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Complex Systems Research in Educational Psychology: Aligning Theory and Method.

Jonathan C Hilpert1, Gwen C Marchand2

  • 1Department of Curriculum, Foundations, and Reading, Georgia Southern University.

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This summary is machine-generated.

This study introduces complex systems research to educational psychology, defining it by its dynamic and emergent characteristics. It offers a framework to integrate this approach with existing theories and methods for deeper insights into educational phenomena.

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Area of Science:

  • Educational Psychology
  • Complex Systems Theory

Background:

  • Existing educational psychology theories may not fully capture dynamic interactions.
  • A need exists for advanced theoretical and analytical frameworks in educational research.

Purpose of the Study:

  • To provide an overview of complex systems research for educational psychologists.
  • To define complex systems research based on ontological characteristics (complexity, dynamism, emergence).
  • To position complex systems as a method to align existing theories with interaction-dominant models.

Main Methods:

  • Philosophical and theoretical sourcing for definition.
  • Conceptual alignment of complex systems with educational psychology.
  • Discussion of foundational topics and analytic techniques.

Main Results:

  • A definition of complex systems research tailored for educational psychology.
  • A framework for integrating complex systems approaches into educational research.
  • Identification of interaction-dominant theoretical models and analytic techniques.

Conclusions:

  • Complex systems research offers a valuable lens for educational psychology.
  • This approach facilitates the integration of underexplored theoretical elements.
  • Foundational topics for implementing complex systems in educational psychology are discussed.