{"meta":{"query_hash":"8075e085176c","filters":{"venue":"International Journal of Educational Research"},"cohort_total":34,"direct_labels_cover":0,"predictions_cover":34,"exported":34,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/8075e085176c","api":"https://metacan.xera.ac/api/v1/cohort?venue=International+Journal+of+Educational+Research"},"results":[{"id":"W1998847167","doi":"10.1016/s0883-0355(00)00052-5","title":"Creating classroom contexts that support young children's development of self-regulated learning","year":2000,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":254,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Metacognition; Reading (process); Psychology; Mathematics education; Action research; Self-regulated learning; Pedagogy; Cognition","score_opus":0.08528263425503546,"score_gpt":0.4796385659521177,"score_spread":0.3943559316970822,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1998847167","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97872305,0.00018435797,0.00630974,0.00042992938,0.000047765512,0.000102372556,0.000027884662,0.00021727297,0.013957532],"genre_scores_gemma":[0.9808133,0.00015446993,0.01718266,0.00007211814,0.000007638548,0.00014505323,0.000030928182,0.000027548891,0.0015663226],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99941134,0.00023282724,0.000025305655,0.00012464495,0.00010291052,0.00010299123],"domain_scores_gemma":[0.9984182,0.0006320392,0.00020105857,0.00012431036,0.000083564664,0.0005408763],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007501635,0.00020066714,0.00016178629,0.0002989997,0.0008335487,0.0025664784,0.0005891212,0.00047590464,0.00178857],"category_scores_gemma":[0.0032666838,0.00020084478,0.00016126368,0.00012617934,0.00065141066,0.0007313358,0.002369589,0.0005898446,0.0003121908],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0009540301,0.012175409,0.1074364,0.0013137526,0.00010714467,0.003717999,0.15428948,0.0025114631,0.23321629,0.047117133,0.010898876,0.42626202],"study_design_scores_gemma":[0.0013188012,0.0059903883,0.31739405,0.0015470362,0.00054094306,0.0046685026,0.20345376,0.010342834,0.13981307,0.052856136,0.26170343,0.00037105827],"about_ca_topic_score_codex":0.000645104,"about_ca_topic_score_gemma":0.002727595,"teacher_disagreement_score":0.0025664784,"about_ca_system_score_codex":0.00047576337,"about_ca_system_score_gemma":0.0015222033,"threshold_uncertainty_score":0.005983293},"labels":[],"label_agreement":null},{"id":"W2050618027","doi":"10.1016/j.ijer.2011.07.012","title":"Canadian and Australian pre-service teachers’ use, confidence and success in various behaviour management strategies","year":2011,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Practicum; Psychology; Service (business); Classroom management; Medical education; Pedagogy; Marketing; Business; Medicine","score_opus":0.44382629767602333,"score_gpt":0.49335552586895975,"score_spread":0.049529228192936425,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2050618027","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9984457,0.00012428545,0.000010236462,0.00007974358,0.000007699552,0.000013254775,0.000071504175,0.0000013963185,0.0012461909],"genre_scores_gemma":[0.99659985,0.00020074236,0.00007200919,0.00005870816,0.0000027223584,0.000016317676,0.00015272605,0.0000022817983,0.00289469],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997795,0.00024698014,0.00013332171,0.00014996254,0.0010337246,0.00064099295],"domain_scores_gemma":[0.9874857,0.0019931353,0.0021132387,0.0002868945,0.004195413,0.0039255046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025626803,0.00031776982,0.000536906,0.0010465113,0.0037879904,0.0022946815,0.001195585,0.0010894419,0.0025005736],"category_scores_gemma":[0.013431521,0.00055248546,0.0006837643,0.001737557,0.0015161161,0.0008000908,0.0010013689,0.0023764048,0.00049958745],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00045589157,0.0009622979,0.9132868,0.000084546366,0.00008673806,0.00017050013,0.069358714,0.00020001676,0.00044433208,0.00019074579,0.0014841844,0.013275291],"study_design_scores_gemma":[0.000009703885,0.00018084666,0.98280394,0.0000247834,0.000014096089,0.000026539965,0.015972026,0.00008327673,0.00005366172,0.000016666183,0.00079826324,0.00001636401],"about_ca_topic_score_codex":0.9549877,"about_ca_topic_score_gemma":0.98224074,"teacher_disagreement_score":0.045012295,"about_ca_system_score_codex":0.01390266,"about_ca_system_score_gemma":0.015987933,"threshold_uncertainty_score":0.100871384},"labels":[],"label_agreement":null},{"id":"W2071535923","doi":"10.1016/j.ijer.2011.12.009","title":"The more it changes, the more it becomes the same: The development of the routine of shape identification in dynamic geometry environment","year":2012,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Spatial Cognition and Navigation","field":"Engineering","cited_by":59,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Identification (biology); Conjecture; Process (computing); Geometry; Diversity (politics); Point (geometry); Computer science; Geometric shape; Mathematics; Sociology; Pure mathematics; Programming language","score_opus":0.06366794264405075,"score_gpt":0.3894981613368761,"score_spread":0.32583021869282536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2071535923","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.64945596,0.0004049221,0.24901322,0.0018250797,0.00008737441,0.000081447426,0.00009575733,0.00053665304,0.09849951],"genre_scores_gemma":[0.941595,0.00016714688,0.05400929,0.00007087346,0.0000125509105,0.000022228876,0.000052798438,0.0002712772,0.0037987805],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9974445,0.000888337,0.000101863625,0.00083919894,0.0005803254,0.00014563528],"domain_scores_gemma":[0.9894657,0.004940682,0.000933142,0.002551269,0.0016570042,0.0004521937],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0027353198,0.00026631658,0.00025425624,0.0011330206,0.0011757084,0.006107062,0.0014856375,0.001289066,0.003127926],"category_scores_gemma":[0.025609192,0.0007017476,0.000280832,0.0009341519,0.00916284,0.0068850983,0.0027359321,0.0015013982,0.00083204225],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00018389185,0.00012565822,0.043642025,0.00018293994,0.00004091811,0.0007585579,0.13665852,0.0050125816,0.042120043,0.46020085,0.0018427009,0.30923134],"study_design_scores_gemma":[0.000042563635,0.0005099905,0.16982186,0.00039536433,0.00009910094,0.0039082365,0.045763277,0.06810656,0.039396156,0.57985455,0.09165514,0.00044723978],"about_ca_topic_score_codex":0.006081475,"about_ca_topic_score_gemma":0.0040701088,"teacher_disagreement_score":0.006107062,"about_ca_system_score_codex":0.0009861286,"about_ca_system_score_gemma":0.0021957355,"threshold_uncertainty_score":0.014465928},"labels":[],"label_agreement":null},{"id":"W2075181833","doi":"10.1016/j.ijer.2011.08.003","title":"Stability of biases in self-evaluation and relations to well-being among elementary school children","year":2011,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":58,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada; Government of Canada","keywords":"Psychosocial; Psychology; Developmental psychology","score_opus":0.12297499036212718,"score_gpt":0.4554087752514593,"score_spread":0.3324337848893321,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2075181833","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997738,0.000028798477,0.000010189806,0.000008026632,9.1022514e-7,9.454596e-7,0.000019303798,8.1055833e-7,0.00015724731],"genre_scores_gemma":[0.99984884,0.000016278738,0.000018183955,0.0000030267192,7.280716e-7,0.0000019844751,0.00004190468,0.0000011452414,0.000067917674],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99923587,0.00016709953,0.000079390775,0.000136265,0.00019797267,0.00018343177],"domain_scores_gemma":[0.9903019,0.0038416095,0.0025464045,0.0010283509,0.001439654,0.0008420949],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015830548,0.00021099548,0.00041797687,0.0013002595,0.00055744237,0.0012139151,0.00034893543,0.000450617,0.0009072734],"category_scores_gemma":[0.012001073,0.0003217867,0.00037782625,0.0010991305,0.0009506869,0.0005327876,0.0009239589,0.00082035054,0.00017565109],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011358924,0.000047931226,0.9964323,0.0000053805047,0.000021891652,0.00002215319,0.0014178407,0.000050069983,0.00043423008,0.00005151739,0.000018811983,0.0013844054],"study_design_scores_gemma":[9.833193e-7,0.000021148835,0.9992353,0.0000013154365,0.0000036040606,0.000016814143,0.0005531225,0.00003125735,0.000083266095,0.000028915907,0.000022323353,0.0000020698587],"about_ca_topic_score_codex":0.019666253,"about_ca_topic_score_gemma":0.022015065,"teacher_disagreement_score":0.019666253,"about_ca_system_score_codex":0.00084265234,"about_ca_system_score_gemma":0.00071053964,"threshold_uncertainty_score":0.039103568},"labels":[],"label_agreement":null},{"id":"W2092899787","doi":"10.1016/j.ijer.2008.12.002","title":"Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation","year":2008,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"","keywords":"Construct (python library); Mathematics education; Task (project management); Cognition; Psychology; Computer science","score_opus":0.15988502783497768,"score_gpt":0.45250911987256776,"score_spread":0.2926240920375901,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2092899787","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9792206,0.00051979406,0.005052815,0.000342798,0.000011905354,0.00001722621,0.000029160568,0.000014584005,0.014791091],"genre_scores_gemma":[0.9971457,0.00011053554,0.0021062156,0.000028127522,0.0000055011938,0.000013799434,0.000025939908,0.0000056400895,0.00055853475],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985019,0.0005551208,0.000078571014,0.00030731797,0.00043912712,0.00011797325],"domain_scores_gemma":[0.98537505,0.010516089,0.0019193174,0.000702101,0.00074693264,0.0007405399],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017939123,0.00039343472,0.00036098596,0.001336058,0.0003711543,0.0045883306,0.0006676122,0.0006613015,0.0026128674],"category_scores_gemma":[0.01632068,0.00038024035,0.00036992203,0.0009567518,0.0018208876,0.0035851505,0.0024310204,0.0017057273,0.00025346936],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004188278,0.0011346095,0.68633026,0.00028149894,0.00027662693,0.00037365244,0.015410025,0.002445977,0.00822553,0.111926004,0.00036440618,0.17281257],"study_design_scores_gemma":[0.000035445093,0.0002838301,0.910557,0.00013219849,0.00013078674,0.00055481587,0.007931209,0.005041191,0.0039028858,0.070015095,0.0013709306,0.000044709057],"about_ca_topic_score_codex":0.001476182,"about_ca_topic_score_gemma":0.0016977289,"teacher_disagreement_score":0.0045883306,"about_ca_system_score_codex":0.0006518265,"about_ca_system_score_gemma":0.0015353179,"threshold_uncertainty_score":0.009487212},"labels":[],"label_agreement":null},{"id":"W2100314949","doi":"10.1016/j.ijer.2014.08.003","title":"Feasibility trial of a film-based educational intervention for increasing boys’ and girls’ intentions to avoid teenage pregnancy: Study protocol","year":2014,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Adolescent Sexual and Reproductive Health","field":"Health Professions","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Public Health Research Programme; Economic and Social Research Council; Queen's University; Queen's University Belfast; Medical Research Council; National Institute for Health and Care Research; Glasgow Caledonian University","keywords":"Intervention (counseling); Psychological intervention; Unintended pregnancy; Teenage pregnancy; Protocol (science); Psychology; Randomized controlled trial; Pregnancy; Cluster randomised controlled trial; Medicine; Developmental psychology; Nursing; Alternative medicine; Environmental health; Population; Family planning","score_opus":0.3799828524747128,"score_gpt":0.6366240356113928,"score_spread":0.25664118313668,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100314949","genre_codex":"protocol","genre_gemma":"protocol","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"protocol","genre_consensus":"protocol","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.007210644,0.000083832914,0.00077986694,0.00012063527,0.00016124597,0.99073595,0.00025962293,0.000037232825,0.0006109016],"genre_scores_gemma":[0.0074979044,0.00011835134,0.0016801782,0.00012852074,0.00006228647,0.9900412,0.00005722911,0.000003034811,0.00041125773],"study_design_codex":"randomized_trial","study_design_gemma":"nonrandomized_trial","domain_scores_codex":[0.9835368,0.00933098,0.0019732716,0.0013772937,0.0016886627,0.0020929421],"domain_scores_gemma":[0.98823327,0.0047400207,0.0019300057,0.0014562211,0.0017096025,0.0019308821],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0240095,0.003953745,0.004918882,0.002486965,0.0037835878,0.0023563998,0.0032594071,0.0069104945,0.042318318],"category_scores_gemma":[0.023730326,0.0038738397,0.0027166372,0.0018800899,0.0037510295,0.0029584134,0.0023643945,0.0060116057,0.00749754],"study_design_candidate":"nonrandomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.80086046,0.1169192,0.0013046135,0.009138235,0.00064963696,0.00031567807,0.0012449534,0.0017585789,0.0034387729,0.0023208507,0.00566204,0.056387074],"study_design_scores_gemma":[0.84496737,0.13790525,0.003076801,0.0008324989,0.0003525424,0.00004900837,0.00029129593,0.0008435702,0.0009572619,0.0010628658,0.009571136,0.000090451824],"about_ca_topic_score_codex":0.0033159256,"about_ca_topic_score_gemma":0.003706918,"teacher_disagreement_score":0.042318318,"about_ca_system_score_codex":0.003052292,"about_ca_system_score_gemma":0.015747245,"threshold_uncertainty_score":0.14156884},"labels":[],"label_agreement":null},{"id":"W2142531537","doi":"10.1016/j.ijer.2009.02.008","title":"The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children","year":2009,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Reading and Literacy Development","field":"Psychology","cited_by":119,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Dialogic; Vocabulary; Reading (process); Psychology; Vocabulary development; Developmental psychology; Intervention (counseling); Mathematics education; Pedagogy; Teaching method; Linguistics","score_opus":0.024920072191773075,"score_gpt":0.4165463441625668,"score_spread":0.39162627197079375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2142531537","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99898297,0.00006234828,0.000008424574,0.00003789491,0.0000014875247,0.0000026351256,0.000029882522,0.000002358366,0.0008719962],"genre_scores_gemma":[0.99946696,0.00006521013,0.000025011153,0.0000099714425,0.0000013828517,0.0000069632524,0.00001898141,0.0000016755454,0.00040374635],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994966,0.00013177295,0.000035611778,0.00009200287,0.00007586651,0.00016811589],"domain_scores_gemma":[0.9945809,0.0030545606,0.001056197,0.0001451438,0.00038206633,0.00078122696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006093575,0.00034692633,0.00036809524,0.0006408692,0.0011776508,0.0013659345,0.00035250597,0.0005621658,0.0047170664],"category_scores_gemma":[0.005468813,0.00032960676,0.0002854499,0.0005473347,0.0010778717,0.0008231182,0.00080128066,0.001217988,0.00056984567],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0014587679,0.001372903,0.8950832,0.0001641877,0.00005027899,0.002522966,0.06827136,0.0001609474,0.0137720965,0.00096240954,0.00039382037,0.015786985],"study_design_scores_gemma":[0.000023622695,0.00085725985,0.9595328,0.000039518036,0.000039906183,0.0004271564,0.03700136,0.000095234514,0.0011417858,0.00025421797,0.0005659248,0.000021244929],"about_ca_topic_score_codex":0.02492827,"about_ca_topic_score_gemma":0.038039897,"teacher_disagreement_score":0.02492827,"about_ca_system_score_codex":0.0010590788,"about_ca_system_score_gemma":0.0012795627,"threshold_uncertainty_score":0.04956633},"labels":[],"label_agreement":null},{"id":"W2176595810","doi":"10.1016/j.ijer.2015.09.004","title":"The role of resilience in assisting the educational connectedness of at-risk youth: A study of service users and non-users","year":2015,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Resilience and Mental Health","field":"Psychology","cited_by":32,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"Spencer Foundation","keywords":"Social connectedness; Resilience (materials science); Psychology; At-risk students; Psychological resilience; Service (business); Applied psychology; Social psychology; Mathematics education; Business; Marketing","score_opus":0.12125018311435146,"score_gpt":0.5104054560349355,"score_spread":0.38915527292058405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2176595810","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996153,0.00005047545,0.000008872562,0.000049691575,0.0000022222334,0.0000061019377,0.000009153701,3.4123022e-7,0.00025774253],"genre_scores_gemma":[0.9997731,0.000055627803,0.000017067629,0.00002168649,0.0000016948485,0.0000057268385,0.000008316544,4.709446e-7,0.00011634568],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99931955,0.0002065303,0.000047532194,0.00004470409,0.000089845336,0.00029188953],"domain_scores_gemma":[0.9983333,0.00043954293,0.00031832824,0.00005702985,0.00019609464,0.0006556542],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010871063,0.00024584017,0.00056967355,0.0012050472,0.00253848,0.001810798,0.0004954299,0.00065685186,0.0018165245],"category_scores_gemma":[0.0036616656,0.0003261785,0.0005767582,0.00112199,0.0011665523,0.0012604888,0.0017395879,0.0013064786,0.0001509364],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002551348,0.001179008,0.90581906,0.00005424663,0.000053120242,0.00059499743,0.08034427,0.00002348497,0.00044287412,0.000423418,0.00017592343,0.010634582],"study_design_scores_gemma":[0.00001794876,0.00068332435,0.8061957,0.00004560721,0.000045919343,0.0004180876,0.19141065,0.00013841534,0.00012172899,0.00015845188,0.0007508655,0.000013414799],"about_ca_topic_score_codex":0.02523884,"about_ca_topic_score_gemma":0.04520835,"teacher_disagreement_score":0.02523884,"about_ca_system_score_codex":0.0010692944,"about_ca_system_score_gemma":0.0016971534,"threshold_uncertainty_score":0.050183892},"labels":[],"label_agreement":null},{"id":"W2300439734","doi":"10.1016/j.ijer.2016.02.007","title":"Multidimensionality of behavioural engagement: Empirical support and implications","year":2016,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":81,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Psychology; Construct (python library); Sample (material); Social psychology; Construct validity; Confirmatory factor analysis; Absenteeism; Relevance (law); Developmental psychology; Psychometrics; Structural equation modeling; Statistics","score_opus":0.3455637463869637,"score_gpt":0.5449394941343069,"score_spread":0.19937574774734318,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2300439734","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.955249,0.0015164217,0.013483153,0.0013515807,0.000053186828,0.00022000275,0.0005460656,0.00003371098,0.027546827],"genre_scores_gemma":[0.9955968,0.00030649343,0.0033648047,0.00005464344,0.000014993178,0.00017060847,0.00017409178,0.000010322217,0.0003072992],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9911267,0.0032461253,0.00086706603,0.0020505392,0.0021067837,0.00060280465],"domain_scores_gemma":[0.9583711,0.022293799,0.009167647,0.0046562725,0.0036586265,0.0018526055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0080263205,0.0006319932,0.0009893493,0.0039356877,0.0014009199,0.005639483,0.0010733375,0.0014913447,0.0043953424],"category_scores_gemma":[0.030480599,0.000731639,0.0012472995,0.0036699676,0.0040673744,0.0037559883,0.00622197,0.002005409,0.00027855445],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017943764,0.00057943596,0.91762805,0.00053534994,0.0004826131,0.000113827795,0.01568383,0.00093122147,0.0013724223,0.024252504,0.0002514088,0.037989967],"study_design_scores_gemma":[0.000016201719,0.00014476659,0.9679598,0.0001871474,0.00009000315,0.00017424121,0.010546135,0.0013954847,0.0002346242,0.018320555,0.0008765673,0.000054339987],"about_ca_topic_score_codex":0.0031695021,"about_ca_topic_score_gemma":0.00585883,"teacher_disagreement_score":0.0080263205,"about_ca_system_score_codex":0.0016994074,"about_ca_system_score_gemma":0.0016121184,"threshold_uncertainty_score":0.042447746},"labels":[],"label_agreement":null},{"id":"W2473778269","doi":"10.1016/j.ijer.2015.10.003","title":"Cultivating a better society: Anti-Mafia farm participation increases prosocial motivations","year":2015,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Experimental Behavioral Economics Studies","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McGill University","keywords":"Prosocial behavior; Psychology; Normative; Social psychology; Developmental psychology","score_opus":0.2869784506993543,"score_gpt":0.5453768820879042,"score_spread":0.25839843138854995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2473778269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99701774,0.00003478906,0.00009315666,0.00024433935,0.000011278887,0.00000708811,0.0000148992385,0.000005766419,0.0025709178],"genre_scores_gemma":[0.99747974,0.00003232612,0.00022947183,0.000095950374,0.000010381384,0.000021880604,0.000018468274,0.0000023971297,0.002109441],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9996853,0.0001359639,0.0000053595572,0.00005295907,0.000028281573,0.000092250804],"domain_scores_gemma":[0.9982338,0.0004914572,0.0004026186,0.00013005869,0.000055952485,0.0006861273],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00051407726,0.00021407689,0.00021639587,0.00020978347,0.00063771795,0.00074227015,0.00019296187,0.0010285465,0.012498865],"category_scores_gemma":[0.0017570674,0.00018064307,0.00017587416,0.00014814002,0.0004816938,0.00035070867,0.0007897388,0.0006750266,0.0006961839],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.012026524,0.053559672,0.46377197,0.0005773576,0.000470755,0.0011683138,0.003977371,0.00090476894,0.29950276,0.008732257,0.004981543,0.15032679],"study_design_scores_gemma":[0.00020041366,0.004291572,0.9809887,0.000034118264,0.00009639651,0.0001529744,0.0025356053,0.00079665467,0.0048663984,0.002220824,0.0037985798,0.00001773672],"about_ca_topic_score_codex":0.0012087403,"about_ca_topic_score_gemma":0.0039757085,"teacher_disagreement_score":0.012498865,"about_ca_system_score_codex":0.00023007505,"about_ca_system_score_gemma":0.00043115325,"threshold_uncertainty_score":0.041812837},"labels":[],"label_agreement":null},{"id":"W2584245428","doi":"10.1016/j.ijer.2016.12.005","title":"Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese","year":2017,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Reading and Literacy Development","field":"Psychology","cited_by":82,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Fluency; Reading (process); Phonological awareness; Psychology; Linguistics; Cognition; Cognitive psychology; Word recognition; Orthography; Mathematics education","score_opus":0.046872657248097215,"score_gpt":0.5085534299867688,"score_spread":0.4616807727386716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2584245428","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9996469,0.0000308153,0.000013052661,0.000014247675,0.0000020825744,0.0000013234202,0.000025912756,0.000001126011,0.00026452498],"genre_scores_gemma":[0.99962306,0.000022863282,0.000021597505,0.000007785839,0.0000037572524,0.000002414967,0.00004914044,0.000001742464,0.0002674734],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99949896,0.000071125396,0.00007992597,0.0001486696,0.00008652524,0.00011477936],"domain_scores_gemma":[0.9966582,0.0014913894,0.00072014617,0.0001708332,0.0003378753,0.0006216132],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007017042,0.000497699,0.0003268702,0.0012411269,0.0005916102,0.00095997506,0.0004949709,0.0005351204,0.002860746],"category_scores_gemma":[0.0032626805,0.00033642285,0.00048201278,0.0010512708,0.00083562004,0.0005442143,0.00044213608,0.0005124259,0.0003402976],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002950876,0.00018088076,0.9917293,0.000019641977,0.000086957545,0.00053704996,0.0019622946,0.00011752391,0.0015896937,0.00007553763,0.00006105561,0.0033450613],"study_design_scores_gemma":[0.000005472797,0.00004734313,0.99890304,0.0000026262198,0.00002954554,0.000107789616,0.00048190297,0.00021376341,0.000111675035,0.00006586195,0.00002520343,0.0000056667677],"about_ca_topic_score_codex":0.04629356,"about_ca_topic_score_gemma":0.04004945,"teacher_disagreement_score":0.04629356,"about_ca_system_score_codex":0.00057473686,"about_ca_system_score_gemma":0.0010796398,"threshold_uncertainty_score":0.09204817},"labels":[],"label_agreement":null},{"id":"W2782325282","doi":"10.1016/j.ijer.2018.01.002","title":"Protocol: Exploring the Objective Structured Clinical Examination (OSCE) using Institutional Ethnography","year":2018,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Innovations in Medical Education","field":"Medicine","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Prince Edward Island","funders":"Department for the Economy","keywords":"Scrutiny; Accountability; Medical education; Protocol (science); Ethnography; Objective structured clinical examination; Health professionals; Health care; Qualitative research; Pedagogy; Psychology; Medicine; Engineering ethics; Sociology; Political science; Alternative medicine; Engineering; Social science","score_opus":0.42970374618973955,"score_gpt":0.6067356240597669,"score_spread":0.17703187787002733,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2782325282","genre_codex":"protocol","genre_gemma":"protocol","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"protocol","genre_consensus":"protocol","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.002987988,0.00011674266,0.0030749221,0.00044388682,0.00024469112,0.98997575,0.0018709536,0.000037689504,0.0012473613],"genre_scores_gemma":[0.0014592756,0.000080495294,0.003611103,0.0001793552,0.00003054852,0.99405366,0.00021287058,0.000004615076,0.0003682317],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9747936,0.012928307,0.006138188,0.0016383759,0.0029932747,0.0015082159],"domain_scores_gemma":[0.93036115,0.023906492,0.0065715774,0.009233973,0.026099993,0.0038267716],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.06902034,0.0033026577,0.0029238309,0.0054010055,0.006322753,0.0049837236,0.003334751,0.0060662474,0.050512433],"category_scores_gemma":[0.09062362,0.0033449046,0.0022496863,0.0039011159,0.0035708584,0.003820509,0.003981415,0.0077159707,0.015615228],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.05488467,0.022556053,0.02462332,0.098331235,0.0005532663,0.005923001,0.08102295,0.006967472,0.030245224,0.0454978,0.18716754,0.44222748],"study_design_scores_gemma":[0.059876896,0.022291271,0.06299059,0.060435817,0.0007594873,0.0017670318,0.075096115,0.0074833864,0.021462344,0.029071344,0.6570795,0.0016862116],"about_ca_topic_score_codex":0.007719834,"about_ca_topic_score_gemma":0.011064713,"teacher_disagreement_score":0.99367726,"about_ca_system_score_codex":0.00724342,"about_ca_system_score_gemma":0.04866231,"threshold_uncertainty_score":0.36501878},"labels":[],"label_agreement":null},{"id":"W3016297491","doi":"10.1016/j.ijer.2020.101573","title":"Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean comparison","year":2020,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":42,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Construct (python library); Job satisfaction; Construct validity; Psychology; Demographic economics; Cross-cultural; Political science; Social psychology; Economics; Computer science; Psychometrics; Developmental psychology","score_opus":0.14874009690908477,"score_gpt":0.49635256732220756,"score_spread":0.3476124704131228,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3016297491","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9894655,0.00008165599,0.008363712,0.000044037588,0.000016332664,0.00018372372,0.00027656605,0.000024838966,0.001543633],"genre_scores_gemma":[0.98771954,0.000042687017,0.0107089,0.000020793477,0.000006159614,0.00062638085,0.00069285685,0.000019718285,0.00016311783],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99147683,0.0064344048,0.0005065529,0.0005603919,0.0006817923,0.00034007092],"domain_scores_gemma":[0.9934278,0.0035704745,0.00092531735,0.000798296,0.0010755397,0.0002026055],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.011174348,0.0005210514,0.00086490944,0.0029964007,0.0011697187,0.0016559386,0.0005289057,0.00038094583,0.0024355715],"category_scores_gemma":[0.017179366,0.00028114516,0.0018101025,0.0042001335,0.0010410051,0.0007758101,0.002522973,0.00087297836,0.00026936614],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.001039528,0.00067671604,0.91708654,0.00026183776,0.0016892374,0.00024186813,0.008172203,0.004207526,0.0019097432,0.0032049858,0.0011147633,0.060395],"study_design_scores_gemma":[0.00015348224,0.0014605898,0.9519648,0.0001457226,0.00052391423,0.00015012526,0.02225785,0.016726105,0.0014190137,0.0022394096,0.0028931042,0.000065878805],"about_ca_topic_score_codex":0.0049444702,"about_ca_topic_score_gemma":0.0058355113,"teacher_disagreement_score":0.011174348,"about_ca_system_score_codex":0.00076512096,"about_ca_system_score_gemma":0.0008828191,"threshold_uncertainty_score":0.059096336},"labels":[],"label_agreement":null},{"id":"W3139088459","doi":"10.1016/j.ijer.2021.101772","title":"A motivation perspective on achievement appraisals, emotions, and performance in an online learning environment","year":2021,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":83,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Boredom; Psychology; Control (management); Perception; Perspective (graphical); Anxiety; Academic achievement; Social psychology; Value (mathematics); Developmental psychology","score_opus":0.14257643237092515,"score_gpt":0.47929466044486646,"score_spread":0.3367182280739413,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3139088459","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90596217,0.00111304,0.004784467,0.004548166,0.00010894793,0.000044501227,0.00006742973,0.000013608682,0.08335773],"genre_scores_gemma":[0.9980844,0.00019913151,0.0005409408,0.00015523397,0.000039221228,0.000015795631,0.00001094862,0.0000033947401,0.00095086807],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993901,0.00027812476,0.000019983432,0.00006444238,0.00009988811,0.00014739689],"domain_scores_gemma":[0.9983051,0.00074187113,0.00035251552,0.000054144337,0.00013844845,0.00040792566],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010673429,0.00045056996,0.00025577174,0.0008204099,0.00086191186,0.0039174985,0.00044038688,0.00076522335,0.0023858629],"category_scores_gemma":[0.0015175424,0.00015141109,0.00038371736,0.0006083426,0.0013622573,0.0015503634,0.0014097953,0.0019058307,0.0001442292],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011439248,0.005898039,0.40819302,0.00056220364,0.00041027527,0.002416589,0.06766321,0.0050691064,0.0246051,0.3752344,0.0026681097,0.10613613],"study_design_scores_gemma":[0.000098345314,0.0008682922,0.8666051,0.00023695402,0.00018392134,0.0005560878,0.04066271,0.004989436,0.001999103,0.073761836,0.009958067,0.00008020642],"about_ca_topic_score_codex":0.0019315088,"about_ca_topic_score_gemma":0.0032123898,"teacher_disagreement_score":0.0039174985,"about_ca_system_score_codex":0.0010912571,"about_ca_system_score_gemma":0.0009017873,"threshold_uncertainty_score":0.007981479},"labels":[],"label_agreement":null},{"id":"W3166109226","doi":"10.1016/j.ijer.2021.101810","title":"Climates of trust, innovation, and research use in fostering evidence-informed practice in French schools","year":2021,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Educational Assessment and Improvement","field":"Decision Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Context (archaeology); Perception; Public relations; Pedagogy; Psychology; School climate; Political science; Sociology","score_opus":0.6407907313376868,"score_gpt":0.6598393672677811,"score_spread":0.019048635930094315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3166109226","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9800286,0.0010428653,0.0015073132,0.008029863,0.000030675466,0.000054426968,0.00001765678,0.000030851872,0.009257776],"genre_scores_gemma":[0.9993012,0.000081057166,0.00027883274,0.00013782491,0.0000048950533,0.000009251225,0.0000025842958,0.0000020134369,0.00018242473],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.8687906,0.10643733,0.0034283868,0.0028568567,0.010739164,0.0077476557],"domain_scores_gemma":[0.7868698,0.13560061,0.032516696,0.008128222,0.015798206,0.021086464],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.069968395,0.0002949408,0.000572909,0.003437926,0.009095985,0.013368765,0.00089228357,0.0021897054,0.0016103259],"category_scores_gemma":[0.07460501,0.0005316439,0.0004999485,0.0021707036,0.014741477,0.003494308,0.007937848,0.002750557,0.00014241095],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00042094523,0.00071389525,0.33798227,0.0005565769,0.00019048447,0.001432162,0.53193825,0.0011968353,0.0026608957,0.04311111,0.0024015945,0.07739502],"study_design_scores_gemma":[0.00008973289,0.00084924547,0.4813837,0.0009417761,0.000108738655,0.0005564547,0.448793,0.0017434476,0.0018375173,0.013681046,0.049763434,0.00025182607],"about_ca_topic_score_codex":0.04730387,"about_ca_topic_score_gemma":0.06652205,"teacher_disagreement_score":0.069968395,"about_ca_system_score_codex":0.03207482,"about_ca_system_score_gemma":0.023866901,"threshold_uncertainty_score":0.37003267},"labels":[],"label_agreement":null},{"id":"W4226248267","doi":"10.1016/j.ijer.2022.101952","title":"Teachers' social goals and classroom engagement: The mediating role of teachers' self-efficacy","year":2022,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Youth Development and Social Support","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Self-efficacy; Student engagement; Structural equation modeling; Longitudinal study; Mathematics education; Pedagogy; Developmental psychology; Social psychology","score_opus":0.08526471944344445,"score_gpt":0.44745535144365495,"score_spread":0.3621906320002105,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4226248267","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99709725,0.000052469313,0.00010954823,0.000090799884,0.0000039103015,0.0000060900447,0.000017725231,0.000003868134,0.0026182807],"genre_scores_gemma":[0.9994437,0.000025773135,0.00005837235,0.000007693479,0.0000019975748,0.0000073475358,0.000015515072,0.000002571844,0.00043705883],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983039,0.0007282821,0.000076576325,0.00023553452,0.00028383645,0.00037195554],"domain_scores_gemma":[0.9840752,0.009350732,0.0025602025,0.00083472766,0.0005931792,0.002586004],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023533192,0.00029895466,0.0004200251,0.00090297865,0.0008540603,0.0028813907,0.00065194734,0.00074253185,0.00417706],"category_scores_gemma":[0.010608823,0.000340957,0.00039406138,0.00047799462,0.0011920575,0.0009151585,0.0019116336,0.001470352,0.00028996836],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0003412027,0.0027429652,0.97424626,0.0000482618,0.00015769224,0.00018284752,0.008054458,0.00024657726,0.001309643,0.0016602897,0.0001908999,0.010818827],"study_design_scores_gemma":[0.000027332155,0.00013799914,0.993494,0.000028034754,0.00006895513,0.00004725375,0.004214351,0.0004902854,0.0003680619,0.00078979,0.00032565775,0.000008212465],"about_ca_topic_score_codex":0.0041029267,"about_ca_topic_score_gemma":0.0065563996,"teacher_disagreement_score":0.00417706,"about_ca_system_score_codex":0.00052887294,"about_ca_system_score_gemma":0.0012993767,"threshold_uncertainty_score":0.013973653},"labels":[],"label_agreement":null},{"id":"W4285137451","doi":"10.1016/j.ijer.2022.102014","title":"The power behind the screen: Educating competent technology users in the age of digitized inequality","year":2022,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Digital literacy in education","field":"Computer Science","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Situated; Competence (human resources); Inequality; Digital literacy; Power (physics); Sociology; Digital divide; Literacy; Work (physics); Politics; Pedagogy; Precondition; Political science; Psychology; Computer science; Information and Communications Technology; Engineering; Social psychology; World Wide Web","score_opus":0.0757848596527372,"score_gpt":0.4330241944850846,"score_spread":0.35723933483234743,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4285137451","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7212334,0.0027603188,0.013465591,0.12430551,0.0006017228,0.00017657239,0.000036879806,0.00013337423,0.13728653],"genre_scores_gemma":[0.97923493,0.0016386238,0.0020714025,0.00584706,0.000081833576,0.00006877265,0.000020529204,0.000040749863,0.0109961545],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946502,0.0031998781,0.00013728644,0.0002522754,0.0006060233,0.0011543519],"domain_scores_gemma":[0.9896555,0.0061599896,0.0005466947,0.00039526832,0.0006237991,0.002618722],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0063043167,0.00035866429,0.000410221,0.0012336686,0.008053408,0.012558826,0.0013034615,0.0037602605,0.007806957],"category_scores_gemma":[0.020910798,0.00038847676,0.0002904822,0.00061963696,0.013659405,0.018094718,0.014809043,0.006750797,0.0019785017],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037403646,0.00036498366,0.009080706,0.00012568536,0.0000054619077,0.0010489008,0.8708687,0.00008083512,0.0011545118,0.03938901,0.008128267,0.0697154],"study_design_scores_gemma":[0.000024106814,0.00023939855,0.0038531274,0.0005967715,0.00001616997,0.000982913,0.8179534,0.0004086932,0.0012632562,0.042548344,0.13207218,0.000041595402],"about_ca_topic_score_codex":0.0031621906,"about_ca_topic_score_gemma":0.0042468267,"teacher_disagreement_score":0.012558826,"about_ca_system_score_codex":0.0015911199,"about_ca_system_score_gemma":0.005008732,"threshold_uncertainty_score":0.03334087},"labels":[],"label_agreement":null},{"id":"W4312913545","doi":"10.1016/j.ijer.2022.102091","title":"Decolonizing indigenous-newcomer relations in the teaching of English in education","year":2022,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Indigenous; Colonialism; Sociology; Scholarship; Politics; Indigenous education; Commission; Sociolinguistics; Social science; Traditional knowledge; Political science; Linguistics; Law","score_opus":0.17961513954544464,"score_gpt":0.5948658027320907,"score_spread":0.41525066318664605,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312913545","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.81234974,0.0012579643,0.0015387845,0.027139677,0.0003124326,0.00010715633,0.000014697514,0.000027726424,0.15725178],"genre_scores_gemma":[0.9880448,0.00016437701,0.00021360005,0.0012191737,0.000036621368,0.00002392546,0.0000020754778,0.00001114989,0.010284343],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9890561,0.0047009173,0.0002471062,0.0008400067,0.00096475927,0.004191027],"domain_scores_gemma":[0.98699236,0.0055241226,0.0013878916,0.00071899354,0.0014700735,0.0039066486],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009457864,0.00020405442,0.00034767378,0.0008071305,0.016182356,0.0067839506,0.0018790013,0.002719459,0.008583181],"category_scores_gemma":[0.016700968,0.0002879029,0.00031606696,0.000783335,0.018875374,0.004378111,0.011859288,0.0059412606,0.00043946508],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002214168,0.00035022487,0.014230708,0.0002593359,0.000023294999,0.0009039239,0.60304,0.00023814141,0.0031080903,0.33516392,0.0029549224,0.039506063],"study_design_scores_gemma":[0.00012317293,0.00048629733,0.060985815,0.00058263564,0.00008632042,0.00061005005,0.7412573,0.00063398463,0.0033517291,0.03363183,0.15815166,0.000099261946],"about_ca_topic_score_codex":0.09673377,"about_ca_topic_score_gemma":0.24105561,"teacher_disagreement_score":0.09673377,"about_ca_system_score_codex":0.016109154,"about_ca_system_score_gemma":0.036120947,"threshold_uncertainty_score":0.19234145},"labels":[],"label_agreement":null},{"id":"W4365935082","doi":"10.1016/j.ijer.2023.102181","title":"Becoming competent global educators: Pre-service teachers’ global engagement and critical examination of human capital discourse in glocalized contexts","year":2023,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"Major Project of Philosophy and Social Science Research in Colleges and Universities of Jiangsu Province","keywords":"Human capital; Pedagogy; Sociology; Human services; Service (business); Psychology; Critical discourse analysis; Public relations; Political science; Business; Economic growth; Politics; Marketing; Economics; Ideology","score_opus":0.14839899957950495,"score_gpt":0.5428160893620467,"score_spread":0.39441708978254175,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4365935082","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9889725,0.00010415727,0.0005218548,0.0008849624,0.000020155408,0.000021445316,0.0000041404965,0.000005553812,0.009465178],"genre_scores_gemma":[0.9982811,0.000055642668,0.00010453686,0.00009927848,0.0000033190865,0.000009933439,0.0000034040856,0.000004803864,0.0014379468],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99769634,0.00131141,0.000052584917,0.00021249926,0.00019896394,0.00052820874],"domain_scores_gemma":[0.9972922,0.0013536118,0.00032471973,0.00021493898,0.00022636964,0.0005881238],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041317386,0.0004004276,0.00032927256,0.0011161492,0.0070172553,0.0069376193,0.0006573084,0.0011951164,0.0023117638],"category_scores_gemma":[0.0055630305,0.00027512747,0.00018909543,0.00063550373,0.015271099,0.0039956244,0.00853563,0.0028904795,0.00019837174],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000009886445,0.0000250835,0.0031099843,0.000017524519,0.0000013778398,0.0003476272,0.99059886,0.000012358893,0.0006181148,0.0026224132,0.00012783895,0.002508886],"study_design_scores_gemma":[0.0000021211429,0.000018514042,0.002849379,0.000028334009,0.000002608866,0.000092423346,0.99034166,0.0000359374,0.00036776703,0.00062720093,0.0056286873,0.0000052959713],"about_ca_topic_score_codex":0.0067807348,"about_ca_topic_score_gemma":0.01387756,"teacher_disagreement_score":0.0070172553,"about_ca_system_score_codex":0.0034965982,"about_ca_system_score_gemma":0.0037409784,"threshold_uncertainty_score":0.025369763},"labels":[],"label_agreement":null},{"id":"W4381435392","doi":"10.1016/j.ijer.2023.102205","title":"Benefits and limitations of partnerships amongst families, schools and universities: A systematic literature review","year":2023,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Beijing Normal University","keywords":"Extant taxon; Sociology; Systematic review; Perspective (graphical); Public relations; Power (physics); Pedagogy; Inequality; Political science","score_opus":0.32849729977667014,"score_gpt":0.47550087039766586,"score_spread":0.14700357062099573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4381435392","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.004135794,0.99065864,0.0005950859,0.0018865792,0.00022708341,0.0011120468,0.0004243577,0.000010665177,0.0009498719],"genre_scores_gemma":[0.06554098,0.9264911,0.0030585781,0.0015694671,0.00012615173,0.0027416393,0.00029977367,0.000009541981,0.00016278047],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.9098566,0.0468075,0.025917396,0.0029615846,0.012575187,0.0018817324],"domain_scores_gemma":[0.720472,0.22907306,0.028046682,0.0041498924,0.016415035,0.001843314],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.08897232,0.001221865,0.0055210353,0.023957262,0.0019649551,0.007559463,0.0023871094,0.0032505272,0.0027382467],"category_scores_gemma":[0.29399443,0.0019516597,0.005941951,0.021454133,0.0026579127,0.008833864,0.0058006425,0.0021722927,0.0002494836],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00019622495,0.000040795607,0.0051030368,0.8306209,0.005624438,0.00037819686,0.004685798,0.00015938254,0.000097335454,0.0026377782,0.0026062818,0.14784984],"study_design_scores_gemma":[0.00006347651,0.000098699136,0.0036854732,0.95913255,0.012382455,0.00051611086,0.0046537057,0.000060500028,0.000086896995,0.0009650163,0.018318824,0.00003634593],"about_ca_topic_score_codex":0.010115666,"about_ca_topic_score_gemma":0.032244943,"teacher_disagreement_score":0.08897232,"about_ca_system_score_codex":0.009877351,"about_ca_system_score_gemma":0.05846513,"threshold_uncertainty_score":0.47053623},"labels":[],"label_agreement":null},{"id":"W4382938814","doi":"10.1016/j.ijer.2023.102211","title":"School spaces, school places: Shifting masculinities during the COVID-19 pandemic","year":2023,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Gender Roles and Identity Studies","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Socialization; Sociology; Pandemic; Reflexivity; Context (archaeology); Gender studies; Coronavirus disease 2019 (COVID-19); Identity (music); Accountability; Pedagogy; Political science; Social science; Geography; Aesthetics; Medicine","score_opus":0.2835745827400411,"score_gpt":0.5170924197367568,"score_spread":0.2335178369967157,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4382938814","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.97294337,0.00057419937,0.00015844259,0.006893357,0.0001964569,0.000027659575,0.00015876297,0.000008558393,0.01903915],"genre_scores_gemma":[0.9961422,0.00018462773,0.000048875452,0.0004332211,0.000033331275,0.00001618227,0.000025715377,0.000008878051,0.0031069783],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982855,0.0005419979,0.000036772173,0.00015040803,0.00019286526,0.0007924374],"domain_scores_gemma":[0.99876356,0.00023605999,0.0002029199,0.000046228593,0.00018772535,0.0005634869],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019191983,0.00022150612,0.0003394215,0.0010205378,0.011360301,0.0047440697,0.0007589021,0.0019929819,0.007259681],"category_scores_gemma":[0.0031463292,0.00033839486,0.00018514735,0.001102848,0.0082612075,0.0028380353,0.007666724,0.0025829033,0.00054894655],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00028247968,0.00012150968,0.06146186,0.00008770755,0.000008646153,0.0010503414,0.88780636,0.000097404016,0.0012867702,0.020321937,0.0056600072,0.02181491],"study_design_scores_gemma":[0.0000057861093,0.000057379915,0.074777305,0.00006981567,0.0000023438115,0.00013304004,0.8834768,0.0000386156,0.00014741211,0.001091421,0.04018269,0.000017414264],"about_ca_topic_score_codex":0.07862079,"about_ca_topic_score_gemma":0.1849031,"teacher_disagreement_score":0.07862079,"about_ca_system_score_codex":0.004906621,"about_ca_system_score_gemma":0.003928361,"threshold_uncertainty_score":0.15632635},"labels":[],"label_agreement":null},{"id":"W4391759979","doi":"10.1016/j.ijer.2024.102323","title":"Running a double-blind true social experiment with a goal oriented adaptive AI-based conversational agent in educational research","year":2024,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"","keywords":"Psychology; Mathematics education; Cognitive psychology; Computer science; Applied psychology","score_opus":0.17912025111919766,"score_gpt":0.5047955688891547,"score_spread":0.325675317769957,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391759979","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87731344,0.00006854007,0.09911587,0.0003296052,0.00023049825,0.017957307,0.00029821723,0.00063612155,0.004050314],"genre_scores_gemma":[0.75397307,0.00006467457,0.18875422,0.00059796264,0.00012907157,0.053822286,0.00019590431,0.00009872619,0.002364042],"study_design_codex":"design_other","study_design_gemma":"randomized_trial","domain_scores_codex":[0.96976143,0.023398556,0.0013367806,0.0030969637,0.0013970609,0.0010092532],"domain_scores_gemma":[0.9046987,0.07159221,0.0048424336,0.010919348,0.0045458293,0.0034015288],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.025904376,0.0010178229,0.00091154396,0.00063245744,0.0018385752,0.0021180494,0.0016109738,0.0017229872,0.004056335],"category_scores_gemma":[0.053131495,0.0007720393,0.0005293062,0.00044692334,0.0025845831,0.0022006126,0.0026374187,0.0017455112,0.0012629085],"study_design_candidate":"randomized_trial","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.059816506,0.07676661,0.07157159,0.0050983503,0.0006462801,0.0009929783,0.089630775,0.022210458,0.29529893,0.019250957,0.0049971435,0.35371938],"study_design_scores_gemma":[0.034062896,0.2686448,0.13240592,0.0009340156,0.0011235338,0.0011684913,0.032466363,0.14409974,0.22781031,0.058224518,0.09775841,0.0013010866],"about_ca_topic_score_codex":0.0005137601,"about_ca_topic_score_gemma":0.0006933487,"teacher_disagreement_score":0.025904376,"about_ca_system_score_codex":0.0008618433,"about_ca_system_score_gemma":0.0024620383,"threshold_uncertainty_score":0.13699704},"labels":[],"label_agreement":null},{"id":"W4404843928","doi":"10.1016/j.ijer.2024.102490","title":"Magnets, gatekeepers, surveillants, and refiners: The emergence of higher education institutions as migration governance actors in Australia, Canada, and Germany, 1990 to 2019","year":2024,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Higher Education Governance and Development","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McMaster University; York University; University of British Columbia","funders":"Social Sciences and Humanities Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Corporate governance; Political science; Public administration; Business; Finance","score_opus":0.07130889165317884,"score_gpt":0.4601216064285151,"score_spread":0.38881271477533624,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404843928","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9128728,0.0031619542,0.00085934467,0.035345975,0.00013224884,0.000073738745,0.00013229274,0.00002553868,0.047396217],"genre_scores_gemma":[0.99109226,0.00073244644,0.00031078633,0.0017486052,0.000014398104,0.000014175896,0.00003172098,0.000009577157,0.0060459427],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99471176,0.0011429875,0.00015596238,0.00044141046,0.0011324682,0.0024155558],"domain_scores_gemma":[0.99117166,0.002629892,0.00095922936,0.00028351496,0.0019788544,0.0029768455],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0077187056,0.0002410562,0.0002824614,0.0020012655,0.016545672,0.013108207,0.001302782,0.0022650925,0.0016889378],"category_scores_gemma":[0.009583388,0.00038593388,0.00023532331,0.0033330147,0.023202308,0.0050388216,0.00582471,0.0041588554,0.00009827374],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00007476615,0.000055108703,0.033167582,0.0001682434,0.000019761768,0.0007805596,0.6625393,0.0006035705,0.00069825054,0.2561023,0.01169793,0.034092605],"study_design_scores_gemma":[0.000016587466,0.00003769985,0.09716734,0.0005932996,0.000038492275,0.0001693397,0.6325109,0.0013586722,0.0010173385,0.008324659,0.2586346,0.00013105304],"about_ca_topic_score_codex":0.96329933,"about_ca_topic_score_gemma":0.9773705,"teacher_disagreement_score":0.8047749,"about_ca_system_score_codex":0.1952251,"about_ca_system_score_gemma":0.190376,"threshold_uncertainty_score":0.93342483},"labels":[],"label_agreement":null},{"id":"W4405484541","doi":"10.1016/j.ijer.2024.102486","title":"Motivations, benefits, and challenges of university-industry partnerships in Kazakhstan","year":2024,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Higher Education Governance and Development","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"Nazarbayev University","keywords":"Business; Psychology; Political science","score_opus":0.251064964696921,"score_gpt":0.4572608224330489,"score_spread":0.20619585773612786,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405484541","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9754287,0.00033999304,0.00014496785,0.0067778225,0.00003424226,0.000015845084,0.000019641899,0.000006437116,0.017232394],"genre_scores_gemma":[0.99908507,0.000052236122,0.000018577924,0.00013915212,0.0000041619446,0.0000039750757,0.000003983501,6.716544e-7,0.00069223664],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9937325,0.0028806347,0.00017237358,0.00020595266,0.00048103114,0.0025274395],"domain_scores_gemma":[0.98883855,0.0028624462,0.001890689,0.00023117734,0.0006980239,0.0054791006],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0039948523,0.00012666007,0.00022619982,0.00078164495,0.012777977,0.008765007,0.0008712125,0.0023879749,0.008003213],"category_scores_gemma":[0.0086876815,0.00021873495,0.00014756608,0.0015746895,0.0026266861,0.0025866209,0.006195811,0.0019015842,0.00057468726],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000831662,0.0016660092,0.4553772,0.00025702725,0.00005812437,0.0047573657,0.20085286,0.00085860403,0.0020013754,0.2317925,0.016597785,0.08494942],"study_design_scores_gemma":[0.000050430794,0.00025509906,0.14084812,0.00016807653,0.000025802274,0.0011683112,0.78893334,0.0011159688,0.00055061205,0.022051739,0.044789188,0.000043390228],"about_ca_topic_score_codex":0.013052061,"about_ca_topic_score_gemma":0.02710616,"teacher_disagreement_score":0.013052061,"about_ca_system_score_codex":0.004110671,"about_ca_system_score_gemma":0.01054104,"threshold_uncertainty_score":0.029825091},"labels":[],"label_agreement":null},{"id":"W4408021113","doi":"10.1016/j.ijer.2025.102567","title":"“They mostly gave out packages”: Navigating the educational experiences of crossover youth in California","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Youth Education and Societal Dynamics","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Crossover; Psychology; Mathematics education; Computer science; Artificial intelligence","score_opus":0.10239553437985943,"score_gpt":0.5159452658081509,"score_spread":0.4135497314282915,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408021113","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9892567,0.00019489437,0.00010772989,0.0029361201,0.00006094272,0.000023544857,0.00003912736,0.000015123071,0.0073658396],"genre_scores_gemma":[0.9952637,0.00024732674,0.0001863487,0.0008236248,0.000013679738,0.000028593964,0.000044271113,0.00001905401,0.0033734546],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966878,0.0013347308,0.000081145816,0.0002692766,0.0003730601,0.001253997],"domain_scores_gemma":[0.9946248,0.0015124927,0.00058501534,0.00016865441,0.0006685836,0.002440456],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0037802265,0.00034856255,0.00053884904,0.0013024886,0.023107124,0.0075129024,0.0024880632,0.0024477676,0.0049045403],"category_scores_gemma":[0.007597383,0.00065723225,0.0004053581,0.001045606,0.008373141,0.0044024135,0.008725096,0.0068155318,0.0003044304],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003702512,0.00018039724,0.019117776,0.000028525139,0.0000064220044,0.00067252474,0.9703984,0.000018416089,0.00016356594,0.0012672889,0.002920435,0.005189184],"study_design_scores_gemma":[0.000002945198,0.000021496473,0.0043445393,0.000035922996,0.000004494764,0.000087984125,0.99080336,0.000012806859,0.00003448996,0.00008082297,0.0045645433,0.000006679192],"about_ca_topic_score_codex":0.20467925,"about_ca_topic_score_gemma":0.45058167,"teacher_disagreement_score":0.20467925,"about_ca_system_score_codex":0.009072112,"about_ca_system_score_gemma":0.012820319,"threshold_uncertainty_score":0.40697575},"labels":[],"label_agreement":null},{"id":"W4410708695","doi":"10.1016/j.ijer.2025.102649","title":"Education outside the classroom for children with neurodevelopmental disorders in special needs education settings—A scoping review","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Children's Physical and Motor Development","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Novo Nordisk Fonden; Novo Nordisk; Lunds Universitet; Universitetet i Stavanger; Københavns Professionshøjskole; Université de Sherbrooke","keywords":"Special education; Psychology; Early childhood education; Medical education; Pedagogy; Developmental psychology; Medicine","score_opus":0.02943903490509288,"score_gpt":0.42873680496658984,"score_spread":0.39929777006149697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410708695","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0007683153,0.99787664,0.00012910452,0.00021144091,0.00009407731,0.0002525982,0.00016751974,0.0000055631444,0.0004947885],"genre_scores_gemma":[0.0035179532,0.9955883,0.00025971726,0.00014215219,0.000033626955,0.00028258638,0.00011039678,0.0000022311078,0.00006300509],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.99607325,0.0010830915,0.0015732924,0.00032124147,0.00074047036,0.00020866952],"domain_scores_gemma":[0.9803817,0.0154847,0.0024034588,0.00022255648,0.0012672878,0.00024018514],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0064790514,0.0012057935,0.003728506,0.014575934,0.0010873335,0.0033091607,0.001793383,0.0024924169,0.0040306128],"category_scores_gemma":[0.027644202,0.0009381018,0.0044269105,0.012799933,0.00088140793,0.0026887038,0.0023344085,0.0012600241,0.00043676136],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000083734354,0.00004669078,0.0009540878,0.834345,0.0012376381,0.00016437036,0.00092338625,0.00014308964,0.00013156202,0.0007788394,0.0027799127,0.15841156],"study_design_scores_gemma":[0.000018240553,0.000054947075,0.0016960738,0.9652577,0.004396579,0.0002519765,0.0005660522,0.000037268223,0.00006751532,0.00019267747,0.027446225,0.000014747187],"about_ca_topic_score_codex":0.013377522,"about_ca_topic_score_gemma":0.026024193,"teacher_disagreement_score":0.014575934,"about_ca_system_score_codex":0.0034523124,"about_ca_system_score_gemma":0.013783711,"threshold_uncertainty_score":0.034264922},"labels":[],"label_agreement":null},{"id":"W4413137306","doi":"10.1016/j.ijer.2025.102737","title":"“They hear it from me”: Student voices on critically assessing digital multimodal composing","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council","keywords":"Psychology; Mathematics education; Linguistics","score_opus":0.10763134579784286,"score_gpt":0.48588136596547465,"score_spread":0.37825002016763176,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413137306","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9877266,0.00025599697,0.0027739159,0.0023147587,0.000077033306,0.00010755198,0.00004718765,0.000085108615,0.0066119614],"genre_scores_gemma":[0.99300224,0.00035624107,0.0018316695,0.00050701067,0.000027611457,0.00008990999,0.000035312867,0.00008341947,0.004066487],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98957574,0.006033397,0.00041320766,0.0008190506,0.001616404,0.0015421974],"domain_scores_gemma":[0.98943394,0.0045011765,0.0009955695,0.0004601224,0.0018953371,0.0027137892],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006733802,0.0011731515,0.0009926037,0.0019973132,0.011483262,0.010013783,0.0026460234,0.0035532268,0.001791315],"category_scores_gemma":[0.01919239,0.0008705209,0.00060475554,0.0009938367,0.010817142,0.0038095955,0.01054927,0.0051319487,0.0006597467],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000016657712,0.00005996355,0.0025748718,0.0000460517,0.00000459325,0.0010323352,0.98775184,0.000053912132,0.0016359048,0.00057389465,0.0005962875,0.0056537297],"study_design_scores_gemma":[0.0000020926857,0.000076039156,0.0013127537,0.00009371511,0.000007929532,0.0007788392,0.9824316,0.00021805735,0.0014082608,0.00037604512,0.013262111,0.0000326213],"about_ca_topic_score_codex":0.010527746,"about_ca_topic_score_gemma":0.021609511,"teacher_disagreement_score":0.011483262,"about_ca_system_score_codex":0.004559454,"about_ca_system_score_gemma":0.004676393,"threshold_uncertainty_score":0.035612166},"labels":[],"label_agreement":null},{"id":"W4413735044","doi":"10.1016/j.ijer.2025.102760","title":"Population health begins in early childhood: Kindergarten EDI school readiness scores as a predictor of sixth-grade academic outcomes in the USA","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McMaster University","funders":"","keywords":"Psychology; Population; Developmental psychology; Demography; Pediatrics; Medicine; Environmental health; Sociology","score_opus":0.07015447264093629,"score_gpt":0.48756536515271326,"score_spread":0.417410892511777,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413735044","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9970703,0.00020958496,0.00006197559,0.00017776222,0.000011496379,0.000006518694,0.001699125,0.000006238175,0.00075687084],"genre_scores_gemma":[0.9974573,0.00024724408,0.000094047726,0.000045732373,0.000005096317,0.000010116649,0.0017617494,0.0000023851587,0.00037627952],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9997261,0.00005278918,0.000027837845,0.00006634216,0.000060565242,0.00006631603],"domain_scores_gemma":[0.998857,0.00015424426,0.0003640328,0.000059610684,0.00025502883,0.00031009357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00052220316,0.00017985403,0.00022756698,0.00076214893,0.00044012227,0.0006959428,0.00050582073,0.00027322915,0.0011900313],"category_scores_gemma":[0.0015748822,0.00018336029,0.00029773638,0.0010908169,0.00018128166,0.00032653945,0.0007907,0.0008362999,0.0001673587],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012958269,0.000021941227,0.9985221,0.000004562339,0.000010311044,0.000014879287,0.00008178147,0.00002064394,0.000023882252,0.000010017194,0.0002403762,0.0010366758],"study_design_scores_gemma":[5.540624e-7,0.000009373008,0.9996189,0.0000036064241,0.000005090697,0.000011006785,0.00021323997,0.000030000832,0.000016323962,0.0000035613737,0.00008777077,6.0545915e-7],"about_ca_topic_score_codex":0.11485547,"about_ca_topic_score_gemma":0.16914693,"teacher_disagreement_score":0.11485547,"about_ca_system_score_codex":0.0006163462,"about_ca_system_score_gemma":0.00082313194,"threshold_uncertainty_score":0.22837389},"labels":[],"label_agreement":null},{"id":"W4415076571","doi":"10.1016/j.ijer.2025.102837","title":"Teacher’s agency orientations in flipped learning: An ecological perspective","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Helsingin Yliopisto","keywords":"Agency (philosophy); Transformative learning; Meaning (existential); Perspective (graphical); Flipped classroom; Sustainability","score_opus":0.23980681048539723,"score_gpt":0.6406536382072862,"score_spread":0.40084682772188895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415076571","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9469783,0.0004409146,0.006803096,0.0015668854,0.000022514483,0.00006059353,0.000020884521,0.00001869684,0.044088162],"genre_scores_gemma":[0.99810815,0.00008575205,0.00073666894,0.000030627256,0.0000020154393,0.000014124261,0.0000041633907,0.000004380941,0.0010141064],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99189806,0.0055732382,0.00020628222,0.0006110515,0.00064659206,0.0010647118],"domain_scores_gemma":[0.99551857,0.002231864,0.000772647,0.00040603438,0.00052066875,0.00055023097],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0055269264,0.00031809538,0.00030927043,0.0013094759,0.007768533,0.007525058,0.00090671435,0.001146676,0.0022757764],"category_scores_gemma":[0.0069113686,0.00044181527,0.00047604123,0.00063186436,0.023689602,0.0043370295,0.007802791,0.0016266024,0.0001747185],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004814623,0.000091765694,0.027420502,0.00008782277,0.000012226712,0.00083906046,0.93142486,0.00027343896,0.0012957667,0.025720833,0.00030848006,0.012477077],"study_design_scores_gemma":[0.000010914013,0.000069582165,0.021209901,0.00011978682,0.000014434373,0.0006632932,0.9396368,0.0003649226,0.00072915375,0.00905147,0.028091883,0.00003777248],"about_ca_topic_score_codex":0.011609087,"about_ca_topic_score_gemma":0.025732433,"teacher_disagreement_score":0.011609087,"about_ca_system_score_codex":0.0064272103,"about_ca_system_score_gemma":0.003651996,"threshold_uncertainty_score":0.046632946},"labels":[],"label_agreement":null},{"id":"W4415486875","doi":"10.1016/j.ijer.2025.102755","title":"Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Cognition; Information processing; Cognitive skill; Cognitive load; Effects of sleep deprivation on cognitive performance; Structural equation modeling; Information processing theory; Quality (philosophy)","score_opus":0.10758584442615853,"score_gpt":0.48429198574930077,"score_spread":0.37670614132314223,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415486875","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9947438,0.00006949591,0.00073124963,0.0009888755,0.000022005912,0.00001133687,0.00001566275,0.000019108713,0.0033983914],"genre_scores_gemma":[0.99770063,0.00007469368,0.0010291033,0.000121544035,0.000010581879,0.000010631993,0.000014126454,0.000007100789,0.0010316244],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99952173,0.00009106381,0.000022918133,0.0000576815,0.00016433418,0.00014239705],"domain_scores_gemma":[0.99731255,0.0010047961,0.00045187847,0.00026365794,0.00021860306,0.0007484995],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00074204884,0.00015343359,0.00029626032,0.0003063435,0.00025756034,0.0011922284,0.0003695669,0.0007220432,0.006366486],"category_scores_gemma":[0.00651527,0.00012832362,0.00026825973,0.00020516195,0.0004623347,0.0013316071,0.00095046195,0.0006520138,0.00085136644],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0053204577,0.0110773975,0.25045532,0.00041279872,0.00025717833,0.00063559535,0.0066337194,0.0015042926,0.083899215,0.01924729,0.0044228802,0.6161339],"study_design_scores_gemma":[0.0024724,0.00992136,0.8407632,0.00028844964,0.0006193769,0.0017135232,0.012864742,0.010680487,0.048702754,0.049982235,0.02183458,0.00015691038],"about_ca_topic_score_codex":0.0005687781,"about_ca_topic_score_gemma":0.001129571,"teacher_disagreement_score":0.006366486,"about_ca_system_score_codex":0.00026398402,"about_ca_system_score_gemma":0.0009014845,"threshold_uncertainty_score":0.02129805},"labels":[],"label_agreement":null},{"id":"W4415824220","doi":"10.1016/j.ijer.2025.102852","title":"Does the value of diligence matter more in university students’ academic and non-academic outcomes? An examination to the mediation of achievement goals and the moderation of gender and residence status","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Psychological Well-being and Life Satisfaction","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"National Planning Office of Philosophy and Social Science","keywords":"Diligence; Moderation; Residence; Mediation; Due diligence; Value (mathematics); Academic achievement; Moderated mediation","score_opus":0.06461595695181478,"score_gpt":0.48217443485803047,"score_spread":0.4175584779062157,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415824220","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99503016,0.00045533033,0.00018842003,0.0015510217,0.00008443244,0.000017772165,0.00012928461,0.000007764757,0.0025358181],"genre_scores_gemma":[0.9990114,0.00007742756,0.00006111331,0.0001353295,0.00003226092,0.000006151686,0.000048516882,0.000007117614,0.0006205907],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9964598,0.0014658221,0.00018881333,0.0005732381,0.0005259195,0.0007864728],"domain_scores_gemma":[0.97581077,0.013287461,0.0048926473,0.0020379936,0.0008513343,0.0031197437],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0070516784,0.00066377985,0.0009392326,0.0009454708,0.001112317,0.0026466162,0.00141768,0.0018434208,0.008510627],"category_scores_gemma":[0.02237461,0.00034304906,0.0018852799,0.0010830996,0.00227814,0.0016226595,0.001750206,0.0025301038,0.00055221387],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0017433135,0.00096103555,0.9773375,0.00005915246,0.00095601205,0.00029385329,0.0026536307,0.00011341041,0.0009244022,0.0012416247,0.00032421696,0.013391897],"study_design_scores_gemma":[0.000058855385,0.0006697673,0.9941491,0.000033562686,0.00035333444,0.0000787054,0.002163023,0.00038048686,0.0004470109,0.001103426,0.00054772606,0.000014940055],"about_ca_topic_score_codex":0.0074978312,"about_ca_topic_score_gemma":0.007851397,"teacher_disagreement_score":0.008510627,"about_ca_system_score_codex":0.0008309943,"about_ca_system_score_gemma":0.0020536087,"threshold_uncertainty_score":0.037293255},"labels":[],"label_agreement":null},{"id":"W4416366102","doi":"10.1016/j.ijer.2025.102872","title":"From regional alliances to global aspirations: University perspectives from East and Southeast Asia","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Higher Education Governance and Development","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Munk School of Global Affairs and Public Policy","keywords":"Internationalization; Legitimacy; Higher education; Internationalization of Higher Education; Identity (music); International education; Phenomenon","score_opus":0.11031995042338313,"score_gpt":0.4547672490618037,"score_spread":0.3444472986384206,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416366102","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94115037,0.002127194,0.0007998967,0.0052590477,0.000051578056,0.000010272689,0.000013180258,0.000008312051,0.05058016],"genre_scores_gemma":[0.9976235,0.0007296165,0.00011126607,0.00026073115,0.000008166374,0.0000040840887,0.000004732433,0.0000036337385,0.0012543675],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9985941,0.0008210983,0.00005090804,0.0000827131,0.00007744661,0.00037367735],"domain_scores_gemma":[0.9980129,0.00084963447,0.00030304855,0.000082086604,0.00021954237,0.00053283235],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0038160395,0.00030188554,0.00030375778,0.0012893374,0.007028339,0.008575928,0.00056881655,0.0011974843,0.0029374005],"category_scores_gemma":[0.0019365352,0.00021357209,0.00032844616,0.0015111199,0.0063546035,0.006199676,0.0063963616,0.0021754887,0.0002341711],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000032940545,0.000045437275,0.022484604,0.00011952625,0.000016269254,0.0016068094,0.89984626,0.00022516276,0.00062196347,0.061677888,0.0010426722,0.012280369],"study_design_scores_gemma":[0.0000027878496,0.000025118372,0.010037796,0.00013855917,0.0000142857125,0.00023832968,0.9653656,0.000202756,0.00023068728,0.0043075867,0.019425858,0.000010673984],"about_ca_topic_score_codex":0.0131323775,"about_ca_topic_score_gemma":0.025904417,"teacher_disagreement_score":0.0131323775,"about_ca_system_score_codex":0.0038118423,"about_ca_system_score_gemma":0.0037404562,"threshold_uncertainty_score":0.027656913},"labels":[],"label_agreement":null},{"id":"W4416746170","doi":"10.1016/j.ijer.2025.102871","title":"Social-emotional competencies and bullying victimization among students of grade 3-5 in Shanghai: A moderated mediation model of peer acceptance and school climate","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"National Major Science and Technology Projects of China; China Postdoctoral Science Foundation","keywords":"Moderated mediation; Mediation; Peer victimization; Peer acceptance; Peer group; Association (psychology); School climate; Human factors and ergonomics","score_opus":0.07270745532509026,"score_gpt":0.45173200611947906,"score_spread":0.3790245507943888,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416746170","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9997162,0.00002669098,0.000030599665,0.00002813245,0.0000025650736,0.0000029053285,0.000025026078,0.0000015414406,0.00016622723],"genre_scores_gemma":[0.9997949,0.000017438331,0.000021229747,0.0000041430103,0.0000010216269,0.0000032217888,0.000030316185,4.428205e-7,0.00012727515],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9994611,0.00012680094,0.000032808974,0.000100857345,0.000060483275,0.0002179753],"domain_scores_gemma":[0.9989827,0.00014489134,0.00030275603,0.00008058859,0.00012415819,0.00036483165],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00055007107,0.0007967242,0.00046388854,0.00073056074,0.0012788847,0.0012214774,0.00062716025,0.0005454053,0.0021979713],"category_scores_gemma":[0.0013563327,0.00049690506,0.0008707888,0.000614392,0.00062996784,0.0004612619,0.001160754,0.0010066135,0.00014411096],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002632574,0.00013105954,0.9972996,0.000007823835,0.00008783913,0.00011326292,0.0011624681,0.000048509468,0.00018433825,0.000070910304,0.000044076976,0.0008236753],"study_design_scores_gemma":[0.0000021823023,0.000043091095,0.9974698,0.000007773439,0.000069176436,0.000026110534,0.0020290518,0.00023127082,0.000043081192,0.00003053216,0.000044420256,0.0000036038393],"about_ca_topic_score_codex":0.11711957,"about_ca_topic_score_gemma":0.16043682,"teacher_disagreement_score":0.11711957,"about_ca_system_score_codex":0.00079486327,"about_ca_system_score_gemma":0.0019158416,"threshold_uncertainty_score":0.23287576},"labels":[],"label_agreement":null},{"id":"W7083288890","doi":"10.1016/j.ijer.2025.102808","title":"Me and the world: A methodological exploration of university students’ perspectives on global issues through cellphilms","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research","topic":"Geochemistry and Geologic Mapping","field":"Computer Science","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Agency (philosophy); Global citizenship; Global education; Citizen journalism; Global warming; Scale (ratio); Global climate; Global South","score_opus":0.21476763807787924,"score_gpt":0.5080942587478581,"score_spread":0.29332662066997883,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7083288890","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9694095,0.00041630882,0.008417617,0.0023636965,0.00011330798,0.0009917567,0.0001609355,0.00004612819,0.01808077],"genre_scores_gemma":[0.9869241,0.0003912636,0.005132556,0.00066746684,0.000027681908,0.001800598,0.00007152202,0.000047558777,0.0049373168],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9823599,0.014218082,0.0003692836,0.0008702524,0.00068721536,0.0014953284],"domain_scores_gemma":[0.9850095,0.010572432,0.0009306073,0.00098914,0.0011908849,0.0013074946],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.018723946,0.0011811845,0.00078643596,0.004826988,0.015628133,0.010159804,0.0030564433,0.0023099664,0.007777478],"category_scores_gemma":[0.016286649,0.00068920513,0.0008029588,0.0035865256,0.017678723,0.008374975,0.017463613,0.004280226,0.000886507],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000037593254,0.00013838304,0.0027581146,0.00012483387,0.000006380923,0.00030700653,0.9834479,0.00007702588,0.00046193754,0.0053135967,0.00051360985,0.006813644],"study_design_scores_gemma":[0.000011018121,0.000051131465,0.00083184656,0.000086591535,0.000007201541,0.00004190577,0.9879131,0.00011380451,0.00035021297,0.0018003418,0.008783647,0.000009277772],"about_ca_topic_score_codex":0.004081922,"about_ca_topic_score_gemma":0.008724287,"teacher_disagreement_score":0.018723946,"about_ca_system_score_codex":0.005555299,"about_ca_system_score_gemma":0.0054176063,"threshold_uncertainty_score":0.099022865},"labels":[],"label_agreement":null}]}