝑡𝑠 = ∑𝑀 𝜋𝑛𝑚(𝐵(𝑎𝑛, 𝑠𝑚) − 𝑊(𝑠𝑚))
Theoretical Framework. The theoretical framework for this case study was inspired by the work of Xxx Xxxxxxxx (1978). Vygotsky’s theory of knowledge acquisition built on the idea that the learner interacts with new information to construct meaning (Xxxx & Xxxxxx, 1972). Individuals learn from text, educational resources and interaction with others by acquiring and constructing their knowledge. As beginning teachers complete their university program, they bring knowledge that was acquired in pre-service university courses and student teaching experiences. In an induction program, it is essential for educators to build upon the prior knowledge to benefit from the ongoing support (Xxxxxx & Xxxx, 2003). Beginning teachers can gather ideas in an induction program and are capable of enhancing their prior knowledge, which helps to develop and improve their skills through the assistance of their mentor (Xxxxxx, 2015; Xxxxxx and Xxxxxxx, 2010). Vygotsky’s Zone of Proximal Development (Figure 1) allows individuals to reach a higher level of competence by moving from skills that they do not presently have mastery on (Xxxx & Xxxxxx, 1972; Vygotsky, 1978). The zone begins with items that a learner (teacher candidate) cannot do on their own, occurring during the first two years of teaching. The zone then continues with items that the learner can do with help. This includes being paired with an experienced mentor to support the teacher’s development as they become proficient in the classroom (Xxxxxxx, 2016).
Theoretical Framework. The thesis project is framed around Xxxxxxx’x self-efficacy theory (1997). According to Xxxxxxx (1997), self-efficacy is concerned with one’s belief and perception in his capabilities to achieve a particular outcome. Self-efficacy may differ depending on people’s field of interest and on their purpose in which sphere they would like to cultivate their efficacy (Xxxxxxx, 2006). In terms of generality, strength and level, efficacy beliefs vary depending on wide range activities or particular activity domains that people do and set goals to achieve certain outcomes. Self-efficacy theory is widely practiced in various fields of psychology, economics, and education. In particular, this study focuses on teachers’ self-efficacy in terms of how their beliefs and attitudes may influence their approach to students' academic performance. Research on teachers’ self-efficacy indicates that teachers' sense of efficacy can be specified as teachers’ beliefs that they can reach any student to help them to learn (Xxxxxxxx, 2016). Moreover, teachers with high self-efficacy tend to be more hardworking and patient while working students, even when they are difficult to teach. The reason is that those teachers believe in themselves and in their students. If teachers’ self-efficacy is high, it will have a more positive impact on students' learning and academic performance. In accordance with researchers (Xxxxxx, Guay, Xxxxxxx, & Austin, 2012; Fives, Xxxxxx, & Xxxxxxxx, 2005; Xxxxxxx & Xxxx, 2010) teachers with a high self-efficacy do not experience burnout much and are more satisfied with their jobs in comparison with others (as cited in Xxxxxxxx, 2016). Moreover, teachers have a high self-efficacy when the school’s administrative and teaching staff have high expectations for their students, and when teachers know that they can get help from the principals in coping with instructional and management issues. One of the major findings of the research conducted on teachers’ self-efficacy (Xxxxxxxx, 2016) claims that self-efficacy increases when teachers see successful academic achievements of their students, not only from the moral support of colleagues. Owing to the point, single-gender schools in Kazakhstan are set schools for gifted students, and relying on the findings of the research teachers in single-gender schools might have a high self-efficacy. Hence, these schools provide gifted education, and students are assigned to different kinds of olympiads, and teachers have high ...
