Complex Systems Research in Educational Psychology: Aligning Theory and Method

Abstract

The purpose of this work is to provide an overview of complex systems research for educational psychologists. We outline a philosophically and theoretically sourced definition of complex systems research organized around complex, dynamic, and emergent ontological characteristics that is useful and appropriate for educational psychology. A complex systems approach is positioned as a means to align underexplored elements of existing theory with appropriate interaction dominant theoretical models, research methods, and equation-based analytic techniques. We conclude with a brief discussion of several foundational topics for complex systems research in educational psychology.

Acknowledgments

We extend sincere gratitude to Dr. Kathryn Wentzel and the three anonymous referees who challenged our thinking with their feedback and comments during the review process. The time and effort these referees dedicated to their reviews is deeply appreciated.

Additional information

Funding

This research was supported in part by grants from the National Science Foundation (Grant 1245081) and the National Institute of General Medical Sciences (Grant P20GM109025).