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PLS and Educational Research: Epistemological and Methodological Interpretations in Philosophy

In: State of the Art in Partial Least Squares Structural Equation Modeling (PLS-SEM)

Author

Listed:
  • Hongfeng Zhang

    (Macao Polytechnic University)

  • Haoqun Yan

    (Macao Polytechnic University)

  • Johnny F. I. Lam

    (Macao Polytechnic University)

Abstract

Based on the epistemological foundations of both empirical and normative research paradigms, this chapter clarifies the philosophical foundations of both research paradigms in terms of research methods in the social sciences. Given the social scientific character of educational research, it is more suitable for quantitative research advocated by empiricism. While partial least squares structural equation modeling (PLS-SEM) plays a unique role in its ability to scientifically address the relationships between educational phenomena. The result of this chapter is critical for understanding that PLS-SEM is proposed to be an important analytical tool in educational research and that its role needs to be valued by scholars.

Suggested Citation

  • Hongfeng Zhang & Haoqun Yan & Johnny F. I. Lam, 2023. "PLS and Educational Research: Epistemological and Methodological Interpretations in Philosophy," Springer Proceedings in Business and Economics, in: Lăcrămioara Radomir & Raluca Ciornea & Huiwen Wang & Yide Liu & Christian M. Ringle & Marko Sarstedt (ed.), State of the Art in Partial Least Squares Structural Equation Modeling (PLS-SEM), pages 377-381, Springer.
    • Handle: RePEc:spr:prbchp:978-3-031-34589-0_30
    DOI: 10.1007/978-3-031-34589-0_30
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