{"meta":{"query_hash":"ea5681555d49","filters":{"venue":"Statistics Education Research Journal"},"cohort_total":19,"direct_labels_cover":0,"predictions_cover":19,"exported":19,"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/ea5681555d49","api":"https://metacan.xera.ac/api/v1/cohort?venue=Statistics+Education+Research+Journal"},"results":[{"id":"W2598438781","doi":"10.52041/serj.v1i2.565","title":"UNDERGRADUATE COURSES IN DENTAL STATISTICS IN BRITAIN AND IRELAND","year":2002,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Dental Education, Practice, Research","field":"Health Professions","cited_by":8,"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":"Queen's University; Queen's University Belfast","keywords":"Curriculum; Statistical analysis; Mathematics education; Descriptive statistics; Dental education; Statistics education; Medical education; Psychology; Statistics; Medicine; Pedagogy; Mathematics","score_opus":0.13380444472583633,"score_gpt":0.5664894114078955,"score_spread":0.43268496668205925,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2598438781","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":[0.9491938,0.0044533256,0.0045756055,0.017823739,0.0028678451,0.0023121415,0.0006910805,0.000029527104,0.018052958],"genre_scores_gemma":[0.95442367,0.010105936,0.010713181,0.00038261592,0.0005604461,0.00022033142,0.0001282061,0.000066156594,0.023399474],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.993548,0.0028998111,0.0008561061,0.0003343481,0.0012896324,0.0010721083],"domain_scores_gemma":[0.99475974,0.0031407617,0.0002338892,0.0002475544,0.0010779368,0.00054010964],"candidate_categories":["research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0059120683,0.0001638392,0.00023973103,0.0013542318,0.0010302347,0.00021579099,0.00029900266,0.00013950252,0.0026626752],"category_scores_gemma":[0.0077315704,0.00016907664,0.000015269161,0.00091731176,0.00037086825,0.00042832037,0.00014040213,0.003369255,0.00062719424],"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":[0.000061722756,0.0008104297,0.78454036,0.00017100836,0.000013501389,0.00009122697,0.0053207073,0.000005008004,0.000030560503,0.024238432,0.14814703,0.036570035],"study_design_scores_gemma":[0.001619666,0.00016595668,0.85312486,0.00032656398,0.000009265777,0.00018426683,0.046868674,0.0021516494,0.000003037738,0.07654231,0.018772671,0.00023106304],"about_ca_topic_score_codex":0.0022359877,"about_ca_topic_score_gemma":0.003848474,"teacher_disagreement_score":0.12937437,"about_ca_system_score_codex":0.0014580464,"about_ca_system_score_gemma":0.0032460971,"threshold_uncertainty_score":0.99893004},"labels":[],"label_agreement":null},{"id":"W274839730","doi":"10.52041/serj.v9i2.374","title":"LEARNING TO USE STATISTICS IN RESEARCH: A CASE STUDY OF LEARNING IN A UNIVERSITY-BASED STATISTICAL CONSULTING CENTRE","year":2010,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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":"Brock University","funders":"","keywords":"Mathematics education; Statistical analysis; Statistics education; Psychology; Statistics; Computer science; Mathematics","score_opus":0.47053989697861776,"score_gpt":0.5681918797771561,"score_spread":0.09765198279853837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W274839730","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":[0.8911196,0.0000059865333,0.10641135,0.00027133085,0.0006043816,0.0010597038,0.00031734857,0.000026488076,0.00018382233],"genre_scores_gemma":[0.53974116,0.000014397889,0.45893344,0.000009088501,0.00005683602,0.000014121518,0.000030588828,0.000034456967,0.0011658763],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.98721653,0.008695913,0.0010482398,0.0004987697,0.001531181,0.0010093362],"domain_scores_gemma":[0.9495042,0.045235354,0.0003255922,0.0003560959,0.004019954,0.0005588064],"candidate_categories":["metaresearch","metaepi_narrow","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.015995592,0.00022516078,0.00046820036,0.00267048,0.0007325817,0.00030196505,0.00041313845,0.00014447144,0.000471622],"category_scores_gemma":[0.16305849,0.0002458051,0.000025111849,0.0021508539,0.00044008504,0.00015192691,0.00018021138,0.0055724685,0.00002512492],"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":[0.0009756547,0.010291007,0.39399275,0.00066141714,0.00009498604,0.010107179,0.1289946,0.0020743136,0.0010855419,0.31708863,0.054322723,0.08031121],"study_design_scores_gemma":[0.003776657,0.0018574875,0.029448807,0.00041044306,0.000048429534,0.00079793856,0.87751806,0.01154737,0.000067853085,0.06612614,0.007818536,0.0005822663],"about_ca_topic_score_codex":0.003411244,"about_ca_topic_score_gemma":0.01305445,"teacher_disagreement_score":0.7485235,"about_ca_system_score_codex":0.00052606536,"about_ca_system_score_gemma":0.0048793624,"threshold_uncertainty_score":0.9999994},"labels":[],"label_agreement":null},{"id":"W2790563938","doi":"10.52041/serj.v15i2.250","title":"TEACHING STATISTICS: CREATING AN INTERSECTION FOR INTRA AND INTERDISCIPLINARITY","year":2016,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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":"McGill University","funders":"","keywords":"Intersection (aeronautics); Mathematics education; Statistics education; Statistical thinking; Computer science; Representation (politics); Statistical analysis; Statistical inference; Statistics; Psychology; Mathematics","score_opus":0.31392296831528893,"score_gpt":0.5862643965122442,"score_spread":0.2723414281969552,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790563938","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0151464725,0.00003537981,0.97958523,0.0012953161,0.0017631234,0.0004313845,0.0007807964,0.000040174506,0.0009221082],"genre_scores_gemma":[0.047878385,0.00008618834,0.9447435,0.0000580349,0.0009784893,0.00011870865,0.00004898962,0.000045061093,0.006042632],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9967626,0.0013219021,0.0005942787,0.00034195065,0.00047997455,0.000499344],"domain_scores_gemma":[0.9856835,0.0116743,0.00029259024,0.00026676798,0.001692997,0.00038982517],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0071569365,0.00017665418,0.0002416217,0.0004874823,0.0011920866,0.00038191778,0.00025593775,0.000087919616,0.00025260568],"category_scores_gemma":[0.034796953,0.00013076555,0.00003045183,0.00011021655,0.00033518628,0.00030813468,0.00010242928,0.00063782756,0.000010755653],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000071166614,0.00020283222,0.00032906825,0.00010392423,0.000025560297,0.0000013231668,0.0037803452,1.13361814e-7,0.0007503912,0.5837954,0.07952007,0.33141977],"study_design_scores_gemma":[0.0004776293,0.00049525994,0.0013003227,0.00019272779,0.00003311327,0.0001390725,0.014863433,0.00029707432,0.00019178136,0.9725945,0.00922934,0.00018577397],"about_ca_topic_score_codex":0.00006170209,"about_ca_topic_score_gemma":0.00010968602,"teacher_disagreement_score":0.38879904,"about_ca_system_score_codex":0.0004051896,"about_ca_system_score_gemma":0.0010166873,"threshold_uncertainty_score":0.97333336},"labels":[],"label_agreement":null},{"id":"W2791615606","doi":"10.52041/serj.v16i2.189","title":"PROMOTING MODELING AND COVARIATIONAL REASONING AMONG SECONDARY SCHOOL STUDENTS IN THE CONTEXT OF BIG DATA","year":2017,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","cited_by":21,"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":"Division of Mathematical Sciences; University of Toronto; Fields Institute for Research in Mathematical Sciences","keywords":"Mathematics education; Context (archaeology); Big data; Computer science; Visualization; Data visualization; Data science; Psychology; Artificial intelligence","score_opus":0.49943398516889354,"score_gpt":0.5728007331029144,"score_spread":0.07336674793402082,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2791615606","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":[0.7136731,0.0005405248,0.27530074,0.002844419,0.002719918,0.0012304805,0.0009392136,0.000015073881,0.0027364953],"genre_scores_gemma":[0.80748546,0.00024761623,0.19139506,0.000055239238,0.0004066715,0.000027845499,0.000067392495,0.000016359065,0.00029837992],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.996691,0.0011603666,0.0005865203,0.00024056362,0.0010264276,0.00029513484],"domain_scores_gemma":[0.993489,0.0039180582,0.0005256539,0.00079565693,0.001123653,0.00014795277],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.015142423,0.000107234235,0.00020329813,0.00028326616,0.0010286178,0.00085350336,0.0014273328,0.000057336896,0.00009072644],"category_scores_gemma":[0.075966366,0.00008458384,0.000014976046,0.000115181734,0.0003235415,0.00029716588,0.00039134908,0.0009886645,0.0000031901845],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00010012691,0.0010843104,0.23357467,0.0005193431,0.00015380379,0.000021791626,0.036344606,0.000010205784,0.000097793076,0.44112793,0.07938886,0.20757656],"study_design_scores_gemma":[0.00091387535,0.000084456085,0.21360853,0.0005248333,0.000042756586,0.00010411722,0.047017504,0.016885538,0.000023789506,0.7199306,0.0006771996,0.00018682066],"about_ca_topic_score_codex":0.00030485398,"about_ca_topic_score_gemma":0.00022484662,"teacher_disagreement_score":0.27880263,"about_ca_system_score_codex":0.000094318515,"about_ca_system_score_gemma":0.0023824428,"threshold_uncertainty_score":0.9318172},"labels":[],"label_agreement":null},{"id":"W2793042097","doi":"10.52041/serj.v15i2.242","title":"CONCEPTUAL ISSUES IN QUANTIFYING UNUSUALNESS AND CONCEIVING STOCHASTIC EXPERIMENTS: INSIGHTS FROM STUDENTS’ EXPERIENCES IN DESIGNING SAMPLING SIMULATIONS","year":2016,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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 du Québec à Montréal","funders":"","keywords":"Sampling (signal processing); Mathematics education; Outcome (game theory); Sample (material); Population; Probabilistic logic; Sample size determination; Computer science; Psychology; Statistics; Artificial intelligence; Mathematics; Sociology","score_opus":0.5496088916105765,"score_gpt":0.6016049042094656,"score_spread":0.051996012598889085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793042097","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":[0.60709774,0.00063824933,0.3911098,0.00014285852,0.00068334345,0.00025379963,0.000041436004,0.0000123037125,0.000020492485],"genre_scores_gemma":[0.7951625,0.00015854335,0.20419508,0.00002188121,0.00017164904,0.00009653929,0.0000101360165,0.000021198646,0.00016246151],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961383,0.0014624358,0.0007553611,0.0003612065,0.0008265076,0.00045622705],"domain_scores_gemma":[0.9808962,0.017894207,0.00023644466,0.00019599817,0.0005746647,0.00020252848],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0019281929,0.00018112815,0.00031545543,0.0007650474,0.00040247553,0.0003441193,0.00033471134,0.0000837749,0.00035232963],"category_scores_gemma":[0.022549283,0.00014455117,0.000017088272,0.0004183578,0.0005108299,0.00032597585,0.00011237172,0.00045993098,0.000007549337],"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":[0.00017533425,0.0013188444,0.07540516,0.00007638531,0.00008727919,0.000030500698,0.4735747,0.00021239463,0.01726869,0.40098095,0.0039428365,0.026926914],"study_design_scores_gemma":[0.0013240745,0.00010841046,0.02569063,0.0011935629,0.000012798288,0.000013987212,0.49067435,0.00042983345,0.0015542494,0.47838384,0.00025925913,0.0003549957],"about_ca_topic_score_codex":0.00020016987,"about_ca_topic_score_gemma":0.00026660663,"teacher_disagreement_score":0.18806477,"about_ca_system_score_codex":0.0003695852,"about_ca_system_score_gemma":0.0008798682,"threshold_uncertainty_score":0.9856842},"labels":[],"label_agreement":null},{"id":"W2799928240","doi":"10.52041/serj.v16i2.201","title":"THE ROLES OF EXPERIENCE, GENDER, AND INDIVIDUAL DIFFERENCES IN STATISTICAL REASONING","year":2017,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","cited_by":11,"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 Waterloo","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Statistical thinking; Psychology; Cognition; Statistical analysis; Structural equation modeling; Logical reasoning; Verbal reasoning; Statistical model; Developmental psychology; Cognitive psychology; Mathematics education; Statistics; Mathematics","score_opus":0.520577493323185,"score_gpt":0.5766489169719775,"score_spread":0.05607142364879247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2799928240","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":[0.7306196,0.0022225427,0.25244442,0.0012530462,0.0036847226,0.00088552607,0.00079526013,0.000024175904,0.008070674],"genre_scores_gemma":[0.6895104,0.0013684263,0.30825478,0.0000115466955,0.00014697711,0.000046265024,0.0000075548364,0.000013437269,0.0006406205],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9971931,0.00091122446,0.00051390444,0.00018396549,0.00080177543,0.0003960341],"domain_scores_gemma":[0.9890614,0.009246204,0.00040631587,0.00037766513,0.0007225981,0.00018580539],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.005163756,0.000111851434,0.00021740283,0.00023070582,0.0015620417,0.000742189,0.00063368044,0.000057279907,0.0001130225],"category_scores_gemma":[0.054909892,0.000079076286,0.000016173128,0.00009494776,0.0013000813,0.00012193646,0.00016765013,0.00062979804,0.0000026202802],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000043368735,0.00013514781,0.039037317,0.000046734796,0.000022297449,0.0000046559235,0.008298313,1.0209164e-7,0.000023742943,0.86440694,0.022437347,0.06554402],"study_design_scores_gemma":[0.00019010296,0.000056731897,0.32645625,0.000064995176,0.000010058092,0.00003709209,0.031707894,0.00009015362,0.000054409975,0.6403588,0.0008961031,0.00007741525],"about_ca_topic_score_codex":0.000052577492,"about_ca_topic_score_gemma":0.00013615942,"teacher_disagreement_score":0.28741893,"about_ca_system_score_codex":0.000059181406,"about_ca_system_score_gemma":0.0011970268,"threshold_uncertainty_score":0.9997378},"labels":[],"label_agreement":null},{"id":"W2973298017","doi":"10.52041/serj.v17i2.162","title":"STUDENTS’ PERCEPTIONS OF THE FUTURE RELEVANCE OF STATISTICS AFTER COMPLETING AN ONLINE INTRODUCTORY STATISTICS COURSE","year":2018,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","cited_by":25,"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; Western University","funders":"","keywords":"Relevance (law); Statistics education; Psychology; Statistics; Mathematics education; Perception; Descriptive statistics; Course (navigation); Medical education; Mathematics","score_opus":0.20089516957979692,"score_gpt":0.5418542824955707,"score_spread":0.34095911291577374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2973298017","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2709529,0.00037473955,0.7007236,0.0010190017,0.007714449,0.0008650467,0.018147675,0.00003076071,0.0001718422],"genre_scores_gemma":[0.110192925,0.00056287023,0.8843398,0.00011456885,0.0024963268,0.00003187457,0.00021417296,0.00006174935,0.0019856934],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9934483,0.0023628671,0.0012673313,0.0003527867,0.001995952,0.0005727231],"domain_scores_gemma":[0.9845614,0.004674824,0.0009475605,0.00089818146,0.008596694,0.00032133955],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0043611196,0.0002561374,0.000454759,0.00034894046,0.0006668696,0.00014117328,0.001052432,0.000119010976,0.0020082174],"category_scores_gemma":[0.015929963,0.00020490577,0.000060138304,0.0006160973,0.0018804632,0.00013230335,0.00021714937,0.0011793523,0.000022431537],"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":[0.00020655141,0.003319443,0.032047484,0.00048564194,0.00014667913,0.000005013015,0.008706421,0.0000069263765,0.0009212155,0.32390997,0.5876059,0.04263876],"study_design_scores_gemma":[0.0006570836,0.00077530433,0.40681815,0.00030928664,0.00021411812,0.000103147875,0.036457118,0.0003372809,0.00028393845,0.5389191,0.014756484,0.0003689937],"about_ca_topic_score_codex":0.00004208568,"about_ca_topic_score_gemma":0.00043531816,"teacher_disagreement_score":0.5728494,"about_ca_system_score_codex":0.00024536345,"about_ca_system_score_gemma":0.0033118448,"threshold_uncertainty_score":0.9989041},"labels":[],"label_agreement":null},{"id":"W2974549977","doi":"10.52041/serj.v18i1.152","title":"THREE PATHWAYS FROM ACHIEVEMENT GOALS TO ACADEMIC PERFORMANCE IN AN UNDERGRADUATE STATISTICS COURSE","year":2019,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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":"University of Ottawa; Université du Québec à Trois-Rivières; Université du Québec à Chicoutimi","funders":"","keywords":"Academic achievement; Mathematics education; Psychology; Context (archaeology); Structural equation modeling; Course (navigation); Statistics education; Mastery learning; Statistics; Mathematics","score_opus":0.3170693938512984,"score_gpt":0.5284917092841942,"score_spread":0.2114223154328958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2974549977","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.5504225,0.00015714865,0.43973964,0.0021452121,0.003341758,0.0012387835,0.001987117,0.000046250134,0.0009215867],"genre_scores_gemma":[0.20370777,0.0005822335,0.7918179,0.00034999632,0.0005412974,0.00013118435,0.0003217476,0.00007816635,0.0024696845],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99512154,0.0010394034,0.0009886355,0.0004993738,0.0014662982,0.0008847394],"domain_scores_gemma":[0.991788,0.004953663,0.0003420756,0.00063922076,0.001600046,0.0006769543],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.005314485,0.00027953723,0.0004112032,0.0006469258,0.00034136124,0.00030040846,0.0007780937,0.00015461142,0.0012723405],"category_scores_gemma":[0.0057474454,0.00026945327,0.00003152355,0.00055817846,0.00015168279,0.00022040028,0.00014677,0.0018474583,0.0007088612],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00017039734,0.0010617698,0.10410633,0.00015917138,0.000054392265,0.000013743281,0.0035265076,0.00010372458,0.0008541138,0.52142787,0.28529418,0.083227806],"study_design_scores_gemma":[0.0005816835,0.0004791617,0.16888864,0.00020877983,0.000025982758,0.000014632272,0.0043372833,0.0013265138,0.00017543885,0.8178171,0.0058178175,0.00032693963],"about_ca_topic_score_codex":0.00013775445,"about_ca_topic_score_gemma":0.0005158893,"teacher_disagreement_score":0.3520783,"about_ca_system_score_codex":0.0006384711,"about_ca_system_score_gemma":0.0035828834,"threshold_uncertainty_score":0.99997574},"labels":[],"label_agreement":null},{"id":"W2981970504","doi":"10.52041/serj.v15i2.600","title":"RESEARCH ON LEARNING AND TEACHING PROBABILITY WITHIN STATISTICS","year":2016,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Technology and Data Analysis","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":"University of Saskatchewan","funders":"","keywords":"Mathematics education; Statistics education; Psychology; Teaching method; Statistical analysis; Statistics; Computer science; Mathematics","score_opus":0.0864278706959224,"score_gpt":0.46995187486529044,"score_spread":0.38352400416936805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2981970504","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.013326797,0.00007416189,0.9791894,0.0055185347,0.00025640993,0.00016008939,0.00006397819,0.00004858451,0.0013620544],"genre_scores_gemma":[0.5221802,0.0002064298,0.47457564,0.000042913303,0.00015739186,0.000025071107,0.000010047471,0.000012019035,0.0027902597],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99473625,0.0025229044,0.00037147608,0.00045321605,0.0013155435,0.0006006294],"domain_scores_gemma":[0.9938993,0.0036118568,0.00013069285,0.00048611793,0.001554019,0.00031800097],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0142520135,0.00010926431,0.00014523717,0.0010126828,0.0018630318,0.0005839076,0.0008501197,0.00009571471,0.00010565119],"category_scores_gemma":[0.011915667,0.00007601029,0.00001665306,0.00047189067,0.00062859437,0.0004022851,0.00039238832,0.002576237,0.00012894407],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011880185,0.00011982922,0.0024399597,0.000011906162,0.000014738857,0.000012278293,0.0003448407,0.0000045151146,0.00019108292,0.722716,0.025294613,0.24883837],"study_design_scores_gemma":[0.0002850704,0.0006434263,0.0063267453,0.00013973753,0.0000062273807,0.00011943739,0.001278516,0.0023882529,0.00022057863,0.9670158,0.021404903,0.00017128116],"about_ca_topic_score_codex":0.000049783655,"about_ca_topic_score_gemma":0.000037414695,"teacher_disagreement_score":0.50885344,"about_ca_system_score_codex":0.00029699312,"about_ca_system_score_gemma":0.0015205445,"threshold_uncertainty_score":0.99972486},"labels":[],"label_agreement":null},{"id":"W335515389","doi":"10.52041/serj.v11i2.333","title":"SURVEYS ASSESSING STUDENTS’ ATTITUDES TOWARD STATISTICS: A SYSTEMATIC REVIEW OF VALIDITY AND RELIABILITY","year":2012,"lang":"en","type":"review","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","cited_by":84,"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":"","keywords":"Statistics; Psychology; Reliability (semiconductor); Scale (ratio); Validity; Summary statistics; Psychometrics; Mathematics; Geography","score_opus":0.6773953610547153,"score_gpt":0.6535770619658843,"score_spread":0.02381829908883104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W335515389","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0000025596985,0.80692387,0.18655987,0.000036242975,0.001754862,0.002498981,0.0020914513,0.000023391183,0.00010878373],"genre_scores_gemma":[0.000005124509,0.69646066,0.3018178,0.000020695765,0.0002790068,0.0002926557,0.000279813,0.00007594374,0.0007682906],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.96376127,0.028328089,0.003613643,0.000597998,0.0028273514,0.00087163027],"domain_scores_gemma":[0.9482182,0.041710343,0.0030932918,0.0010530623,0.005254565,0.0006704883],"candidate_categories":["metaresearch","metaepi_narrow"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.06698877,0.00062763324,0.0038870198,0.00084988447,0.0004932798,0.0006281264,0.0011478456,0.0003105289,0.000661237],"category_scores_gemma":[0.13117471,0.00048747665,0.00025182348,0.000766367,0.00067438814,0.00024297285,0.0003937395,0.0022017015,0.000052284406],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000017318897,0.0006901655,0.00016269946,0.87888545,0.00018505125,0.0000045933243,0.00030867106,1.12940866e-8,4.685192e-8,0.013291911,0.034630995,0.0718387],"study_design_scores_gemma":[0.00018550838,0.00016177638,0.000485374,0.83711654,0.005421586,0.0004904949,0.0009691344,0.0000017352598,5.3193935e-7,0.10929944,0.045140866,0.0007270188],"about_ca_topic_score_codex":0.00003822267,"about_ca_topic_score_gemma":0.000005375358,"teacher_disagreement_score":0.11525793,"about_ca_system_score_codex":0.0008353828,"about_ca_system_score_gemma":0.007257878,"threshold_uncertainty_score":0.9997577},"labels":[],"label_agreement":null},{"id":"W4200484607","doi":"10.52041/serj.v20i2.358","title":"WHAT STUDENTS IN THE FIRST GRADES OF ELEMENTARY SCHOOL KNOW ABOUT TABLES","year":2021,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Chemistry Education and Research","field":"Social Sciences","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":"Université Laval","funders":"","keywords":"Mathematics education; Table (database); Construct (python library); Set (abstract data type); Interpretation (philosophy); Psychology; Primary education; Computer science","score_opus":0.06670397173239274,"score_gpt":0.5189354223440577,"score_spread":0.4522314506116649,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200484607","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":[0.8117391,0.021994038,0.00038129764,0.13490921,0.004800614,0.0013002433,0.00013988983,0.000014836827,0.024720816],"genre_scores_gemma":[0.88762045,0.076059006,0.0033945912,0.0006886994,0.0018390338,0.00010946422,0.00012973658,0.000019947905,0.030139098],"study_design_codex":"not_applicable","study_design_gemma":"qualitative","domain_scores_codex":[0.9956574,0.001107492,0.00035246924,0.00015609708,0.0022834186,0.00044316758],"domain_scores_gemma":[0.9965789,0.0010064256,0.000099667515,0.00021085322,0.0018514354,0.00025271735],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.005973825,0.0000658203,0.000103490034,0.0002138054,0.0010809479,0.0012041335,0.0007683719,0.000049839342,0.004605486],"category_scores_gemma":[0.0038232668,0.000053385385,0.00003303936,0.0009911627,0.00046512877,0.00031659473,0.000077613986,0.0008025357,0.000033258602],"study_design_candidate":"not_applicable","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":[0.000029207997,0.002613513,0.18422344,0.0001639761,0.000054354005,0.00003910037,0.057724293,0.000006419719,0.0003601967,0.02641065,0.68220955,0.04616527],"study_design_scores_gemma":[0.00028695073,0.00003055744,0.06920891,0.0003385642,0.000006077285,0.000019318544,0.5234863,0.0000042757874,0.00042350084,0.01832765,0.38778213,0.000085746484],"about_ca_topic_score_codex":0.001172806,"about_ca_topic_score_gemma":0.0049179704,"teacher_disagreement_score":0.46576202,"about_ca_system_score_codex":0.0003937808,"about_ca_system_score_gemma":0.008710664,"threshold_uncertainty_score":0.9998327},"labels":[],"label_agreement":null},{"id":"W4214807897","doi":"10.52041/serj.v21i1.88","title":"CHALLENGES ASSOCIATED WITH MEASURING ATTITUDES USING THE SATS FAMILY OF INSTRUMENTS","year":2022,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Diverse Educational Innovations Studies","field":"Agricultural and Biological Sciences","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":"Mount Saint Vincent University","funders":"","keywords":"Psychology; Scale (ratio); Mathematics education; Survey instrument; Statistics; Applied psychology; Mathematics; Geography","score_opus":0.38009035300594834,"score_gpt":0.4128996269546177,"score_spread":0.03280927394866934,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4214807897","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":[0.995009,0.0004723048,0.000020463562,0.0023343917,0.00032626803,0.00015959569,0.00012290251,0.000004970695,0.0015500978],"genre_scores_gemma":[0.99826527,0.00017971193,0.0010842715,0.000045898094,0.00013588853,0.00002915814,0.000032144322,0.000001144153,0.00022649879],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99791723,0.00045586258,0.00021886113,0.00011718895,0.0010831176,0.00020774436],"domain_scores_gemma":[0.9976727,0.0005760408,0.0002029826,0.000047763544,0.0014525377,0.00004801896],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0021702994,0.00006118599,0.0000826732,0.00006411342,0.0018039317,0.00007722126,0.00030981415,0.0000125460565,0.00027553592],"category_scores_gemma":[0.00067949493,0.000024185974,0.00001692065,0.0006779183,0.0001695047,0.000083082836,0.0001330746,0.0003886037,0.0000017454677],"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":[0.00018044138,0.0049564196,0.24878159,0.000060281345,0.00087210466,0.000009072101,0.0093935225,0.000920347,0.042632937,0.15771443,0.05088037,0.48359847],"study_design_scores_gemma":[0.000112763635,0.00030634677,0.93034637,0.00005855825,0.000014623686,0.000029116904,0.05575244,0.000049616378,0.00007192879,0.007437392,0.0057213427,0.00009951625],"about_ca_topic_score_codex":0.00015863022,"about_ca_topic_score_gemma":0.00015578783,"teacher_disagreement_score":0.68156475,"about_ca_system_score_codex":0.0002721443,"about_ca_system_score_gemma":0.00050710945,"threshold_uncertainty_score":0.99949557},"labels":[],"label_agreement":null},{"id":"W4214918684","doi":"10.52041/serj.v21i1.364","title":"(MAL)ADAPTIVE COGNITIONS AS PREDICTORS OF STATISTICS ANXIETY","year":2022,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","cited_by":7,"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 du Québec à Trois-Rivières; Université du Québec à Chicoutimi; University of Ottawa","funders":"University of Ottawa","keywords":"Anxiety; Psychology; Context (archaeology); Descriptive statistics; Cognition; Statistics; Clinical psychology; Developmental psychology; Mathematics","score_opus":0.2872840588665907,"score_gpt":0.5239128713915128,"score_spread":0.23662881252492207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4214918684","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.015617896,0.00037113682,0.9415953,0.0010340494,0.007517165,0.0011942089,0.017077088,0.00007630369,0.015516828],"genre_scores_gemma":[0.070769094,0.00058063975,0.91554916,0.0001595388,0.0005348101,0.00031388446,0.0004603132,0.000071537725,0.011561031],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99376374,0.0025398633,0.0008725367,0.00030219057,0.0019485989,0.0005730863],"domain_scores_gemma":[0.98749936,0.007658766,0.00058586424,0.00038996487,0.0034776598,0.00038836166],"candidate_categories":["metaresearch","sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.005357433,0.00019513254,0.0003317018,0.000781999,0.0014666937,0.00011831437,0.00054793246,0.00006125731,0.0078097773],"category_scores_gemma":[0.020601325,0.00020319938,0.000067739864,0.00082127296,0.0005177917,0.00010112798,0.0002356642,0.0015477996,0.000054060314],"study_design_candidate":"theoretical_or_conceptual","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":[0.000073450545,0.0006833009,0.00062235765,0.000055738226,0.00007602106,0.0000070588635,0.00214966,0.000015943993,0.00011279103,0.47480956,0.51260304,0.008791063],"study_design_scores_gemma":[0.00040911324,0.00062403904,0.0016451235,0.000034872206,0.00008171799,0.0003384636,0.030412624,0.00014481368,0.0002970771,0.9189443,0.04686247,0.0002053932],"about_ca_topic_score_codex":0.00007937067,"about_ca_topic_score_gemma":0.000016688971,"teacher_disagreement_score":0.4657406,"about_ca_system_score_codex":0.0005218692,"about_ca_system_score_gemma":0.0065310276,"threshold_uncertainty_score":0.9998333},"labels":[],"label_agreement":null},{"id":"W4238477178","doi":"10.52041/serj.v11i2.324","title":"Editorial","year":2012,"lang":"en","type":"editorial","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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":"Mount Saint Vincent University","funders":"","keywords":"Mathematics education; Psychology","score_opus":0.27696255851516416,"score_gpt":0.5859353170331141,"score_spread":0.3089727585179499,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238477178","genre_codex":"editorial","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"editorial","genre_consensus":"editorial","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0000015847622,0.000752793,0.036268085,0.0001941879,0.95535326,0.00042978313,0.0023226847,0.000060513077,0.004617098],"genre_scores_gemma":[0.0000013771365,0.0013216247,0.24477844,0.0000138865225,0.72418374,0.000108498614,0.0007406392,0.00011745808,0.028734341],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.988762,0.0030763103,0.0011488013,0.00048077846,0.0052081365,0.0013239719],"domain_scores_gemma":[0.9453043,0.04046431,0.0008772765,0.0007814903,0.011646397,0.00092622143],"candidate_categories":["metaresearch","metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.015918382,0.00046305565,0.0006711325,0.0011189231,0.0010062042,0.0008520778,0.001112323,0.001196986,0.0029091348],"category_scores_gemma":[0.20496024,0.0004283954,0.00013362826,0.00051834085,0.00046532028,0.00019606073,0.00021422931,0.007269909,0.00071967486],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000048630278,0.0004971392,0.000005710655,0.00028705157,0.0000873693,0.0000029120179,0.0006593129,8.70485e-8,0.0000051440916,0.05866495,0.92783445,0.011907267],"study_design_scores_gemma":[0.00019107839,0.00007779364,0.0000039121687,0.00011802229,0.000072516625,0.000015100442,0.0007734858,8.660085e-7,0.00000533672,0.37962693,0.61886007,0.00025491227],"about_ca_topic_score_codex":0.000058292517,"about_ca_topic_score_gemma":0.00001942608,"teacher_disagreement_score":0.32096198,"about_ca_system_score_codex":0.0011679137,"about_ca_system_score_gemma":0.020839585,"threshold_uncertainty_score":0.9998168},"labels":[],"label_agreement":null},{"id":"W4245389514","doi":"10.52041/serj.v10i2.349","title":"LETTER TO THE EDITOR","year":2011,"lang":"en","type":"letter","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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":"Mount Saint Vincent University","funders":"","keywords":"Mathematics education; Psychology; Computer science","score_opus":0.4014475044429166,"score_gpt":0.541040030619856,"score_spread":0.13959252617693935,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4245389514","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0000027315318,0.00015860904,0.17428912,0.75981283,0.058194995,0.000854312,0.00088468136,0.000041158233,0.0057615708],"genre_scores_gemma":[0.0000020783334,0.00015267581,0.3543245,0.39048284,0.16733901,0.00026499975,0.00017814442,0.000108232256,0.08714752],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99216706,0.00335524,0.00083139306,0.00046640908,0.00210318,0.0010767017],"domain_scores_gemma":[0.9824942,0.011865555,0.0004556904,0.0010197697,0.003813011,0.00035179418],"candidate_categories":["metaresearch","metaepi_narrow","research_integrity","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.007381926,0.000371843,0.0004189717,0.0009361096,0.001044701,0.00071525655,0.0016070958,0.00053204916,0.0040272046],"category_scores_gemma":[0.034845997,0.00025812897,0.000111082496,0.0005445672,0.00036825397,0.000076268865,0.00021585767,0.008308763,0.001772801],"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":[0.000012523435,0.00009544075,0.000004783958,0.00013347078,0.00006618129,0.000035760586,0.0018245357,1.5069776e-7,0.0000018388794,0.021491088,0.9676751,0.00865916],"study_design_scores_gemma":[0.00005635909,0.000074803786,0.000025834262,0.00008772788,0.000039720162,0.00008902455,0.00045687088,0.0000014486453,0.000010462172,0.33081034,0.66814965,0.00019774183],"about_ca_topic_score_codex":0.00005951568,"about_ca_topic_score_gemma":0.000022622535,"teacher_disagreement_score":0.36933,"about_ca_system_score_codex":0.0004778103,"about_ca_system_score_gemma":0.0046983194,"threshold_uncertainty_score":0.99998707},"labels":[],"label_agreement":null},{"id":"W4302436656","doi":"10.52041/serj.v4i2.516","title":"THREE SIMILAR MEAN PROBLEMS: ARE THEY REALLY THAT SIMILAR? RESEARCH ON THE INFLUENCE OF THE STRUCTURE OF THE PROBLEM ON STUDENTS’ RESPONSES","year":2005,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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":"Université du Québec à Montréal; Université de Sherbrooke","funders":"","keywords":"Meaning (existential); Mathematics education; Value (mathematics); Context (archaeology); Psychology; Test (biology); Mathematics; Statistics","score_opus":0.36405399023746043,"score_gpt":0.5346973947369912,"score_spread":0.17064340449953075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4302436656","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":[0.9644872,0.00013127578,0.0018373239,0.027585045,0.000727881,0.0028272436,0.0011008293,0.000020927791,0.0012822855],"genre_scores_gemma":[0.94931746,0.0003011437,0.047590222,0.00040073635,0.00030874298,0.00007161304,0.0000051497486,0.000055375185,0.0019495918],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.987173,0.006346381,0.00088031124,0.00036287287,0.0045535127,0.00068390137],"domain_scores_gemma":[0.9706678,0.022403006,0.00095304067,0.0014185639,0.0043852828,0.00017235229],"candidate_categories":["metaresearch","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.014057808,0.0002611733,0.00034343652,0.00047165607,0.001476674,0.0002724587,0.0027067245,0.00014584366,0.0002711533],"category_scores_gemma":[0.034528792,0.00012775106,0.000111675334,0.00092249876,0.0012183188,0.000096434065,0.0004220533,0.002753258,0.000011448032],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00046880392,0.0014448882,0.019623062,0.00045000386,0.00019443955,0.000002073865,0.017980509,0.0019751298,0.0029887029,0.639514,0.309919,0.0054393783],"study_design_scores_gemma":[0.00031401392,0.0002967243,0.14102979,0.001028013,0.00003635969,0.000025725847,0.012593732,0.000039715913,0.004660095,0.8355247,0.0043006237,0.00015052519],"about_ca_topic_score_codex":0.00008180097,"about_ca_topic_score_gemma":0.0010835734,"teacher_disagreement_score":0.30561838,"about_ca_system_score_codex":0.00044664205,"about_ca_system_score_gemma":0.0033813603,"threshold_uncertainty_score":0.9998233},"labels":[],"label_agreement":null},{"id":"W4310455523","doi":"10.52041/serj.v21i3.29","title":"PSYCHOMETRIC EVALUATION OF THE STUDENTS’ ATTITUDES TOWARD STATISTICS AND TECHNOLOGY SCALE (SASTSc)","year":2022,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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; Toronto Metropolitan University","funders":"","keywords":"Replicate; Scale (ratio); Psychology; Reliability (semiconductor); Statistics; Test (biology); Test validity; Mathematics education; Scripting language; Internal consistency; Item response theory; Psychometrics; Computer science; Mathematics","score_opus":0.40151254546460236,"score_gpt":0.5919655690161848,"score_spread":0.19045302355158245,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4310455523","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":[0.70755255,0.003392474,0.26297832,0.006154548,0.011126519,0.003304826,0.0034926024,0.000075712516,0.0019224599],"genre_scores_gemma":[0.6084738,0.00046987177,0.38747284,0.000070830756,0.00018953643,0.00033635492,0.000041268362,0.000043671014,0.0029018803],"study_design_codex":"not_applicable","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99267197,0.0025497018,0.00067239074,0.00027790442,0.0034317654,0.0003962953],"domain_scores_gemma":[0.99223435,0.0026357037,0.00050803914,0.00044989324,0.0040200516,0.00015195523],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.013412438,0.00014778801,0.00025766485,0.0013401157,0.0011224715,0.00015565203,0.0008359213,0.000060740404,0.0013720277],"category_scores_gemma":[0.021403342,0.00012184645,0.000031877524,0.002149266,0.0005596741,0.00006032931,0.00046512418,0.0011567973,0.0000061707087],"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":[0.000048381124,0.0017039101,0.14472862,0.0002260383,0.00013125516,9.3466684e-7,0.0033932892,0.00003214433,0.00037790844,0.29649475,0.39901668,0.15384611],"study_design_scores_gemma":[0.00068403885,0.00025495802,0.08078972,0.00004527335,0.00013190803,0.00017561227,0.014993703,0.00019978502,0.00021095858,0.8967568,0.0055936896,0.00016354199],"about_ca_topic_score_codex":0.00002575325,"about_ca_topic_score_gemma":0.00002789016,"teacher_disagreement_score":0.60026205,"about_ca_system_score_codex":0.0005271337,"about_ca_system_score_gemma":0.0033190453,"threshold_uncertainty_score":0.99954087},"labels":[],"label_agreement":null},{"id":"W4389223158","doi":"10.52041/serj.v22i3.406","title":"USING A MIDTERM WARNING SYSTEM TO IMPROVE STUDENT PERFORMANCE AND ENGAGEMENT IN AN INTRODUCTORY STATISTICS COURSE: A RANDOMIZED CONTROLLED TRIAL","year":2023,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","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":"York University; Ontario Tech University","funders":"","keywords":"Interquartile range; Randomized controlled trial; Psychology; Statistics; Medical education; Mathematics education; Medicine; Mathematics","score_opus":0.2837385233008383,"score_gpt":0.5652733989692494,"score_spread":0.2815348756684111,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389223158","genre_codex":"empirical","genre_gemma":"methods","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":[0.8013537,0.00012993798,0.18432127,0.0003788054,0.0067135645,0.0065856385,0.00023196316,0.00007947148,0.00020567073],"genre_scores_gemma":[0.3141577,0.00050581776,0.67941064,0.00006296591,0.0016142182,0.0016523399,0.00007852754,0.000087818844,0.0024299815],"study_design_codex":"randomized_trial","study_design_gemma":"randomized_trial","domain_scores_codex":[0.9895488,0.006406887,0.0014709953,0.00045460148,0.0013590122,0.00075968995],"domain_scores_gemma":[0.98407304,0.01275344,0.00053355447,0.00037767133,0.0017821598,0.0004801453],"candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.03180888,0.00026862355,0.001105943,0.0012955845,0.00069533923,0.0005534351,0.0003538312,0.000087618144,0.00012598213],"category_scores_gemma":[0.029851168,0.00022794786,0.00005741904,0.0006490622,0.00026274743,0.0001587963,0.00015613322,0.0010349416,0.000021153171],"study_design_candidate":"randomized_trial","study_design_consensus":"randomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.43164355,0.0024712202,0.0016236064,0.0016493506,0.0006010274,0.00010337666,0.04891222,0.00064986345,0.000962858,0.36206147,0.100626014,0.048695438],"study_design_scores_gemma":[0.796186,0.001391523,0.003589173,0.0007121166,0.00042006277,0.000102324826,0.07531236,0.058106318,0.00005173259,0.06251877,0.00085863314,0.00075101067],"about_ca_topic_score_codex":0.00003207535,"about_ca_topic_score_gemma":0.000021969978,"teacher_disagreement_score":0.49508935,"about_ca_system_score_codex":0.00068530085,"about_ca_system_score_gemma":0.0029325653,"threshold_uncertainty_score":0.9969565},"labels":[],"label_agreement":null},{"id":"W4401403374","doi":"10.52041/serj.v23i1.673","title":"CAUSAL LANGUAGE AND STATISTICS INSTRUCTION: EVIDENCE FROM A RANDOMIZED EXPERIMENT","year":2024,"lang":"en","type":"article","venue":"Statistics Education Research Journal","topic":"Statistics Education and Methodologies","field":"Mathematics","cited_by":2,"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":"Institute of Education Sciences; York University","keywords":"Mathematics education; Psychology; Statistics; Computer science; Mathematics","score_opus":0.29419804281640805,"score_gpt":0.5727169526890182,"score_spread":0.2785189098726102,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401403374","genre_codex":"methods","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"methods","genre_consensus":"methods","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.023851192,0.011361394,0.9547355,0.0014410923,0.006231925,0.0006628794,0.0010296917,0.00009199296,0.00059434393],"genre_scores_gemma":[0.027389217,0.004219959,0.96141547,0.000059295464,0.001256745,0.00016560487,0.00009494504,0.00005010308,0.0053486517],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9953731,0.0021390975,0.0007044798,0.00037847128,0.0009836179,0.00042124177],"domain_scores_gemma":[0.9731283,0.025102805,0.00016001101,0.00029097352,0.0009587566,0.00035911554],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.005642417,0.0002093652,0.00042973872,0.0005220544,0.00043547762,0.0009938789,0.00023523885,0.00009134144,0.0022019763],"category_scores_gemma":[0.03239553,0.0001741343,0.000049257025,0.00034469832,0.00062152103,0.00022045337,0.000096259624,0.0009475392,0.0000837949],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0008583024,0.00010762698,0.000038633203,0.00021103644,0.00014225802,0.00005555959,0.016001884,7.6794595e-7,0.00049897184,0.5223241,0.3617363,0.09802459],"study_design_scores_gemma":[0.0041961055,0.00009569957,0.00017768417,0.0006392257,0.00012607657,0.00027653595,0.019468622,0.0017844613,0.00066613895,0.96503997,0.0072774542,0.0002520448],"about_ca_topic_score_codex":0.0002867138,"about_ca_topic_score_gemma":0.00003278858,"teacher_disagreement_score":0.44271588,"about_ca_system_score_codex":0.0003138235,"about_ca_system_score_gemma":0.0025564698,"threshold_uncertainty_score":0.99871016},"labels":[],"label_agreement":null}]}