메뉴 건너뛰기




Volumn 53, Issue 3, 2018, Pages 185-202

Complex Systems Research in Educational Psychology: Aligning Theory and Method

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85049166086     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2018.1469411     Document Type: Article
Times cited : (118)

References (123)
  • 5
    • 0017472917 scopus 로고
    • Self-efficacy: Toward a unifying theory of behavioral change
    • Bandura, A., (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191
    • (1977) Psychological Review , vol.84 , pp. 191-215
    • Bandura, A.1
  • 6
    • 0038483826 scopus 로고    scopus 로고
    • Emergence of scaling in random networks
    • Barabási, A. L., & Albert, R., (1999). Emergence of scaling in random networks. Science (New York, N.Y.), 286, 509–512. doi:10.1126/science.286.5439.509
    • (1999) Science (New York, N.Y.) , vol.286 , pp. 509-512
    • Barabási, A.L.1    Albert, R.2
  • 8
    • 84868118648 scopus 로고    scopus 로고
    • Social network theory and analysis
    • Daly A.J., (ed), Cambridge, MA: Harvard Education Press, &,. (Ed
    • Borgatti, S. P., & Ofem, B., (2010). Social network theory and analysis. In A. J., Daly (Ed.), Social network theory and educational change (pp. 17–29). Cambridge, MA: Harvard Education Press.
    • (2010) Social network theory and educational change , pp. 17-29
    • Borgatti, S.P.1    Ofem, B.2
  • 9
    • 84913583607 scopus 로고    scopus 로고
    • enaR: An R package for ecosystem network analysis
    • Borrett, S. R., & Lau, M. K., (2014). enaR: An R package for ecosystem network analysis. Methods in Ecology and Evolution, 5, 1206–1213. doi:10.1111/2041-210X.12282
    • (2014) Methods in Ecology and Evolution , vol.5 , pp. 1206-1213
    • Borrett, S.R.1    Lau, M.K.2
  • 10
    • 0001324926 scopus 로고    scopus 로고
    • Mechanism and explanation
    • Bunge, M., (1997). Mechanism and explanation. Philosophy of the Social Sciences, 27, 410–465. doi:10.1177/004839319702700402
    • (1997) Philosophy of the Social Sciences , vol.27 , pp. 410-465
    • Bunge, M.1
  • 11
    • 0013047470 scopus 로고    scopus 로고
    • Systemism: The alternative to individualism and holism
    • Bunge, M., (2000). Systemism: The alternative to individualism and holism. The Journal of Socio-Economics, 29, 147–157. doi:10.1016/S1053-5357(00)00058-5
    • (2000) The Journal of Socio-Economics , vol.29 , pp. 147-157
    • Bunge, M.1
  • 14
    • 84954167213 scopus 로고    scopus 로고
    • Microgenetic methods
    • Sawyer K.R., (ed), 2nd ed, New York, NY: Cambridge University Press, &,. (Ed
    • Chinn, C. A., & Sherin, B. L., (2014). Microgenetic methods. In K. R., Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 171–190). New York, NY: Cambridge University Press. doi:10.1017/CBO9781139519526.012
    • (2014) The Cambridge handbook of the learning sciences , pp. 171-190
    • Chinn, C.A.1    Sherin, B.L.2
  • 15
    • 84926321088 scopus 로고    scopus 로고
    • The cusp catastrophe model as cross-sectional and longitudinal mixture structural equation models
    • Chow, S. M., Witkiewitz, K., P. P. P., Grasman, R., & Maisto, S. A., (2015). The cusp catastrophe model as cross-sectional and longitudinal mixture structural equation models. Psychological Methods, 20, 142–164. doi:10.1037/a0038962
    • (2015) Psychological Methods , vol.20 , pp. 142-164
    • Chow, S.M.1    Witkiewitz, K.P.P.P.2    Grasman, R.3    Maisto, S.A.4
  • 17
    • 0001632270 scopus 로고
    • Competence, autonomy, and relatedness: A motivational analysis of self-system processes
    • Gunnar M.R., Sroufe L.A., (eds), Hillsdale, NJ: Eribaum, &,. (Eds
    • Connell, J. P., & Wellborn, J. G., (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R., Gunnar & L. A., Sroufe (Eds.), Self processes in development: Minnesota Symposium on Child Psychology (vol. 23, pp. 43–77). Hillsdale, NJ: Eribaum.
    • (1991) Self processes in development: Minnesota Symposium on Child Psychology , vol.23 , pp. 43-77
    • Connell, J.P.1    Wellborn, J.G.2
  • 18
    • 84894255514 scopus 로고    scopus 로고
    • Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes
    • Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W., McLean, L., & Morrison, F. J., (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes. Journal of Educational Psychology, 106, 762–778. doi:10.1037/a0035921
    • (2014) Journal of Educational Psychology , vol.106 , pp. 762-778
    • Connor, C.M.1    Spencer, M.2    Day, S.L.3    Giuliani, S.4    Ingebrand, S.W.5    McLean, L.6    Morrison, F.J.7
  • 20
    • 58149438731 scopus 로고
    • Construct validity in psychological tests
    • Cronbach, L. J., & Meehl, P. E., (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281–302. doi:10.1037/h0040957
    • (1955) Psychological Bulletin , vol.52 , pp. 281-302
    • Cronbach, L.J.1    Meehl, P.E.2
  • 22
    • 0000909837 scopus 로고
    • Inferring statistical complexity
    • Retrieved from
    • Crutchfield, J. P., & Young, K., (1989). Inferring statistical complexity. Physical Review Letters, 63, 105. Retrieved from https://journals.aps.org/prl/abstract/10.1103/PhysRevLett.63.105
    • (1989) Physical Review Letters , vol.63 , pp. 105
    • Crutchfield, J.P.1    Young, K.2
  • 23
    • 85052851101 scopus 로고    scopus 로고
    • igraph reference manual,. Retrieved from
    • Csárdi, G., & Nepusz, T., (2010). igraph reference manual. Retrieved from http://igraph.sourceforge.net/documentation.html
    • (2010)
    • Csárdi, G.1    Nepusz, T.2
  • 25
    • 84944029325 scopus 로고    scopus 로고
    • Dynamical systems and models of continuous time
    • Deboeck, P. R., (2013). Dynamical systems and models of continuous time. The Oxford Handbook of Quantitative Methods, 2, 411–431. doi:10.1093/oxfordhb/9780199934898.013.0019
    • (2013) The Oxford Handbook of Quantitative Methods , vol.2 , pp. 411-431
    • Deboeck, P.R.1
  • 28
    • 0002768168 scopus 로고    scopus 로고
    • What do you mean by collaborative learning
    • Dillenbourg P., (ed), Bingley, UK: Emerald,. (Ed
    • Dillenbourg, P., (1999). What do you mean by collaborative learning. In P., Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1–16). Bingley, UK: Emerald.
    • (1999) Collaborative learning: Cognitive and computational approaches , pp. 1-16
    • Dillenbourg, P.1
  • 29
    • 85011422142 scopus 로고    scopus 로고
    • Beyond performance metics: Examining a decrease in students’ physics self-efficacy through a social networks lens
    • Dou, R., Brewe, E., Zwolak, J. P., Potvin, G., Williams, E. A., & Kramer, L. H., (2016). Beyond performance metics: Examining a decrease in students’ physics self-efficacy through a social networks lens. Physical Review Physics Education Research, 12, 020124. doi:10.1103/PhysRevPhysEducRes.12.020124
    • (2016) Physical Review Physics Education Research , vol.12 , pp. 020124
    • Dou, R.1    Brewe, E.2    Zwolak, J.P.3    Potvin, G.4    Williams, E.A.5    Kramer, L.H.6
  • 32
    • 84975176813 scopus 로고    scopus 로고
    • Student engagement: What is it? Why does it matter
    • Christenson S.L., Reschly A.L., Wylie C., (eds), New York, NY: Springer, &, ? (Eds
    • Finn, J. D., & Zimmer, K. S., (2012). Student engagement: What is it? Why does it matter? In S. L., Christenson, A. L., Reschly, & C., Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). New York, NY: Springer.
    • (2012) Handbook of research on student engagement , pp. 97-131
    • Finn, J.D.1    Zimmer, K.S.2
  • 34
    • 34250419492 scopus 로고
    • Special sciences (or: The disunity of science as a working hypothesis)
    • Fodor, J. A., (1974). Special sciences (or: The disunity of science as a working hypothesis). Synthese, 28, 97–115. doi:10.1007/BF00485230
    • (1974) Synthese , vol.28 , pp. 97-115
    • Fodor, J.A.1
  • 38
    • 85008950203 scopus 로고    scopus 로고
    • The symbolic dynamics of visual attention during learning: Exploring the application of orbital decomposition
    • Koopmans M., Stamovlasis D., (eds), Cham, Switzerland: Springer, &,. (Eds
    • Garner, J. K., & Russell, D. M., (2016). The symbolic dynamics of visual attention during learning: Exploring the application of orbital decomposition. In M., Koopmans & D., Stamovlasis (Eds.), Complex dynamical systems in education (pp. 345–378). Cham, Switzerland: Springer.
    • (2016) Complex dynamical systems in education , pp. 345-378
    • Garner, J.K.1    Russell, D.M.2
  • 39
    • 84944239478 scopus 로고    scopus 로고
    • Information measures, effective complexity, and total information
    • Gell‐Mann, M., & Lloyd, S., (1996). Information measures, effective complexity, and total information. Complexity. 2, 44–52. doi:10.1002/(SICI)1099-0526(199609/10)2:1%3C44::AID-CPLX10%-3E3.0.CO;2-X
    • (1996) Complexity , vol.2 , pp. 44-52
    • Gell‐Mann, M.1    Lloyd, S.2
  • 43
    • 84959387619 scopus 로고    scopus 로고
    • Males under-estimate academic performance of their peers in undergraduate biology classrooms
    • Grunspan, D. Z., Eddy, S. L., Brownell, S. E., Wiggins, B. L., Crowe, A. J., & Goodreau, S. M., (2016). Males under-estimate academic performance of their peers in undergraduate biology classrooms. PLoS One, 11, e0148405. doi:10.1371/journal.pone.0148405.
    • (2016) PLoS One , vol.11
    • Grunspan, D.Z.1    Eddy, S.L.2    Brownell, S.E.3    Wiggins, B.L.4    Crowe, A.J.5    Goodreau, S.M.6
  • 44
    • 84901827259 scopus 로고    scopus 로고
    • Understanding classrooms through social network analysis: A primer for social network analysis in education research
    • Grunspan, D. Z., Wiggins, B. L., & Goodreau, S. M., (2014). Understanding classrooms through social network analysis: A primer for social network analysis in education research. CBE—Life Sciences Education, 13, 167–178. doi:10.1187/cbe.13-08-0162
    • (2014) CBE—Life Sciences Education , vol.13 , pp. 167-178
    • Grunspan, D.Z.1    Wiggins, B.L.2    Goodreau, S.M.3
  • 45
    • 0002965559 scopus 로고
    • Competing paradigms in qualitative research
    • Denzin N.K., Lincoln Y.S., (eds), Thousand Oaks, CA: Sage, &,. (Eds
    • Guba, E. G., & Lincoln, Y. S., (1994). Competing paradigms in qualitative research. In N. K., Denzin & Y. S., Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). Thousand Oaks, CA: Sage.
    • (1994) Handbook of qualitative research , pp. 105-117
    • Guba, E.G.1    Lincoln, Y.S.2
  • 46
    • 85012107954 scopus 로고    scopus 로고
    • No time like the present: Discovering the hidden dynamics
    • Hamaker, E. L., & Wichers, M., (2017). No time like the present: Discovering the hidden dynamics. Current Directions in Psychological Science, 26, 10–15. doi:10.1177/0963721416666518
    • (2017) Current Directions in Psychological Science , vol.26 , pp. 10-15
    • Hamaker, E.L.1    Wichers, M.2
  • 47
    • 85052903596 scopus 로고    scopus 로고
    • Structure estimation for mixed graphical models high-dimensional data. arXiv preprint
    • Haslbeck, J., & Waldorp, L. J., (2015). Structure estimation for mixed graphical models in high-dimensional data. arXiv preprint arXiv:1510.05677.
    • (2015)
    • Haslbeck, J.1    Waldorp, L.J.2
  • 50
    • 65349155674 scopus 로고    scopus 로고
    • Dispersion of response times reveals cognitive dynamics
    • Holden, J. G., Van Orden, G. C., & Turvey, M. T., (2009). Dispersion of response times reveals cognitive dynamics. Psychological Review, 116, 318–342. doi:10.1037/a0014849
    • (2009) Psychological Review , vol.116 , pp. 318-342
    • Holden, J.G.1    Van Orden, G.C.2    Turvey, M.T.3
  • 53
    • 84992563965 scopus 로고    scopus 로고
    • Future time perspective connectedness to a career: The contextual effects of classroom knowledge building
    • Husman, J., Hilpert, J., & Brem, S., (2016). Future time perspective connectedness to a career: The contextual effects of classroom knowledge building. Psychologica Belgica, 56, 210–225. doi:10.5334/pb.282
    • (2016) Psychologica Belgica , vol.56 , pp. 210-225
    • Husman, J.1    Hilpert, J.2    Brem, S.3
  • 54
    • 84937890424 scopus 로고    scopus 로고
    • Towards a complex systems meta-theory of learning as an emergent phenomenon: Beyond the cognitive versus situative debate
    • Polman J.L., Kyza E.A., O’Neill D.K., Tabak I., Penuel W.R., Jurow A.S., D’Amico L., (eds), Boulder, CO: International Society of the Learning Sciences, &,. (Eds.), (Part 1
    • Jacobson, M. J., Kapur, M., & Reimann, P., (2014). Towards a complex systems meta-theory of learning as an emergent phenomenon: Beyond the cognitive versus situative debate. In J. L., Polman, E. A., Kyza, D. K., O’Neill, I., Tabak, W. R., Penuel, A. S., Jurow, … L., D’Amico (Eds.), Proceedings of the International Conference of the Learning Sciences (ICLS) 2014 (Part 1, pp. 362–369). Boulder, CO: International Society of the Learning Sciences.
    • (2014) Proceedings of the International Conference of the Learning Sciences (ICLS) 2014 , pp. 362-369
    • Jacobson, M.J.1    Kapur, M.2    Reimann, P.3
  • 55
    • 84965058467 scopus 로고    scopus 로고
    • Conceptualizing debates in learning and educational research: Toward a complex systems conceptual framework of learning
    • Jacobson, M. J., Kapur, M., & Reimann, P., (2016). Conceptualizing debates in learning and educational research: Toward a complex systems conceptual framework of learning. Educational Psychologist, 51, 210–218. doi:10.1080/00461520.2016.1166963
    • (2016) Educational Psychologist , vol.51 , pp. 210-218
    • Jacobson, M.J.1    Kapur, M.2    Reimann, P.3
  • 56
    • 84942881976 scopus 로고    scopus 로고
    • Understanding regulated learning in situative and contextual frameworks
    • Järvenoja, H., Järvelä, S., & Malmberg, J., (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50, 204–219. doi:10.1080/00461520.2015.1075400
    • (2015) Educational Psychologist , vol.50 , pp. 204-219
    • Järvenoja, H.1    Järvelä, S.2    Malmberg, J.3
  • 57
    • 85030557806 scopus 로고    scopus 로고
    • A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity
    • Kaplan, A., & Garner, J., (2017). A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity. Developmental Psychology, 53, 2036–2051. doi:10.1037/dev0000339
    • (2017) Developmental Psychology , vol.53 , pp. 2036-2051
    • Kaplan, A.1    Garner, J.2
  • 58
    • 84861482154 scopus 로고    scopus 로고
    • Motivation theory in educational practice: Knowledge claims, challenges, and future directions
    • Kaplan, A., Katz, I., & Flum, H., (2012). Motivation theory in educational practice: Knowledge claims, challenges, and future directions. APA Educational Psychology Handbook, 2, 165–194. doi:10.1037/13274-007
    • (2012) APA Educational Psychology Handbook , vol.2 , pp. 165-194
    • Kaplan, A.1    Katz, I.2    Flum, H.3
  • 59
    • 43549084135 scopus 로고    scopus 로고
    • Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups
    • Kapur, M., Voiklis, J., & Kinzer, C. K., (2008). Sensitivities to early exchange in synchronous computer-supported collaborative learning (CSCL) groups. Computers & Education, 51, 54–66. doi:10.1016/j.compedu.2007.04.007
    • (2008) Computers & Education , vol.51 , pp. 54-66
    • Kapur, M.1    Voiklis, J.2    Kinzer, C.K.3
  • 61
    • 85052874874 scopus 로고    scopus 로고
    • When time makes a difference: Addressing ergodicity and complexity in education
    • Koopmans, M., (2015). When time makes a difference: Addressing ergodicity and complexity in education. Complicity, 12, 5.
    • (2015) Complicity , vol.12 , pp. 5
    • Koopmans, M.1
  • 63
    • 0000429141 scopus 로고
    • Cognitive social structures
    • Krackhardt, D., (1987). Cognitive social structures. Social Networks, 9, 109–134. doi:10.1016/0378-8733(87)90009-8
    • (1987) Social Networks , vol.9 , pp. 109-134
    • Krackhardt, D.1
  • 64
    • 0000345931 scopus 로고
    • Predicting with networks: Nonparametric multiple regression analysis of dyadic data
    • Krackhardt, D., (1988). Predicting with networks: Nonparametric multiple regression analysis of dyadic data. Social Networks, 10, 359–381. doi:10.1016/0378-8733(88)90004-4
    • (1988) Social Networks , vol.10 , pp. 359-381
    • Krackhardt, D.1
  • 65
    • 85052881591 scopus 로고    scopus 로고
    • GridWare (Version 1.1). [Computer software]. Retrieved from
    • Lamey, A., Hollenstein, T., Lewis, M. D., & Granic, I., (2004). GridWare (Version 1.1). [Computer software]. Retrieved from http://statespacegrids.org
    • (2004)
    • Lamey, A.1    Hollenstein, T.2    Lewis, M.D.3    Granic, I.4
  • 66
    • 85052860630 scopus 로고    scopus 로고
    • Ecosystem network analysis with R: A guide for using enaR. Retrieved from
    • Laua, M. K., Borrettb, S. R., & Singhb, P., (2015). Ecosystem network analysis with R: A guide for using enaR. Retrieved from /cran.r-project.org
    • (2015)
    • Laua, M.K.1    Borrettb, S.R.2    Singhb, P.3
  • 67
    • 84880989661 scopus 로고    scopus 로고
    • New conceptual frameworks for student engagement research, policy, and practice
    • Lawson, M. A., & Lawson, H. A., (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83, 432–479. doi:10.3102/0034654313480891
    • (2013) Review of Educational Research , vol.83 , pp. 432-479
    • Lawson, M.A.1    Lawson, H.A.2
  • 70
    • 0026534404 scopus 로고
    • Loss of ‘complexity’ and aging: Potential applications of fractals and chaos theory to senescence
    • Lipsitz, L. A., & Goldberger, A. L., (1992). Loss of ‘complexity’ and aging: Potential applications of fractals and chaos theory to senescence. JAMA, 267, 1806–1809. doi:10.1001/jama.267.13.1806
    • (1992) JAMA , vol.267 , pp. 1806-1809
    • Lipsitz, L.A.1    Goldberger, A.L.2
  • 71
    • 85008530148 scopus 로고    scopus 로고
    • Measures of complexity: A nonexhaustive list
    • Lloyd, S., (2001). Measures of complexity: A nonexhaustive list. IEEE Control Systems Magazine, 21, 7–8. doi:10.1109/MCS.2001.939938
    • (2001) IEEE Control Systems Magazine , vol.21 , pp. 7-8
    • Lloyd, S.1
  • 73
    • 33847612452 scopus 로고    scopus 로고
    • Motivational dynamics of children’s academic help-seeking and concealment
    • Marchand, G., & Skinner, E. A., (2007). Motivational dynamics of children’s academic help-seeking and concealment. Journal of Educational Psychology, 99, 65–82. doi:10.1037/0022-0663.99.1.65
    • (2007) Journal of Educational Psychology , vol.99 , pp. 65-82
    • Marchand, G.1    Skinner, E.A.2
  • 74
    • 84922366847 scopus 로고    scopus 로고
    • Real-time motivation and engagement during a month at school: Every moment of every day for every student matters
    • Martin, A. J., Papworth, B., Ginns, P., Malmberg, L. E., Collie, R. J., & Calvo, R. A., (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26–35.
    • (2015) Learning and Individual Differences , vol.38 , pp. 26-35
    • Martin, A.J.1    Papworth, B.2    Ginns, P.3    Malmberg, L.E.4    Collie, R.J.5    Calvo, R.A.6
  • 76
    • 0043189376 scopus 로고    scopus 로고
    • The concept of flow
    • Snyder C.R., Lopez S.J., (eds), New York, NY: University Press, &,. (Eds
    • Nakamura, J., & Csikszentmihalyi, M., (2002). The concept of flow. In C. R., Snyder & S. J., Lopez, (Eds.), Oxford handbook of positive psychology (pp. 89–105). New York, NY: University Press.
    • (2002) Oxford handbook of positive psychology , pp. 89-105
    • Nakamura, J.1    Csikszentmihalyi, M.2
  • 77
    • 0007533914 scopus 로고    scopus 로고
    • Conscious emotion in a dynamic system: How I can know how I feel
    • Ellis R.D., Newton N., (eds), Amsterdam, The Netherlands: John Benjamins,. (Eds
    • Newton, N., (2000). Conscious emotion in a dynamic system: How I can know how I feel. In R. D., Ellis & N., Newton (Eds.), The caldron of consciousness: Motivation, affect, and self organization (pp. 91–105). Amsterdam, The Netherlands: John Benjamins. doi:10.1075/aicr.16.07new
    • (2000) The caldron of consciousness: Motivation, affect, and self organization , pp. 91-105
    • Newton, N.1
  • 78
    • 0038702140 scopus 로고    scopus 로고
    • Agent-based modeling vs equation-based modeling: A case study and users' guide
    • Parunak, H. V. D., Savit, R., & Riolo, R. L., (1998). Agent-based modeling vs equation-based modeling: A case study and users' guide. Lecture Notes in Computer Science, 1534, 10–25. doi:10.1007/10692956_2
    • (1998) Lecture Notes in Computer Science , vol.1534 , pp. 10-25
    • Parunak, H.V.D.1    Savit, R.2    Riolo, R.L.3
  • 80
    • 85054786980 scopus 로고    scopus 로고
    • Control-value theory of achievement emotions
    • Pekrun R., Linnenbrink-Garcia L., (eds), New York, NY: Routledge, &,. (Eds
    • Pekrun, R., & Perry, R. P., (2014). Control-value theory of achievement emotions. In R., Pekrun & L., Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120–141). New York, NY: Routledge.
    • (2014) International handbook of emotions in education , pp. 120-141
    • Pekrun, R.1    Perry, R.P.2
  • 81
    • 85008895610 scopus 로고    scopus 로고
    • Analyzing teacher–student interactions with state space grids
    • Koopmans M., Stamovlasis D., (eds), Switzerland: Springer, &,. (Eds.), (). Cham
    • Pennings, H. J., & Mainhard, T., (2016). Analyzing teacher–student interactions with state space grids. In M., Koopmans & D., Stamovlasis (Eds.), Complex dynamical systems in education: Concepts, methods and applications (pp. 233–271). Cham, Switzerland: Springer.
    • (2016) Complex dynamical systems in education: Concepts, methods and applications , pp. 233-271
    • Pennings, H.J.1    Mainhard, T.2
  • 82
    • 33845311543 scopus 로고    scopus 로고
    • Focusing on the complexity of emotion issues in academic learning: A dynamical component systems approach
    • –,. doi:, 2
    • Peter Op’t, Eynde., & Turner, J. E., (2006). Focusing on the complexity of emotion issues in academic learning: A dynamical component systems approach. Educational Psychology Review, 18, 361–376. doi:10.1007/s10648-006-9031-2
    • (2006) Educational Psychology Review , vol.18 , pp. 361-376
    • Peter Op’t, E.1    Turner, J.E.2
  • 83
    • 0037861725 scopus 로고    scopus 로고
    • Chicago, IL: University of Chicago Press
    • Pimm, S. L., (2002). Food webs. Chicago, IL: University of Chicago Press.
    • (2002) Food webs
    • Pimm, S.L.1
  • 84
    • 0345149829 scopus 로고    scopus 로고
    • A motivational science perspective on the role of student motivation in learning and teaching contexts
    • Pintrich, P. R., (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686. doi:10.1037/0022-0663.95.4.667
    • (2003) Journal of Educational Psychology , vol.95 , pp. 667-686
    • Pintrich, P.R.1
  • 85
    • 0003696915 scopus 로고
    • New York, NY: Oxford University Press
    • Popper, K., (1973). Objective knowledge. New York, NY: Oxford University Press.
    • (1973) Objective knowledge
    • Popper, K.1
  • 87
    • 84899669790 scopus 로고    scopus 로고
    • Complex dynamical systems in social and personality psychology
    • Reis H.R., Judd C.M., (eds), New York, NY: Cambridge University Press, &,. (Eds
    • Richardson, M. J., Dale, R., & Marsh, K. L., (2014). Complex dynamical systems in social and personality psychology. In H. R., Reis & C. M., Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 253–282). New York, NY: Cambridge University Press.
    • (2014) Handbook of research methods in social and personality psychology , pp. 253-282
    • Richardson, M.J.1    Dale, R.2    Marsh, K.L.3
  • 88
    • 85052855363 scopus 로고    scopus 로고
    • Tutorials contemporary nonlinear methods for the behavioral sciences,. Retrieved from
    • Riley, M. A., & Van Orden, G. C., (2005). Tutorials in contemporary nonlinear methods for the behavioral sciences. Retrieved from http://www.nsf.gov/sbe/bcs/pac/nmbs/nmbs.jsp
    • (2005)
    • Riley, M.A.1    Van Orden, G.C.2
  • 89
    • 2542638686 scopus 로고    scopus 로고
    • The mechanisms of emergence
    • Sawyer, R. K., (2004). The mechanisms of emergence. Philosophy of the Social Sciences, 34, 260–282. doi:10.1177/0048393103262553
    • (2004) Philosophy of the Social Sciences , vol.34 , pp. 260-282
    • Sawyer, R.K.1
  • 90
    • 34250026318 scopus 로고    scopus 로고
    • Knowledge building: Theory, pedagogy, and technology
    • Sawyer R.K., (ed), New York, NY: Cambridge University Press, &,. (Ed
    • Scardamalia, M., & Bereiter, C., (2006). Knowledge building: Theory, pedagogy, and technology. In R. K., Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York, NY: Cambridge University Press.
    • (2006) Cambridge handbook of the learning sciences , pp. 97-118
    • Scardamalia, M.1    Bereiter, C.2
  • 91
    • 33646844674 scopus 로고    scopus 로고
    • Methods and techniques of complex systems science: An overview
    • Deisboeck T.S., Kresh J.Y., (eds), Boston, MA: Springer,. (Eds
    • Shalizi, C. R., (2006). Methods and techniques of complex systems science: An overview. In T. S., Deisboeck & J. Y., Kresh (Eds.), Complex systems in biomedicine (pp. 33–114). Boston, MA: Springer.
    • (2006) Complex systems in biomedicine , pp. 33-114
    • Shalizi, C.R.1
  • 92
    • 79952466283 scopus 로고    scopus 로고
    • Understanding well-being and optimal functioning: Applying the multilevel personality in context (MPIC) model
    • Sheldon, K. M., Cheng, C., & Hilpert, J., (2011). Understanding well-being and optimal functioning: Applying the multilevel personality in context (MPIC) model. Psychological Inquiry, 22, 1–16.
    • (2011) Psychological Inquiry , vol.22 , pp. 1-16
    • Sheldon, K.M.1    Cheng, C.2    Hilpert, J.3
  • 93
    • 84953431869 scopus 로고    scopus 로고
    • Student engagement as a function of environmental complexity in high school classrooms
    • Shernoff, D. J., Kelly, S., Tonks, S. M., Anderson, B., Cavanagh, R. F., Sinha, S., & Abdi, B., (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction, 43, 52–60. doi:10.1016/j.learninstruc.2015.12.003
    • (2016) Learning and Instruction , vol.43 , pp. 52-60
    • Shernoff, D.J.1    Kelly, S.2    Tonks, S.M.3    Anderson, B.4    Cavanagh, R.F.5    Sinha, S.6    Abdi, B.7
  • 94
    • 84925627028 scopus 로고    scopus 로고
    • Early adolescent friendships and academic adjustment: Examining selection and influence processes with longitudinal social network analysis
    • Shin, H., & Ryan, A. M., (2014). Early adolescent friendships and academic adjustment: Examining selection and influence processes with longitudinal social network analysis. Developmental Psychology, 50, 2462–2472. doi:10.1037/a0037922
    • (2014) Developmental Psychology , vol.50 , pp. 2462-2472
    • Shin, H.1    Ryan, A.M.2
  • 95
    • 84962054151 scopus 로고    scopus 로고
    • It’s the quality not the quantity of ties that matters: social networks and self-efficacy beliefs
    • Siciliano, M. D., (2016). It’s the quality not the quantity of ties that matters: social networks and self-efficacy beliefs. American Educational Research Journal, 53, 227–262. doi:10.3102/0002831216629207
    • (2016) American Educational Research Journal , vol.53 , pp. 227-262
    • Siciliano, M.D.1
  • 96
    • 85008939212 scopus 로고    scopus 로고
    • A catastrophe model for motivation and emotions: Highlighting the synergistic role of performance-approach and performance-avoidance goal orientations
    • Koopmans M., Stamovlasis D., (eds), Cham, Switzerland: Springer, &,. (Eds
    • Sideridis, G., & Stamovlasis, D., (2016). A catastrophe model for motivation and emotions: Highlighting the synergistic role of performance-approach and performance-avoidance goal orientations. In M., Koopmans & D., Stamovlasis (Eds.), Complex dynamical systems in education (pp. 379–394). Cham, Switzerland: Springer. doi:10.1007/978-3-319-27577-2_17
    • (2016) Complex dynamical systems in education , pp. 379-394
    • Sideridis, G.1    Stamovlasis, D.2
  • 97
    • 33644805402 scopus 로고    scopus 로고
    • Microgenetic analyses of learning
    • Damon W., Lerner R.M., Kuhn D., Siegler R.S., (eds), 6th ed, Hoboken, NJ: Wiley,. (Eds
    • Siegler, R. S., (2007). Microgenetic analyses of learning. In W., Damon & R. M., Lerner (Series Eds.), D., Kuhn & R. S., Siegler (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language (6th ed., pp. 464–510). Hoboken, NJ: Wiley.
    • (2007) Cognition, perception, and language , vol.2 , pp. 464-510
    • Siegler, R.S.1
  • 98
    • 0000790263 scopus 로고
    • The architecture of complexity
    • –,. Retrieved from
    • Simon, H. A., (1962). The architecture of complexity. Proceedings of the American Philosophical Society, 106, 467–482. Retrieved from http://www.jstor.org/stable/985254
    • (1962) Proceedings of the American Philosophical Society , vol.106 , pp. 467-482
    • Simon, H.A.1
  • 99
    • 56349142440 scopus 로고    scopus 로고
    • Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
    • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T., (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765–781. doi:10.1037/a0012840
    • (2008) Journal of Educational Psychology , vol.100 , pp. 765-781
    • Skinner, E.1    Furrer, C.2    Marchand, G.3    Kindermann, T.4
  • 100
    • 85022163013 scopus 로고    scopus 로고
    • Engagement and disaffection as central to processes of motivational resilience development
    • Wentzel K., Miele D., (eds), 2nd ed., Malwah, NJ: Erlbaum,. (Eds
    • Skinner, E. A., (2016). Engagement and disaffection as central to processes of motivational resilience development. In K., Wentzel & D., Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 145–168). Malwah, NJ: Erlbaum.
    • (2016) Handbook of motivation at school , pp. 145-168
    • Skinner, E.A.1
  • 101
    • 84993660121 scopus 로고    scopus 로고
    • Exploring modeling aspects of design experiments
    • Sloane, F. C., & Gorard, S., (2003). Exploring modeling aspects of design experiments. Educational Researcher, 32, 29–31. doi:10.3102/0013189X032001029
    • (2003) Educational Researcher , vol.32 , pp. 29-31
    • Sloane, F.C.1    Gorard, S.2
  • 102
    • 85051293229 scopus 로고    scopus 로고
    • Aligning statistical modeling with theories of learning in mathematics education research
    • Cai J., (ed), Reston, VA: The National Council for the Teachers of Mathematics, &,. (Ed
    • Sloane, F. C., & Wilkins, J. L. W., (2017). Aligning statistical modeling with theories of learning in mathematics education research. In J., Cai (Ed.), Compendium for research in mathematics education (pp. 183–207). Reston, VA: The National Council for the Teachers of Mathematics.
    • (2017) Compendium for research in mathematics education , pp. 183-207
    • Sloane, F.C.1    Wilkins, J.L.W.2
  • 103
    • 33749569290 scopus 로고    scopus 로고
    • Computer-supported collaborative learning: An historical perspective
    • Stahl, G., Koschmann, T., & Suthers, D., (2006). Computer-supported collaborative learning: An historical perspective. Cambridge Handbook of the Learning Sciences, 2006, 409–426. doi:10.1017/CBO9780511816833.025
    • (2006) Cambridge Handbook of the Learning Sciences , vol.2006 , pp. 409-426
    • Stahl, G.1    Koschmann, T.2    Suthers, D.3
  • 104
    • 85008949776 scopus 로고    scopus 로고
    • Nonlinear dynamical interaction patterns in collaborative groups: Discourse analysis with orbital decomposition
    • Koopmans M., Stamovlasis D., (eds), Cham, Switzerland: Springer,. (Eds
    • Stamovlasis, D., (2016). Nonlinear dynamical interaction patterns in collaborative groups: Discourse analysis with orbital decomposition. In M., Koopmans & D., Stamovlasis (Eds.), Complex dynamical systems in education (pp. 273–297). Cham, Switzerland: Springer.
    • (2016) Complex dynamical systems in education , pp. 273-297
    • Stamovlasis, D.1
  • 105
    • 84893469013 scopus 로고    scopus 로고
    • Ought-approach versus ought-avoidance: Nonlinear effects on arousal under achievement situations
    • Stamovlasis, D., & Sideridis, G. D., (2014). Ought-approach versus ought-avoidance: Nonlinear effects on arousal under achievement situations. Nonlinear Dynamics, Psychology, and Life Sciences, 18, 67–90.
    • (2014) Nonlinear Dynamics, Psychology, and Life Sciences , vol.18 , pp. 67-90
    • Stamovlasis, D.1    Sideridis, G.D.2
  • 107
    • 0035826155 scopus 로고    scopus 로고
    • Exploring complex networks
    • Strogatz, S. H., (2001). Exploring complex networks. Nature, 410, 268–276. doi:10.1038/35065725
    • (2001) Nature , vol.410 , pp. 268-276
    • Strogatz, S.H.1
  • 108
    • 84985034388 scopus 로고    scopus 로고
    • Social Network Methods for the Educational and Psychological Sciences
    • Sweet, T. M., (2016). Social Network Methods for the Educational and Psychological Sciences. Educational Psychologist, 51, 381–394. doi:10.1080/00461520.2016.1208093
    • (2016) Educational Psychologist , vol.51 , pp. 381-394
    • Sweet, T.M.1
  • 109
    • 0000779360 scopus 로고
    • Detecting strange attractors in turbulence
    • Takens, F., (1981). Detecting strange attractors in turbulence. Lecture Notes in Mathematics, 898, 366–381. doi:10.1007/BFb0091924
    • (1981) Lecture Notes in Mathematics , vol.898 , pp. 366-381
    • Takens, F.1
  • 110
    • 0041589535 scopus 로고    scopus 로고
    • Development as a dynamic system
    • Thelen, E., & Smith, L. B., (2003). Development as a dynamic system. Trends Cogn. Sci. (Regul. Ed.), 7, 343–348. doi:10.1016/S1364-6613(03)00156-6
    • (2003) Trends Cogn. Sci. (Regul. Ed.) , vol.7 , pp. 343-348
    • Thelen, E.1    Smith, L.B.2
  • 111
    • 85014639027 scopus 로고
    • A dynamic systems approach to the development of cognition and action
    • Thelen, E., Smith, L. B., Karmiloff-Smith, A., & Johnson, M. H., (1994). A dynamic systems approach to the development of cognition and action. Nature, 372, 53–53.
    • (1994) Nature , vol.372 , pp. 53-53
    • Thelen, E.1    Smith, L.B.2    Karmiloff-Smith, A.3    Johnson, M.H.4
  • 112
  • 113
    • 47949097530 scopus 로고    scopus 로고
    • How does motivation develop and why does it change? Reframing motivation research
    • Turner, J., & Patrick, H., (2008). How does motivation develop and why does it change? Reframing motivation research. Educational Psychologist, 43, 119–131. doi:10.1080/00461520802178441
    • (2008) Educational Psychologist , vol.43 , pp. 119-131
    • Turner, J.1    Patrick, H.2
  • 114
    • 0036149367 scopus 로고    scopus 로고
    • Changing complexity in human behavior and physiology through aging and disease
    • Vaillancourt, D. E., & Newell, K. M., (2002). Changing complexity in human behavior and physiology through aging and disease. Neurobiology of Aging, 23, 1–11. doi:10.1016/S0197-4580(01)00247-0
    • (2002) Neurobiology of Aging , vol.23 , pp. 1-11
    • Vaillancourt, D.E.1    Newell, K.M.2
  • 115
    • 49649123888 scopus 로고    scopus 로고
    • Open intransitivity cycles in development and education: Pathways to synthesis
    • Valsiner, J., (2008). Open intransitivity cycles in development and education: Pathways to synthesis. European Journal of Psychology of Education, 23, 131. doi:10.1007/BF03172741
    • (2008) European Journal of Psychology of Education , vol.23 , pp. 131
    • Valsiner, J.1
  • 116
    • 85008884161 scopus 로고    scopus 로고
    • “Looking at” educational interventions: Surplus value of a complex dynamic systems approach to study the effectiveness of a science and technology educational intervention
    • Koopmans M., Stamovlasis D., (eds), Cham, Switzerland: Springer, &,. (Eds
    • van Vondel, S., Steenbeek, H., van Dijk, M., & van Geert, P., (2016). “Looking at” educational interventions: Surplus value of a complex dynamic systems approach to study the effectiveness of a science and technology educational intervention. In M., Koopmans & D., Stamovlasis (Eds.), Complex dynamical systems in education (pp. 203–232). Cham, Switzerland: Springer. doi:10.1007/978-3-319-27577-2_11
    • (2016) Complex dynamical systems in education , pp. 203-232
    • van Vondel, S.1    Steenbeek, H.2    van Dijk, M.3    van Geert, P.4
  • 117
    • 84938153612 scopus 로고    scopus 로고
    • The use of physiological tools to identify changes affective responses for graduate students recently admitted into a scientific discipline. 2014 IEEE Frontiers Education conference proceedings, 1–5. Piscataway, NJ: IEEE
    • Villanueva, I., Raikes, A., Ruben, N., Schaefer, S., & Günther, J., (2014). The use of physiological tools to identify changes in affective responses for graduate students recently admitted into a scientific discipline. In 2014 IEEE Frontiers in Education conference proceedings, 1–5. Piscataway, NJ: IEEE. doi:10.1109/FIE.2014.7044316
    • (2014)
    • Villanueva, I.1    Raikes, A.2    Ruben, N.3    Schaefer, S.4    Günther, J.5
  • 118
    • 84959441015 scopus 로고    scopus 로고
    • Use of galvanic skin responses, salivary biomarkers, and self-reports to assess undergraduate student performance during a laboratory exam activity
    • Villanueva, I., Valladares, M., & Goodridge, W., (2016). Use of galvanic skin responses, salivary biomarkers, and self-reports to assess undergraduate student performance during a laboratory exam activity. Journal of Visualized Experiments, 108, e53255. doi:10.3791/53255
    • (2016) Journal of Visualized Experiments , vol.108 , pp. e53255
    • Villanueva, I.1    Valladares, M.2    Goodridge, W.3
  • 119
    • 51149203927 scopus 로고
    • Canalization of development and the inheritance of acquired characters
    • Waddington, C. H., (1942). Canalization of development and the inheritance of acquired characters. Nature, 150, 563–565. doi:10.1038/150563a0
    • (1942) Nature , vol.150 , pp. 563-565
    • Waddington, C.H.1
  • 123
    • 85012210053 scopus 로고    scopus 로고
    • Dynamic systems in developmental science
    • Overton W.F., Molenaar P.C.M., (eds), 7th ed, Hoboken, NJ: Wiley,. (Eds.), & R. M. Lerner (Ed
    • Witherington, D. C., (2015). Dynamic systems in developmental science. In W. F., Overton & P. C. M., Molenaar (Vol. Eds.), & R. M. Lerner (Ed.), Handbook of child psychology and developmental science. Vol. I: Theory and method (7th ed., pp. 63–112). Hoboken, NJ: Wiley.
    • (2015) Handbook of child psychology and developmental science. Vol. I: Theory and method , pp. 63-112
    • Witherington, D.C.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.