{"meta":{"query_hash":"7fb66d04d721","filters":{"venue":"Journal of College Student Retention Research Theory & Practice"},"cohort_total":27,"direct_labels_cover":0,"predictions_cover":27,"exported":27,"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/7fb66d04d721","api":"https://metacan.xera.ac/api/v1/cohort?venue=Journal+of+College+Student+Retention+Research+Theory+%26+Practice"},"results":[{"id":"W1982096363","doi":"10.2190/cs.10.2.g","title":"Persistence and Attrition: What is Being Measured?","year":2008,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Persistence (discontinuity); Attrition; Relation (database); Meaning (existential); Psychology; Mathematics education; Computer science; Medicine; Engineering","score_opus":0.12585205012885547,"score_gpt":0.44267731779013236,"score_spread":0.3168252676612769,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982096363","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8618238,0.010881432,0.00025915387,0.06682206,0.00072279235,0.00055214204,0.0000029585408,0.000027917502,0.058907736],"genre_scores_gemma":[0.95277435,0.0373897,0.0015834124,0.00025680647,0.0006805796,0.0000045154147,4.0418112e-7,0.000010995384,0.0072992155],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99095994,0.0050145504,0.00043066056,0.00019802462,0.003013853,0.00038297728],"domain_scores_gemma":[0.9940648,0.002286645,0.00039796345,0.00013974558,0.0028568758,0.00025393954],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.024940958,0.000095331336,0.00021597563,0.0003462977,0.002259066,0.00036374043,0.00036405522,0.00009706582,0.0003415394],"category_scores_gemma":[0.005334223,0.00008521916,0.00014966584,0.00072348857,0.00060592085,0.0040875785,0.0001026358,0.0010257973,0.00002209734],"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":[0.0073607857,0.0037627434,0.025398288,0.00022889076,0.0020638106,0.006580521,0.2016529,0.000029054447,0.004709622,0.5442973,0.026070364,0.17784573],"study_design_scores_gemma":[0.00087347976,0.00061337446,0.004313467,0.00030476134,0.00009865941,0.0005650425,0.43503436,0.0000052505998,0.00010145919,0.006832729,0.55111444,0.00014295355],"about_ca_topic_score_codex":0.000021987535,"about_ca_topic_score_gemma":0.000016379552,"teacher_disagreement_score":0.53746456,"about_ca_system_score_codex":0.0002146956,"about_ca_system_score_gemma":0.0009169375,"threshold_uncertainty_score":0.9990398},"labels":[],"label_agreement":null},{"id":"W1997631543","doi":"10.2190/a0eu-tf7u-ruyn-584x","title":"Retaining Black Students in Engineering: Do Minority Programs Have a Longitudinal Impact?","year":2002,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":59,"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":"Attrition; Academic achievement; African american; Psychology; Medical education; Test (biology); Quarter (Canadian coin); Underrepresented Minority; Mathematics education; Medicine; Sociology","score_opus":0.10535742920343852,"score_gpt":0.49607167153906556,"score_spread":0.390714242335627,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1997631543","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9552027,0.001969769,0.00006582981,0.0061601615,0.00033995407,0.0013433098,0.0000045954057,0.000029010995,0.034884665],"genre_scores_gemma":[0.98842907,0.002725441,0.00034404048,0.000025891508,0.0006034641,0.00006377911,8.547898e-7,0.000021244714,0.0077862022],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9844736,0.0063942866,0.0009944837,0.00038582206,0.0066009485,0.0011508882],"domain_scores_gemma":[0.99085253,0.0038730148,0.0006141066,0.00034843126,0.0037503294,0.0005615702],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.04424563,0.00023175904,0.00047653072,0.0012089881,0.00083812646,0.0008201586,0.0013508983,0.0001541644,0.0012926583],"category_scores_gemma":[0.0187052,0.00020166083,0.00029438987,0.0021517605,0.0007437663,0.0018334123,0.00036529396,0.002005823,0.000092471586],"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":[0.001610899,0.0067682504,0.8417883,0.00012717454,0.0013458317,0.0015386465,0.07767618,0.0001767837,0.000109489105,0.054509386,0.008596515,0.0057525295],"study_design_scores_gemma":[0.0035457273,0.0024469122,0.5577606,0.00061685045,0.00017219444,0.00010049069,0.28830662,0.00010198509,0.000015203932,0.0028486622,0.14355183,0.00053292856],"about_ca_topic_score_codex":0.00035711945,"about_ca_topic_score_gemma":0.00020082224,"teacher_disagreement_score":0.28402773,"about_ca_system_score_codex":0.0016831601,"about_ca_system_score_gemma":0.00057004165,"threshold_uncertainty_score":0.9996203},"labels":[],"label_agreement":null},{"id":"W1998402060","doi":"10.2190/cs.13.3.c","title":"Assessing the Impact of Supplemental Instruction on the Retention of Undergraduate Students after Controlling for Motivation","year":2011,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Attrition; Residence; Psychology; Medical education; Persistence (discontinuity); Sample (material); Mathematics education; Pedagogy; Medicine; Demography; Sociology; Engineering","score_opus":0.14391069534015075,"score_gpt":0.5274381908807503,"score_spread":0.3835274955405995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1998402060","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98725224,0.00014111433,0.00080103934,0.0062621087,0.00039561707,0.001775865,0.000024137244,0.0000058379946,0.0033420497],"genre_scores_gemma":[0.99831676,0.0004798652,0.0003042353,0.000024364694,0.00023530166,0.00011083627,0.0000022718882,0.000014754061,0.0005116061],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9873082,0.0076674176,0.0009428587,0.00018635935,0.0034856652,0.0004094949],"domain_scores_gemma":[0.9852123,0.0080663515,0.0015337311,0.00026800644,0.0048170816,0.00010250529],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.040438224,0.00013811437,0.00029568403,0.00045173996,0.0012382382,0.00023071289,0.00077845855,0.00007228242,0.00023512755],"category_scores_gemma":[0.0126338545,0.000078787365,0.00039409933,0.0009109347,0.00080878375,0.0015001475,0.00013177792,0.000625654,0.0000029419632],"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":[0.01657131,0.0050044544,0.20891754,0.0001352381,0.0048061004,0.000021225484,0.055948187,0.000096193864,0.005974746,0.6944094,0.0041369675,0.003978656],"study_design_scores_gemma":[0.0026934773,0.002413536,0.6869279,0.00031605523,0.00025428509,0.000009115786,0.25704902,0.000020104608,0.0011473086,0.04728897,0.0017415843,0.00013860434],"about_ca_topic_score_codex":0.00039913715,"about_ca_topic_score_gemma":0.000043802433,"teacher_disagreement_score":0.6471204,"about_ca_system_score_codex":0.00059578393,"about_ca_system_score_gemma":0.0007063401,"threshold_uncertainty_score":0.99568313},"labels":[],"label_agreement":null},{"id":"W2007100500","doi":"10.1177/1521025115579675","title":"Investigation of Remedial Education Course Scores as a Predictor of Introduction-Level Course Performances","year":2015,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":6,"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":"Remedial education; Mathematics education; Cohort; Quarter (Canadian coin); Psychology; Academic achievement; Medical education; Mathematics; Medicine; Statistics","score_opus":0.10487570051113838,"score_gpt":0.48717834897381995,"score_spread":0.3823026484626816,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007100500","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.953595,0.0018673171,0.0000599925,0.0312667,0.002249319,0.0009648054,0.000013941534,0.000013489019,0.009969455],"genre_scores_gemma":[0.9882331,0.0022283571,0.0011036753,0.000049203696,0.0025651436,0.000049681184,0.0000066747084,0.000014798202,0.005749363],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98661244,0.00610793,0.0010625697,0.00023368507,0.005578535,0.00040486833],"domain_scores_gemma":[0.97839963,0.0023538352,0.0016073204,0.00030922506,0.016846672,0.0004832972],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.03948601,0.00014008513,0.0003772885,0.0006903156,0.0005729255,0.00010495825,0.0007303855,0.00011563564,0.00029180312],"category_scores_gemma":[0.029713223,0.00012174651,0.00013937733,0.0016330803,0.0019902498,0.0021750026,0.00013860583,0.0007538182,0.000024210603],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.006735482,0.0042766132,0.18176174,0.00022869736,0.0014602012,0.000023390188,0.11246801,0.000067701905,0.0032716652,0.45368043,0.23099537,0.005030713],"study_design_scores_gemma":[0.0022627418,0.002966167,0.19172245,0.00041555957,0.00042074517,0.000053191125,0.6415774,0.000008382396,0.0021489854,0.03649072,0.1216771,0.00025652684],"about_ca_topic_score_codex":0.00041652768,"about_ca_topic_score_gemma":0.00019480338,"teacher_disagreement_score":0.5291094,"about_ca_system_score_codex":0.000494614,"about_ca_system_score_gemma":0.0135507425,"threshold_uncertainty_score":0.9920415},"labels":[],"label_agreement":null},{"id":"W2014826105","doi":"10.2190/cs.16.3.c","title":"The Path to Graduation: Factors Predicting On-Time Graduation Rates","year":2014,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":56,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University","funders":"","keywords":"Graduation (instrument); Debt; Loan; Psychology; Medical education; Student debt; Higher education; Finance; Business; Economics; Medicine; Economic growth; Engineering","score_opus":0.06645995349330545,"score_gpt":0.4853120764925483,"score_spread":0.41885212299924285,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2014826105","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.7590808,0.00039638818,0.0010498675,0.16060704,0.0018764951,0.0021852152,0.000011572889,0.00006197187,0.07473062],"genre_scores_gemma":[0.9824872,0.0008470039,0.00026963698,0.0002389542,0.0010779821,0.000065616616,0.000001967607,0.000020187863,0.0149914585],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9777794,0.014968779,0.000750464,0.00027107183,0.0055571278,0.00067317986],"domain_scores_gemma":[0.9669928,0.025840508,0.0006913744,0.000339339,0.005708741,0.0004272264],"candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.06842008,0.00016006465,0.00025787557,0.00052280386,0.004842547,0.0007364067,0.00096626574,0.00007723974,0.00017640088],"category_scores_gemma":[0.085589245,0.00010755304,0.000169554,0.0016043601,0.0005361338,0.0010757396,0.00017735262,0.0009897766,0.00020242493],"study_design_candidate":"theoretical_or_conceptual","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":[0.0020435494,0.001159778,0.014189312,0.000030049137,0.0007019433,0.000026415957,0.048895318,0.00009812206,0.00078414887,0.8324271,0.091101095,0.0085432],"study_design_scores_gemma":[0.00089611846,0.0021031303,0.09330758,0.00020298165,0.00009256657,0.0000083633095,0.21394673,0.00004257248,0.0002479522,0.03174041,0.6571607,0.0002509324],"about_ca_topic_score_codex":0.000099364865,"about_ca_topic_score_gemma":0.00006542509,"teacher_disagreement_score":0.80068666,"about_ca_system_score_codex":0.0006494696,"about_ca_system_score_gemma":0.0008395879,"threshold_uncertainty_score":0.996453},"labels":[],"label_agreement":null},{"id":"W2018453927","doi":"10.1177/1521025115579250","title":"Comparing Linear and Nonlinear Delivery of Introductory Psychology Lectures","year":2015,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Innovations in Educational Methods","field":"Social Sciences","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":"University of Windsor","funders":"","keywords":"Attrition; Presentation (obstetrics); Mathematics education; Section (typography); Nonlinear system; Psychology; Class (philosophy); Consciousness; Perception; Field (mathematics); Calculus (dental); Computer science; Mathematics; Artificial intelligence; Neuroscience; Medicine; Physics; Pure mathematics","score_opus":0.21357353162958503,"score_gpt":0.5671804356836996,"score_spread":0.35360690405411455,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2018453927","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94228804,0.0018255325,0.0020379974,0.0134612685,0.0022180972,0.00040291424,0.000003937033,0.000010912638,0.03775132],"genre_scores_gemma":[0.9518972,0.00078580936,0.044353776,0.0002143299,0.0017288909,0.0000061622004,0.0000011521207,0.000012086322,0.0010005689],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98928195,0.0077174697,0.00067493453,0.00017194804,0.0018862117,0.00026749188],"domain_scores_gemma":[0.987696,0.0036335865,0.0006984086,0.00020501715,0.0075977542,0.00016925293],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.0526912,0.00008507696,0.0002616669,0.0007007222,0.0004341118,0.00005923847,0.0004775033,0.000098888835,0.00007168325],"category_scores_gemma":[0.028347792,0.00007702787,0.00006571789,0.0010700322,0.0008582699,0.0007658703,0.00013013826,0.0008539348,0.0000068581953],"study_design_candidate":"theoretical_or_conceptual","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":[0.0053664963,0.0021877035,0.019895203,0.000056025114,0.0005746575,0.00007094443,0.030261489,0.00013652063,0.00411699,0.9038455,0.02483414,0.00865437],"study_design_scores_gemma":[0.0024570017,0.0015244957,0.031182606,0.00015116751,0.00018835848,0.00024203392,0.21201728,0.00005991122,0.0006479286,0.09611075,0.65515107,0.00026735855],"about_ca_topic_score_codex":0.000074181386,"about_ca_topic_score_gemma":0.00002465971,"teacher_disagreement_score":0.8077347,"about_ca_system_score_codex":0.00025652803,"about_ca_system_score_gemma":0.001443895,"threshold_uncertainty_score":0.9798368},"labels":[],"label_agreement":null},{"id":"W2061647983","doi":"10.2190/cs.10.3.b","title":"The Effects of Part-Time Faculty on First Semester Freshmen Retention: A Predictive Model Using Logistic Regression","year":2008,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":55,"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":"Odds; Logistic regression; University faculty; Medical education; Psychology; Institution; Quarter (Canadian coin); Higher education; Mathematics education; Medicine; Sociology; Political science; Internal medicine","score_opus":0.13622979345615505,"score_gpt":0.48967116218030293,"score_spread":0.3534413687241479,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2061647983","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93054855,0.0030732478,0.0012122428,0.021246964,0.0018356491,0.003806567,0.000070069575,0.000055125332,0.038151566],"genre_scores_gemma":[0.97076684,0.0066410895,0.00051544775,0.00005769228,0.00057682255,0.000073443276,0.0000026023454,0.000025308476,0.021340765],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9844631,0.008289725,0.0008714419,0.00031233914,0.005387834,0.00067555945],"domain_scores_gemma":[0.97949,0.013399015,0.0011761738,0.00040923367,0.005213036,0.0003125776],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.021656094,0.00019837172,0.00040246412,0.00041869574,0.0051017916,0.00016361075,0.00091791974,0.00013965083,0.000083942025],"category_scores_gemma":[0.033222523,0.00012842279,0.00027812787,0.0010664683,0.0018439026,0.0010499088,0.00028980098,0.0011412483,0.000024544122],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.041757286,0.01368011,0.016870746,0.0010616283,0.0077718413,0.0025606945,0.19046034,0.0076779714,0.006907959,0.26553154,0.44246197,0.0032579205],"study_design_scores_gemma":[0.012555969,0.015888266,0.071144804,0.008053061,0.0015576261,0.00040241776,0.2781795,0.0037588167,0.002373737,0.059716392,0.54479575,0.001573662],"about_ca_topic_score_codex":0.00007796633,"about_ca_topic_score_gemma":0.000036088328,"teacher_disagreement_score":0.20581514,"about_ca_system_score_codex":0.000821956,"about_ca_system_score_gemma":0.0013430614,"threshold_uncertainty_score":0.9961934},"labels":[],"label_agreement":null},{"id":"W2072715485","doi":"10.2190/aelw-9jrg-lwkl-a9g2","title":"Computer-Based Study Skills Training: The Role of Technology in Improving Performance and Retention","year":2002,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":3,"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 Ottawa","funders":"","keywords":"Training (meteorology); Psychology; Medical education; Computer science; Mathematics education; Medicine","score_opus":0.03935629987540957,"score_gpt":0.3899057447817753,"score_spread":0.35054944490636575,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2072715485","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9907207,0.0005483891,0.000100485864,0.0045405817,0.0001208174,0.00057601987,9.1514676e-7,0.000010490353,0.0033815894],"genre_scores_gemma":[0.99794513,0.00042603645,0.001037392,0.000017843466,0.00015951485,0.000010196977,1.667357e-7,0.000008464762,0.00039528316],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99329793,0.0040888553,0.00060297025,0.00017500995,0.0014932929,0.00034195321],"domain_scores_gemma":[0.99625814,0.0018162095,0.0006762905,0.00016921622,0.0010065483,0.00007358576],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.026232412,0.00009051833,0.00024123878,0.0007554582,0.0006707833,0.00010121863,0.00046797536,0.00009222275,0.00007123553],"category_scores_gemma":[0.0032458918,0.000067115936,0.00007443343,0.0012494118,0.00035855867,0.00076318387,0.00011602683,0.0011305743,0.0000028423424],"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":[0.0012319918,0.005284856,0.124372095,0.00006627801,0.0003032388,0.00020220451,0.050015442,0.00029926636,0.0024974293,0.051318184,0.000110782916,0.76429826],"study_design_scores_gemma":[0.0032962996,0.0054130126,0.051623296,0.00033510587,0.00014796878,0.000057746554,0.89205325,0.0025906374,0.00020561127,0.0049512703,0.03911975,0.0002060551],"about_ca_topic_score_codex":0.000031240113,"about_ca_topic_score_gemma":0.000059137605,"teacher_disagreement_score":0.8420378,"about_ca_system_score_codex":0.00013794763,"about_ca_system_score_gemma":0.00031122525,"threshold_uncertainty_score":0.90916824},"labels":[],"label_agreement":null},{"id":"W2093094356","doi":"10.2190/uq1b-0ubd-4axc-u7wu","title":"The Predictive Nature of Humor, Authoritative Parenting Style, and Academic Achievement on Indices of Initial Adjustment and Commitment to College among College Freshmen","year":2004,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Humor Studies and Applications","field":"Psychology","cited_by":26,"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":"Psychology; Academic achievement; Parenting styles; Birth order; Style (visual arts); Quarter (Canadian coin); Developmental psychology; Social psychology; Demography; Sociology","score_opus":0.05182458564031156,"score_gpt":0.4757795680077277,"score_spread":0.42395498236741613,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2093094356","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9761509,0.0030135736,0.000101195255,0.007307604,0.00040945367,0.0025424364,0.00046504586,0.000008046674,0.0100017525],"genre_scores_gemma":[0.9971146,0.0014016248,0.0003521273,0.00012145621,0.000188599,0.00025203283,0.0000028706672,0.000020620102,0.00054609065],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99388117,0.002411178,0.0011233889,0.00035405232,0.0017821855,0.00044803994],"domain_scores_gemma":[0.99226725,0.00460893,0.001398689,0.00031050158,0.0011737493,0.00024086796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.010698189,0.00022394648,0.00048016116,0.00044081203,0.0009690238,0.000037593236,0.00051476184,0.0001790095,0.00003843943],"category_scores_gemma":[0.0015633666,0.00015932637,0.000117972326,0.0007347471,0.0007162876,0.00022825316,0.0004619946,0.0018337856,0.000003251176],"study_design_candidate":"theoretical_or_conceptual","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":[0.009256593,0.001968043,0.003042911,0.00007237639,0.0023855804,0.00011054236,0.02601645,0.000042016236,0.0005930337,0.95144063,0.0037088692,0.0013629268],"study_design_scores_gemma":[0.005151607,0.00833571,0.35719126,0.0006077849,0.00041282544,0.00007251778,0.6015247,0.0000048579004,0.0008077126,0.013628069,0.012051159,0.00021175247],"about_ca_topic_score_codex":0.00004369681,"about_ca_topic_score_gemma":0.00004941758,"teacher_disagreement_score":0.93781257,"about_ca_system_score_codex":0.00029443132,"about_ca_system_score_gemma":0.0001952544,"threshold_uncertainty_score":0.79669875},"labels":[],"label_agreement":null},{"id":"W2099349393","doi":"10.2190/cs.10.3.e","title":"Pushing against the Margins: Indigenous Theorizing of “Success” and Retention in Higher Education","year":2008,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":107,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Mainstream; Indigenous; Hegemony; Higher education; Indigenous education; Sociology; Argument (complex analysis); Value (mathematics); Graduation (instrument); Pedagogy; Political science; Politics; Law; Medicine","score_opus":0.0944097529110001,"score_gpt":0.46224598415467555,"score_spread":0.3678362312436755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099349393","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92982984,0.0049281646,0.000022534716,0.01763818,0.0007930938,0.00096290384,0.0000036682122,0.000009592311,0.04581202],"genre_scores_gemma":[0.9779568,0.0132437125,0.0002491748,0.000150678,0.00046499807,0.000052507738,0.0000012497784,0.000015037675,0.007865889],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.98631006,0.0090829525,0.00084329897,0.00023550782,0.0030171971,0.00051097374],"domain_scores_gemma":[0.99089897,0.0047241743,0.0008756172,0.00026330914,0.0030579753,0.00017997458],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.034986716,0.00013317273,0.0003033006,0.0008411255,0.0018572907,0.00017961946,0.0007308894,0.00010709033,0.00017417785],"category_scores_gemma":[0.007478419,0.0000991894,0.00012194686,0.0017076078,0.0011758343,0.0017587984,0.00020568229,0.0011344427,0.000007748099],"study_design_candidate":"theoretical_or_conceptual","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":[0.0020751173,0.0030795776,0.089241676,0.00018293026,0.0006360062,0.00020194582,0.2041928,0.000031863896,0.0031045314,0.6811115,0.00500727,0.011134757],"study_design_scores_gemma":[0.0010707412,0.00042720704,0.51875323,0.00042772884,0.000073046234,0.00005781041,0.3361798,0.0000015749335,0.00010241588,0.021034796,0.12167256,0.00019912205],"about_ca_topic_score_codex":0.0006288663,"about_ca_topic_score_gemma":0.00017804997,"teacher_disagreement_score":0.66007674,"about_ca_system_score_codex":0.00057970063,"about_ca_system_score_gemma":0.002121287,"threshold_uncertainty_score":0.99944216},"labels":[],"label_agreement":null},{"id":"W2153234909","doi":"10.2190/haky-dvdd-gqfl-j8c6","title":"Institutionalizing College Networks for Student Success","year":2000,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Georgian College; College of the Rockies","funders":"","keywords":"Mainstream; Plan (archaeology); Public relations; Action (physics); Action plan; Business; Psychology; Political science; Management","score_opus":0.07248851651808916,"score_gpt":0.5077370609337791,"score_spread":0.43524854441568994,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2153234909","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43018776,0.010068604,0.0042269435,0.06076639,0.004416965,0.007876956,0.00014952767,0.00012754489,0.48217928],"genre_scores_gemma":[0.9510432,0.00744007,0.0010357234,0.0003239589,0.0020521537,0.00023823146,0.0000044557555,0.000028793802,0.03783345],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.98533434,0.007331636,0.0010408005,0.00036470479,0.004943216,0.0009852925],"domain_scores_gemma":[0.9830456,0.008965213,0.00057471846,0.00031646472,0.0065960665,0.00050197484],"candidate_categories":["metaresearch","sts","insufficient_payload"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.048260648,0.00020291381,0.00043681936,0.0006323577,0.0038342625,0.00046217223,0.0013559489,0.0001587259,0.002324287],"category_scores_gemma":[0.009236449,0.00018000623,0.00032534587,0.0018028463,0.0011187664,0.002076613,0.0001729922,0.0011371024,0.00006744556],"study_design_candidate":"theoretical_or_conceptual","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":[0.003035607,0.0019947346,0.0029513536,0.00004156245,0.0008936672,0.00016711479,0.008955266,0.0005785882,0.000041312058,0.9295733,0.04802955,0.003737969],"study_design_scores_gemma":[0.0016837603,0.0005933614,0.016051076,0.00014500269,0.00011970043,0.00003289828,0.09747466,0.00001872755,0.00001240584,0.0077178236,0.8759485,0.00020211336],"about_ca_topic_score_codex":0.00013067157,"about_ca_topic_score_gemma":0.00013291823,"teacher_disagreement_score":0.92185545,"about_ca_system_score_codex":0.0011392218,"about_ca_system_score_gemma":0.00225767,"threshold_uncertainty_score":0.99910915},"labels":[],"label_agreement":null},{"id":"W2300083226","doi":"10.1177/1521025115621918","title":"The Relationship Between Food Security, Housing Stability, and School Performance Among College Students in an Urban University","year":2015,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Food Security and Health in Diverse Populations","field":"Health Professions","cited_by":210,"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":"Quarter (Canadian coin); Food insecurity; Attendance; Food security; Psychology; Demographic economics; Economic growth; Geography; Economics; Agriculture","score_opus":0.334218342559472,"score_gpt":0.523818139990583,"score_spread":0.189599797431111,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2300083226","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99140334,0.00034493685,0.000018064939,0.0027841122,0.00040380182,0.0015841953,0.000054708114,0.00001939103,0.0033874526],"genre_scores_gemma":[0.9985591,0.00031623302,0.00010634291,0.00006016264,0.00034744735,0.000012310919,0.0000046352648,0.000018606142,0.00057514297],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9787619,0.016819023,0.0011091839,0.00028124926,0.0023756465,0.0006530011],"domain_scores_gemma":[0.9837955,0.011253025,0.0009672205,0.00041431742,0.00283714,0.00073276524],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.052332558,0.00016182617,0.00035072264,0.0006364237,0.003894329,0.000118002055,0.0008176794,0.00024828044,0.000051213436],"category_scores_gemma":[0.012325538,0.00013653892,0.00007246163,0.0011696488,0.00043646232,0.0028956474,0.0006918721,0.0036383634,0.000028577488],"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":[0.0023246494,0.00032599634,0.92771375,0.00009527672,0.00006817472,0.000033602908,0.008781611,0.0000058524915,9.898313e-7,0.059542187,0.0010835464,0.00002435379],"study_design_scores_gemma":[0.0024297114,0.0014114606,0.78564936,0.00028259685,0.000067437315,0.000006064956,0.19124748,0.000029685423,9.612421e-7,0.012536113,0.0062347297,0.00010443136],"about_ca_topic_score_codex":0.00010585216,"about_ca_topic_score_gemma":0.0014144131,"teacher_disagreement_score":0.18246587,"about_ca_system_score_codex":0.0014076672,"about_ca_system_score_gemma":0.0016308094,"threshold_uncertainty_score":0.99866027},"labels":[],"label_agreement":null},{"id":"W2414537622","doi":"10.1177/1521025115611385","title":"Using Latent Profile Analysis to Harness the Heterogeneity of Nonretained College Students","year":2015,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Cohort; Retention rate; Psychology; Population; Demography; Scale (ratio); Mathematics education; Medical education; Statistics; Geography; Medicine; Marketing; Sociology; Mathematics; Business; Cartography","score_opus":0.20404174746442968,"score_gpt":0.5545045654579355,"score_spread":0.35046281799350576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2414537622","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9768197,0.00064584706,0.0008531289,0.012301948,0.0005941201,0.0018631117,0.000050717732,0.000013777027,0.0068576518],"genre_scores_gemma":[0.99275535,0.00030053454,0.0011899454,0.00011727271,0.00034002206,0.000063282074,0.0000015224584,0.000017964307,0.005214131],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.97375125,0.01555767,0.0010860142,0.00032417875,0.00856403,0.00071684667],"domain_scores_gemma":[0.98147064,0.003874009,0.0010145463,0.00051897264,0.012440372,0.0006814314],"candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.07718405,0.00018608004,0.00059279235,0.0012501169,0.001420044,0.000305061,0.0019167475,0.00010189716,0.0002517067],"category_scores_gemma":[0.02029855,0.00013148256,0.0003953021,0.005968953,0.0007955222,0.00097133365,0.0006941053,0.000806642,0.0000354518],"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":[0.01825363,0.01322274,0.43780705,0.00018341951,0.033169918,0.0010384745,0.16717368,0.0038242566,0.0037301376,0.27329034,0.04695485,0.0013515002],"study_design_scores_gemma":[0.0035038788,0.0019341428,0.20961472,0.00020704437,0.0028809388,0.000053451924,0.6638531,0.00011070568,0.0009284227,0.0045293528,0.111848116,0.00053611124],"about_ca_topic_score_codex":0.00060184515,"about_ca_topic_score_gemma":0.00044264455,"teacher_disagreement_score":0.49667943,"about_ca_system_score_codex":0.001113051,"about_ca_system_score_gemma":0.0023732928,"threshold_uncertainty_score":0.99987996},"labels":[],"label_agreement":null},{"id":"W2575687406","doi":"10.1177/1521025116688905","title":"Dispositional Mindfulness and Adjustment to University","year":2017,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Mindfulness and Compassion Interventions","field":"Psychology","cited_by":43,"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":"Mindfulness; Psychology; Social support; Clinical psychology; Developmental psychology; Social psychology","score_opus":0.0683697162958641,"score_gpt":0.4502603186716686,"score_spread":0.3818906023758045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2575687406","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.8542436,0.0005148217,0.0336855,0.017465545,0.0030304813,0.0008289227,0.00009479698,0.000013874571,0.09012247],"genre_scores_gemma":[0.9723817,0.000009455585,0.00016461541,0.00007099794,0.00027141327,0.000049799353,9.741516e-7,0.000010181719,0.027040845],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99622935,0.001786914,0.00039151954,0.00023829495,0.0010653855,0.00028854253],"domain_scores_gemma":[0.9964581,0.0008093602,0.00059220404,0.0004610326,0.0013685427,0.00031076712],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0067828977,0.0001115544,0.000230372,0.00044548488,0.0012914089,0.00017692204,0.00075344613,0.000074397496,0.005447114],"category_scores_gemma":[0.0008775702,0.00009696863,0.00017494426,0.00017728844,0.00022929275,0.0007331246,0.0004210101,0.00060001534,0.00011998384],"study_design_candidate":"theoretical_or_conceptual","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":[0.005807591,0.001127611,0.00038743348,0.000012495064,0.00044136643,0.0005812721,0.0004184877,0.0000021137744,0.000044230834,0.9343309,0.029251022,0.027595468],"study_design_scores_gemma":[0.0044263774,0.0027318874,0.5745035,0.0004515516,0.0003737863,0.0011095394,0.07243396,0.0000062720387,0.000736857,0.054772668,0.2881345,0.00031915246],"about_ca_topic_score_codex":0.00003668586,"about_ca_topic_score_gemma":0.000010550825,"teacher_disagreement_score":0.87955827,"about_ca_system_score_codex":0.00015758545,"about_ca_system_score_gemma":0.0001149902,"threshold_uncertainty_score":0.99546206},"labels":[],"label_agreement":null},{"id":"W2910322622","doi":"10.2190/cs.13.2.f","title":"Book Reviews: The Art and Craft of College Teaching: A Guide for New Professors & Graduate Students: Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations: Sentipensante Pedagogy (Sensing/Thinking) Pedagogy. Educating for Wholeness, Social Justice and Liberation","year":2011,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","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":"Craft; Student engagement; Graduate students; Sociology; Pedagogy; Mathematics education; Medical education; Visual arts; Psychology; Art; Medicine","score_opus":0.4149046070075906,"score_gpt":0.5799011008643542,"score_spread":0.16499649385676363,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2910322622","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.3794055,0.0342941,0.013728048,0.5239343,0.003491556,0.03444085,0.00012053436,0.00005581729,0.010529281],"genre_scores_gemma":[0.8229483,0.017291103,0.0832775,0.0016449774,0.0035553356,0.0019365193,0.000026131243,0.00011190429,0.06920826],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.98835987,0.0076929475,0.001135049,0.00048012607,0.0018030518,0.00052896456],"domain_scores_gemma":[0.9866556,0.0088131875,0.0011038248,0.00022370566,0.0029761584,0.00022753325],"candidate_categories":["metaresearch","sts"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.044786673,0.00024147326,0.00054269104,0.00044400213,0.0031480694,0.00039536934,0.0003882392,0.00012500737,0.000072287796],"category_scores_gemma":[0.022979762,0.00018839091,0.0001616296,0.0003707557,0.0012450262,0.0013563544,0.00034087242,0.0008631483,9.541161e-7],"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":[0.0017850762,0.0017280678,0.0013099719,0.00030816294,0.00032120693,0.0000026122104,0.16692731,6.8849886e-7,0.000018986571,0.76616,0.059469584,0.0019683416],"study_design_scores_gemma":[0.0016512683,0.0005487199,0.029160226,0.0002904835,0.00076346897,0.00002141479,0.66221434,0.000009356152,0.0000037616085,0.04036126,0.26478887,0.00018687091],"about_ca_topic_score_codex":0.000090874615,"about_ca_topic_score_gemma":0.00025020857,"teacher_disagreement_score":0.7257987,"about_ca_system_score_codex":0.00037790122,"about_ca_system_score_gemma":0.0020382826,"threshold_uncertainty_score":0.9981497},"labels":[],"label_agreement":null},{"id":"W2911372263","doi":"10.1177/1521025119826287","title":"Participation in Peer-Led Supplemental Instruction Groups, Academic Performance, and Time to Graduation","year":2019,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":8,"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":"Graduation (instrument); Psychology; Medical education; Academic achievement; Mathematics education; Medicine; Engineering","score_opus":0.04365473970347215,"score_gpt":0.4811622578343858,"score_spread":0.43750751813091365,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911372263","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96370727,0.00008663847,0.000019225814,0.021238834,0.00035527413,0.0011815089,0.000005226328,0.000010346858,0.013395659],"genre_scores_gemma":[0.9857486,0.0008488439,0.00024051282,0.000082429724,0.00027819927,0.000063946056,0.000004844178,0.000011138989,0.012721485],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9906109,0.0044505056,0.0006733659,0.00023425097,0.0035388495,0.00049215084],"domain_scores_gemma":[0.99502784,0.0018355312,0.000378041,0.00013931133,0.002368857,0.00025042892],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.033854727,0.00010901696,0.00023156153,0.0009881327,0.0006088541,0.00016324295,0.00033681493,0.00009423181,0.001242929],"category_scores_gemma":[0.006658637,0.00010132131,0.00005445073,0.0012709409,0.00022094941,0.0022671071,0.00016386612,0.0009287484,0.00029456883],"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":[0.010088498,0.0023433194,0.41755268,0.00021413647,0.0006223869,0.00005916749,0.119915016,0.0002226263,0.010192956,0.34916973,0.042471606,0.047147878],"study_design_scores_gemma":[0.002470112,0.0013758282,0.69670343,0.00018103224,0.00005191906,0.00001744952,0.096460134,0.000060123235,0.00017215878,0.0041871145,0.19811578,0.00020493276],"about_ca_topic_score_codex":0.00007567726,"about_ca_topic_score_gemma":0.000051868617,"teacher_disagreement_score":0.34498262,"about_ca_system_score_codex":0.0007860595,"about_ca_system_score_gemma":0.0005023282,"threshold_uncertainty_score":0.9996701},"labels":[],"label_agreement":null},{"id":"W2966298500","doi":"10.1177/1521025119866689","title":"Academic Success for Students in Postsecondary Education: The Role of Student Characteristics and Integration","year":2019,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":32,"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 Alberta","funders":"","keywords":"Psychology; Conceptualization; Social integration; Academic achievement; Higher education; Longitudinal study; Point (geometry); Mathematics education; Medical education; Sociology; Political science","score_opus":0.038863810461849446,"score_gpt":0.5076339968653647,"score_spread":0.46877018640351525,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2966298500","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98015815,0.0026171724,0.00002088947,0.008425285,0.00071383186,0.0021758124,0.000014534779,0.0000046650125,0.0058696717],"genre_scores_gemma":[0.99142283,0.004514892,0.000106382795,0.000121006415,0.0003533802,0.00012895888,0.000002769785,0.000013026359,0.00333674],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9908893,0.004643221,0.00090869,0.0002246141,0.0029437132,0.00039047826],"domain_scores_gemma":[0.9882259,0.006424567,0.00086825364,0.00023103642,0.004095625,0.00015466171],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.034118105,0.00012492914,0.0003295304,0.00058175146,0.000573481,0.0002285074,0.0010908721,0.00009633169,0.00017042937],"category_scores_gemma":[0.0065073124,0.00009234073,0.000093209164,0.0008250735,0.000494864,0.0011895685,0.0002655365,0.0011307776,0.000009977242],"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":[0.00251851,0.0023715033,0.6302709,0.00010057452,0.00037986267,0.000005729799,0.048483733,0.00000199258,0.0024900413,0.29866484,0.0013044387,0.013407872],"study_design_scores_gemma":[0.0008418997,0.0007366595,0.6323863,0.0002329451,0.000053939926,0.000008068628,0.313546,0.0000022312468,0.00012834098,0.008614041,0.04335537,0.00009418851],"about_ca_topic_score_codex":0.00014244509,"about_ca_topic_score_gemma":0.000104029124,"teacher_disagreement_score":0.29005077,"about_ca_system_score_codex":0.00045409068,"about_ca_system_score_gemma":0.0017819814,"threshold_uncertainty_score":0.99457866},"labels":[],"label_agreement":null},{"id":"W3044751119","doi":"10.1177/1521025120944828","title":"Fostering a Sense of Belonging Using a Multicontext Approach","year":2020,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":27,"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 Toronto","funders":"","keywords":"Persistence (discontinuity); Psychology; Mathematics education; Pedagogy; Sociology; Engineering","score_opus":0.29356002089802347,"score_gpt":0.5106638577657404,"score_spread":0.21710383686771695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3044751119","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.87929285,0.0013410163,0.015596659,0.019684734,0.000795904,0.0012197074,0.00000834632,0.000028074406,0.08203273],"genre_scores_gemma":[0.99122244,0.0005305805,0.007048746,0.00019259915,0.0004183368,0.0000059654944,3.9636595e-7,0.000014847244,0.00056606455],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99030566,0.006365285,0.0006820132,0.00018007639,0.002119799,0.0003471371],"domain_scores_gemma":[0.9945174,0.0023280792,0.00082222023,0.00015059912,0.0018838714,0.00029784648],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.023294128,0.00009767821,0.00026387695,0.00027322804,0.00080399506,0.00017450619,0.00036695253,0.000063538195,0.0002530475],"category_scores_gemma":[0.009020857,0.000090233276,0.00016637062,0.0008833784,0.00022899164,0.001410259,0.00031675384,0.0008092139,0.000009537623],"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":[0.0074708555,0.0041069663,0.0029844213,0.0004759785,0.0021445297,0.00070118986,0.3920207,0.002223067,0.034376193,0.5196741,0.0040386408,0.029783366],"study_design_scores_gemma":[0.0018493345,0.0006925801,0.0018153108,0.00022966527,0.0002848817,0.0001079419,0.87659216,0.0005272672,0.00034101988,0.0021547403,0.11517046,0.00023463806],"about_ca_topic_score_codex":0.0001457575,"about_ca_topic_score_gemma":0.0000056938616,"teacher_disagreement_score":0.51751935,"about_ca_system_score_codex":0.00026671542,"about_ca_system_score_gemma":0.0006551254,"threshold_uncertainty_score":0.9993266},"labels":[],"label_agreement":null},{"id":"W3082865269","doi":"10.1177/1521025120953429","title":"Graduating From College: Exploring First-Semester Dispositions and Experiences of Support Associated With Unexpected Pathways","year":2020,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","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":true,"ca_institutions":"Université Laval","funders":"Ministère de l'Éducation, du Loisir et du Sport Québec","keywords":"Graduation (instrument); Psychology; Sample (material); Medical education; Perception; Quality (philosophy); Medicine","score_opus":0.15050084054216753,"score_gpt":0.43204107250407703,"score_spread":0.28154023196190947,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3082865269","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9775469,0.00039583235,0.000121746976,0.016463457,0.00019884131,0.0006461432,0.000052580835,0.000023766313,0.00455074],"genre_scores_gemma":[0.9976756,0.00083724,0.0005248168,0.00009497472,0.00027006256,0.00013635059,0.0000046585196,0.000017360691,0.0004389308],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99046445,0.004575096,0.00075023377,0.00029290796,0.0034390995,0.0004781854],"domain_scores_gemma":[0.9871819,0.0077751367,0.000844256,0.00016083024,0.0036014975,0.00043639197],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.009324191,0.00015466339,0.0004063536,0.00031730387,0.0016442895,0.00020955376,0.0005269233,0.000070488735,0.0003475104],"category_scores_gemma":[0.018341793,0.00012532967,0.00010910595,0.0017310496,0.0009791473,0.001914815,0.00021513787,0.0007276448,0.000004765639],"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":[0.0024804643,0.001374593,0.012215013,0.000058646823,0.0013937586,0.00040659896,0.9164907,0.000012282701,0.001971212,0.05839183,0.0047400394,0.00046485715],"study_design_scores_gemma":[0.0010860831,0.0013048887,0.022204934,0.00024382386,0.00011463565,0.000006486111,0.9671381,0.000009603574,0.0003853726,0.001030705,0.0063265315,0.00014882792],"about_ca_topic_score_codex":0.00016130912,"about_ca_topic_score_gemma":0.00016668413,"teacher_disagreement_score":0.057361126,"about_ca_system_score_codex":0.00026508584,"about_ca_system_score_gemma":0.0010002925,"threshold_uncertainty_score":0.9996554},"labels":[],"label_agreement":null},{"id":"W3088037955","doi":"10.1177/1521025120961012","title":"Why Attachment Matters: First-Year Post-secondary Students’ Experience of Burnout, Disengagement, and Drop-Out","year":2020,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Attachment and Relationship Dynamics","field":"Psychology","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Trent University","funders":"","keywords":"Disengagement theory; Burnout; Drop out; Psychology; Psychological intervention; Attachment theory; Structural equation modeling; Anxiety; Social psychology; Work engagement; Student engagement; Clinical psychology; Developmental psychology; Medicine; Work (physics); Pedagogy; Gerontology","score_opus":0.060821081591641825,"score_gpt":0.4716302045783412,"score_spread":0.41080912298669936,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3088037955","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9233097,0.0025522367,0.0061460063,0.056516085,0.001260992,0.0017658856,0.000059616017,0.000072354975,0.008317129],"genre_scores_gemma":[0.99472445,0.0007725702,0.0006077563,0.0019990792,0.00023808856,0.00003651965,0.0000063511566,0.00005664209,0.0015585495],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9926546,0.003222738,0.0010923723,0.0003771411,0.0022194493,0.00043365624],"domain_scores_gemma":[0.9950419,0.0021508723,0.0010215027,0.000344569,0.0010934685,0.00034765812],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0073875766,0.0002224401,0.00042273142,0.0003887765,0.00037114776,0.00017342555,0.00081502186,0.00013097962,0.0010374116],"category_scores_gemma":[0.0010281324,0.00018675838,0.00019608339,0.00047289874,0.00042832372,0.0009743266,0.00051252765,0.0014815034,0.000043097145],"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":[0.018538916,0.005006764,0.6821278,0.000472916,0.00426851,0.0013760796,0.12348357,0.00003424918,0.002838407,0.09636432,0.06381324,0.0016752593],"study_design_scores_gemma":[0.007480954,0.0051687798,0.41223097,0.0003181338,0.0006109814,0.00020608166,0.36238232,0.000042975164,0.0000757099,0.0013408242,0.20966548,0.00047678858],"about_ca_topic_score_codex":0.000021963004,"about_ca_topic_score_gemma":0.0000070993697,"teacher_disagreement_score":0.2698968,"about_ca_system_score_codex":0.00014477766,"about_ca_system_score_gemma":0.00011701808,"threshold_uncertainty_score":0.9998758},"labels":[],"label_agreement":null},{"id":"W3088749843","doi":"10.1177/1521025120961322","title":"Fixed Intelligence Mindset Moderates the Impact of Adverse Academic Experiences on Students’ Self-Esteem","year":2020,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Mindset; Psychology; Emotional intelligence; Self-esteem; Positive relationship; Social psychology; Computer science","score_opus":0.1340242556941829,"score_gpt":0.5297870425942953,"score_spread":0.39576278690011246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3088749843","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9896238,0.00074377796,0.00033823526,0.0037444266,0.00063898135,0.00081314077,0.000015093362,0.000014670162,0.0040679066],"genre_scores_gemma":[0.99728376,0.00080854254,0.00009741861,0.00030428031,0.00042667214,0.00007612057,0.0000022960628,0.000021743155,0.0009791553],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98974866,0.0061349394,0.001106532,0.00034209088,0.0022068904,0.0004609189],"domain_scores_gemma":[0.9917071,0.004590238,0.0013015679,0.00041003994,0.0017043871,0.00028669304],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.014091346,0.00022438867,0.0003763696,0.000345783,0.0004464213,0.000079698424,0.0016890273,0.00014057933,0.001426226],"category_scores_gemma":[0.0033808227,0.00014213703,0.0003193296,0.0010903247,0.00035497316,0.0007813123,0.00020014936,0.0017167864,0.00007270874],"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":[0.031559277,0.013638227,0.15549313,0.00011582011,0.006342348,0.0003257665,0.6695027,0.0009840741,0.003059431,0.08988456,0.026931547,0.0021631338],"study_design_scores_gemma":[0.0014256361,0.00691532,0.11362891,0.00015447054,0.0002144799,0.000089291956,0.8716343,0.0000764124,0.00079871423,0.0021720063,0.0026603735,0.00023008998],"about_ca_topic_score_codex":0.000043789183,"about_ca_topic_score_gemma":0.0000025567322,"teacher_disagreement_score":0.2021316,"about_ca_system_score_codex":0.0002108748,"about_ca_system_score_gemma":0.0005007665,"threshold_uncertainty_score":0.9994866},"labels":[],"label_agreement":null},{"id":"W3123993094","doi":"10.1177/1521025120987993","title":"A Long-Term Study of What Best Predicts Graduating From University Versus Leaving Prior to Graduation","year":2021,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Graduation (instrument); Psychology; Mental health; Medical education; Gerontology; Medicine; Psychiatry","score_opus":0.11859358314753327,"score_gpt":0.4890789585835903,"score_spread":0.37048537543605703,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3123993094","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9852026,0.0007500927,0.00019944774,0.008516257,0.0010438617,0.0010367313,0.000009295464,0.000012713939,0.0032289987],"genre_scores_gemma":[0.9922125,0.0030714283,0.0005715812,0.000024946195,0.0004035003,0.000010432469,0.0000027973308,0.000013956134,0.0036888674],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98198104,0.011738409,0.00066673587,0.00034487952,0.0047942996,0.00047464948],"domain_scores_gemma":[0.98135465,0.008955876,0.0007439876,0.0003411638,0.008224712,0.00037963557],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.018403756,0.0001363102,0.00035693691,0.0006283211,0.0016079589,0.00044481936,0.00075145555,0.000075591146,0.00025912654],"category_scores_gemma":[0.024688015,0.0001380595,0.00014671028,0.002244415,0.00030337434,0.002836471,0.00047878094,0.0008290741,0.00002733825],"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":[0.02488191,0.027859718,0.19012535,0.00021438574,0.00686875,0.0040843496,0.61797434,0.00020878288,0.0066809505,0.058345787,0.00487487,0.057880826],"study_design_scores_gemma":[0.002559989,0.0016579389,0.15398182,0.00038534353,0.000247425,0.0000051569514,0.8353852,0.0000016665024,0.00015491719,0.00044509035,0.0050520357,0.00012341888],"about_ca_topic_score_codex":0.00064796145,"about_ca_topic_score_gemma":0.0020921985,"teacher_disagreement_score":0.21741088,"about_ca_system_score_codex":0.0009257364,"about_ca_system_score_gemma":0.001866932,"threshold_uncertainty_score":0.9996918},"labels":[],"label_agreement":null},{"id":"W4281783399","doi":"10.1177/15210251221104245","title":"Studying Under Stress: The Effect of COVID-19 Psychological Distress on Academic Challenges and Performance of Post-Secondary Students","year":2022,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":17,"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 Victoria","funders":"Social Sciences and Humanities Research Council of Canada; University of Victoria","keywords":"Psychology; Coronavirus disease 2019 (COVID-19); Distress; Pandemic; Mental health; Psychological distress; Clinical psychology; Path analysis (statistics); Developmental psychology; Medicine; Psychiatry","score_opus":0.1492430231771111,"score_gpt":0.5372451829103407,"score_spread":0.3880021597332296,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281783399","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9783455,0.011040119,0.000008701582,0.0063672774,0.0005946715,0.0012710874,0.000093525814,0.000008467916,0.0022706508],"genre_scores_gemma":[0.99087316,0.007685057,0.0000060326934,0.0006175251,0.00010407781,0.00010630315,0.0000038022943,0.000019964029,0.00058408466],"study_design_codex":"randomized_trial","study_design_gemma":"observational","domain_scores_codex":[0.98111975,0.014066508,0.0009945043,0.00037863845,0.0030016087,0.0004390145],"domain_scores_gemma":[0.98582095,0.011845047,0.0012239665,0.00044980802,0.00039472606,0.0002655034],"candidate_categories":["metaresearch","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.032888338,0.00020064003,0.0005032315,0.0005028305,0.0007699509,0.000026354428,0.0011778433,0.00010975767,0.00064333266],"category_scores_gemma":[0.0019316488,0.00013264133,0.00017630053,0.00044090746,0.00046484146,0.00029599186,0.0007104943,0.0028394389,0.0000053878816],"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":[0.35220295,0.01847739,0.23652324,0.004326042,0.005061545,0.0013782885,0.06421282,0.0005424639,0.00312471,0.15822855,0.0037320824,0.15218991],"study_design_scores_gemma":[0.008318149,0.04988239,0.71017545,0.00024426793,0.00027177093,0.00054589147,0.22041094,0.0000040958057,0.00013829101,0.0010916864,0.008718836,0.00019825442],"about_ca_topic_score_codex":0.000048288694,"about_ca_topic_score_gemma":0.000008044228,"teacher_disagreement_score":0.47365218,"about_ca_system_score_codex":0.0005342154,"about_ca_system_score_gemma":0.00030452295,"threshold_uncertainty_score":0.99946105},"labels":[],"label_agreement":null},{"id":"W4391691509","doi":"10.1177/15210251231220869","title":"Pathways to Success, or Unfulfilled Dreams? An Examination of Pathway-Based Disparities in Graduation Rates","year":2024,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Higher Education Research Studies","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Guelph; Cape Breton University; York University; University of Toronto","funders":"","keywords":"Graduation (instrument); Psychology; Empirical examination; Engineering; Business; Actuarial science","score_opus":0.0952013652935598,"score_gpt":0.4898228799870305,"score_spread":0.39462151469347073,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391691509","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96904105,0.0011145847,0.00078627776,0.018465716,0.0007418476,0.0014770371,0.000035549794,0.00003738162,0.008300565],"genre_scores_gemma":[0.99502516,0.0011842898,0.00064043596,0.00007835041,0.00029536773,0.000119429955,0.0000066835223,0.00002105258,0.0026292559],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.982365,0.011840337,0.0009481988,0.00031248285,0.004014002,0.0005199414],"domain_scores_gemma":[0.98547536,0.009190699,0.0003896844,0.00024397695,0.0043987203,0.00030154077],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.0518279,0.00015523945,0.00035666348,0.0018548495,0.00064512197,0.00052030256,0.00068261917,0.00010721055,0.0003927234],"category_scores_gemma":[0.021588845,0.00012255339,0.00012779122,0.0032315522,0.00050666754,0.0025126361,0.000115638155,0.00077087275,0.00002310961],"study_design_candidate":"theoretical_or_conceptual","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":[0.0049613817,0.003834049,0.008148797,0.000481655,0.00042768632,0.0005751253,0.07205488,0.00024243855,0.004869208,0.8756817,0.004423837,0.02429923],"study_design_scores_gemma":[0.0028658358,0.005181259,0.3599337,0.0018481218,0.00016644338,0.00002489173,0.5055143,0.0003072956,0.0035573905,0.031860106,0.08814084,0.0005998148],"about_ca_topic_score_codex":0.00046787702,"about_ca_topic_score_gemma":0.0011678953,"teacher_disagreement_score":0.8438216,"about_ca_system_score_codex":0.0008323117,"about_ca_system_score_gemma":0.00313399,"threshold_uncertainty_score":0.98665273},"labels":[],"label_agreement":null},{"id":"W4398139524","doi":"10.1177/15210251241254053","title":"Educational Data Mining in Higher Education: Building a Predictive Model for Retaining University Graduates as Master's Students","year":2024,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Residence; Medical education; Value (mathematics); Higher education; Predictive value; Quality (philosophy); Institution; Psychology; Mathematics education; Computer science; Sociology; Medicine; Political science; Machine learning; Social science","score_opus":0.16328517122915545,"score_gpt":0.475428385306471,"score_spread":0.3121432140773156,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4398139524","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4807771,0.005418628,0.2744675,0.22077113,0.0041254195,0.0018381467,0.000098093595,0.00013165818,0.012372302],"genre_scores_gemma":[0.93810135,0.00025776468,0.039376073,0.000107918335,0.0004603094,0.0000063883763,0.000009266993,0.000016051146,0.021664899],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.99571043,0.001358469,0.0004909527,0.0004501483,0.0016671951,0.00032282175],"domain_scores_gemma":[0.99399894,0.0036553626,0.0003397851,0.00046139158,0.001389685,0.0001548323],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013902779,0.0001313136,0.00021149947,0.00097638153,0.00034267973,0.0006428412,0.0022497275,0.00006696913,0.00002677686],"category_scores_gemma":[0.002302119,0.00012430116,0.000103645536,0.0012300352,0.000081341794,0.0034094309,0.00090114685,0.00085728784,0.000007374847],"study_design_candidate":"theoretical_or_conceptual","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":[0.000934885,0.0014103742,0.0032471318,0.00013071667,0.0006238697,0.00021802018,0.003977855,0.0033163487,0.00014171402,0.97112095,0.006636743,0.008241417],"study_design_scores_gemma":[0.0021280088,0.0014542083,0.008980569,0.0024958414,0.00038607296,0.00038712466,0.035668653,0.6790703,0.000018986504,0.21251869,0.056427523,0.00046402626],"about_ca_topic_score_codex":0.0000071978184,"about_ca_topic_score_gemma":0.0000024043406,"teacher_disagreement_score":0.75860226,"about_ca_system_score_codex":0.00043680114,"about_ca_system_score_gemma":0.002594619,"threshold_uncertainty_score":0.61989325},"labels":[],"label_agreement":null},{"id":"W4403474212","doi":"10.1177/15210251241289910","title":"“It Was Kind of Like Everything Was Hitting Rock Bottom All at Once”: The Impacts of Gender-Based Violence on Undergraduate Student Academic Success","year":2024,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Sexual Assault and Victimization Studies","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":"Western University","funders":"","keywords":"Psychology; Mathematics education","score_opus":0.10606545862484446,"score_gpt":0.48253886083216396,"score_spread":0.3764734022073195,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403474212","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.94544566,0.005876127,0.0009395968,0.03496934,0.001495203,0.0011613094,0.000022186774,0.000039665956,0.010050907],"genre_scores_gemma":[0.98899096,0.008414185,0.00011794037,0.00044799966,0.00037074665,0.000016927414,0.0000016970594,0.000026303982,0.0016132102],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9852889,0.0067665577,0.0013137562,0.0003568645,0.0056607476,0.0006131809],"domain_scores_gemma":[0.982767,0.012806148,0.0013627223,0.00029661504,0.0025443102,0.0002232404],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.034324773,0.00022882134,0.00048023247,0.000605932,0.001325939,0.00024655138,0.0011575343,0.00018056501,0.00012132529],"category_scores_gemma":[0.006841499,0.00015754031,0.00030368174,0.0015432723,0.00046825048,0.0011824397,0.00037917268,0.001949665,0.00002185541],"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":[0.019962685,0.0058570746,0.091063,0.0018194007,0.011610105,0.0012145132,0.38499233,0.016854132,0.018236592,0.38937953,0.04844925,0.010561397],"study_design_scores_gemma":[0.0043294732,0.0039170706,0.03816614,0.006330249,0.0015311079,0.000097114054,0.80447006,0.0011722319,0.0046522734,0.020122945,0.11435173,0.0008596288],"about_ca_topic_score_codex":0.00018082123,"about_ca_topic_score_gemma":0.00010969515,"teacher_disagreement_score":0.41947773,"about_ca_system_score_codex":0.0008349716,"about_ca_system_score_gemma":0.0011045678,"threshold_uncertainty_score":0.9999742},"labels":[],"label_agreement":null},{"id":"W4406126243","doi":"10.1177/15210251241299790","title":"Exploring Associations Between Substance Use, Self-Regulated Learning Practices, and Academic Challenges at Five Canadian Universities","year":2025,"lang":"en","type":"article","venue":"Journal of College Student Retention Research Theory & Practice","topic":"Motivation and Self-Concept in Sports","field":"Psychology","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":"Université de Montréal; University of British Columbia, Okanagan Campus; University of British Columbia; York University; Simon Fraser University; St. Francis Xavier University; Dalhousie University; University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada; Canadian Institutes of Health Research","keywords":"Substance use; Psychology; Medical education; Medicine; Clinical psychology","score_opus":0.21699441097989056,"score_gpt":0.4351186088468878,"score_spread":0.21812419786699724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406126243","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9488687,0.0026271178,0.00003775171,0.009964321,0.00048652457,0.00042684158,0.000025132056,0.00003702837,0.037526563],"genre_scores_gemma":[0.9657737,0.007353643,0.00015936466,0.00013315266,0.00017624923,0.000016009777,0.000010632745,0.000019013201,0.026358256],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9924727,0.00499723,0.00067911926,0.0003193015,0.001040851,0.00049078424],"domain_scores_gemma":[0.98838925,0.0076298392,0.0014996292,0.00021825511,0.0019742495,0.00028876963],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.013029404,0.00016331128,0.0003428998,0.001187417,0.0011094961,0.00012659637,0.0003557874,0.00021663624,0.00038238853],"category_scores_gemma":[0.0035425383,0.00016548751,0.00009612036,0.0009053679,0.00015216898,0.0024208496,0.00011342684,0.002148877,0.000026545711],"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":[0.0022255841,0.0004561006,0.30225483,0.00008232003,0.0048127584,0.00091524364,0.08489017,0.000068972164,0.00014458361,0.58609915,0.013050627,0.0049996525],"study_design_scores_gemma":[0.0010244347,0.00020839726,0.52083486,0.0001552979,0.00025474522,0.000047085992,0.25913194,0.0000018566022,0.000014852515,0.0007876889,0.21740086,0.00013795857],"about_ca_topic_score_codex":0.0017960684,"about_ca_topic_score_gemma":0.0024360518,"teacher_disagreement_score":0.5853115,"about_ca_system_score_codex":0.0013540781,"about_ca_system_score_gemma":0.0007190117,"threshold_uncertainty_score":0.9335921},"labels":[],"label_agreement":null}]}