{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":507,"total_is_capped":false,"direct_labels_cover":1,"predictions_cover":507,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12","author_layer_release":"2026-06-26"},"query_hash":"6928913ed00d","filters":{"topic":"Education, Achievement, and Giftedness"}},"results":[{"id":"W2052097980","doi":"10.1016/j.cedpsych.2010.10.002","title":"Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)","year":2010,"lang":"en","type":"article","venue":"Contemporary Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":2193,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba","funders":"","keywords":"Psychology; Shame; Anger; Boredom; Academic achievement; Confirmatory factor analysis; Test anxiety; Pride; Social psychology; Anxiety; Test (biology); Scale (ratio); Developmental psychology; Structural equation modeling","authors":[{"name":"Reinhard Pekrun","is_ca":false},{"name":"Thomas Goetz","is_ca":false},{"name":"Anne C. Frenzel","is_ca":false},{"name":"Petra Barchfeld","is_ca":false},{"name":"Raymond P. Perry","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06232118827580209,"gpt":0.3877030247303644,"spread":0.3253818364545624,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001912799,0.0004763549,0.0006090556,0.0007643277,0.0004279881,0.0009314545,0.0005475625,0.0006600466,0.001666424],"category_scores_gemma":[0.007087718,0.0002190624,0.000612768,0.0005435336,0.0003392772,0.0007163003,0.001324106,0.001520299,0.0004872699],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004033518,"about_ca_system_score_gemma":0.0005689451,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001628812,"about_ca_topic_score_gemma":0.002557781,"domain_scores_codex":[0.9988465,0.0002808543,0.0001665766,0.0001018161,0.0004717593,0.0001324898],"domain_scores_gemma":[0.9956148,0.0009783043,0.001581573,0.0001726981,0.0006997235,0.0009528699],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0004724532,0.003252917,0.8391822,0.000234691,0.0003275638,0.0001286922,0.002148449,0.0008741771,0.005443332,0.0005675328,0.005603849,0.1417641],"study_design_scores_gemma":[0.00003422984,0.0003235195,0.9963341,0.00002150201,0.00003352657,0.0001016219,0.0002787075,0.0003282699,0.0006911503,0.0002040789,0.001627364,0.00002177247],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.991627,0.0003551579,0.001177795,0.000335778,0.00007672672,0.0002658868,0.0006729878,0.00004299913,0.005445606],"genre_scores_gemma":[0.9922526,0.0004978842,0.003257239,0.0002703606,0.00004673282,0.0004254716,0.00092057,0.00001926047,0.002309771],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.001912799,"threshold_uncertainty_score":0.01011598,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2159363440","doi":"10.3102/00346543070002151","title":"Motivating the Academically Unmotivated: A Critical Issue for the 21st Century","year":2000,"lang":"en","type":"article","venue":"Review of Educational Research","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":1611,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Situational ethics; Psychology; Goal theory; Intrinsic motivation; Social psychology","authors":[{"name":"Suzanne Hidi","is_ca":true},{"name":"Judith M. Harackiewicz","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1512777447979096,"gpt":0.5373867137869554,"spread":0.3861089689890458,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02836668,0.0006676074,0.002114739,0.002332738,0.004663677,0.01457436,0.002428486,0.009217371,0.002859929],"category_scores_gemma":[0.03815919,0.0003481703,0.0005189686,0.002042869,0.03549515,0.01444726,0.005984617,0.01799391,0.000720031],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004950597,"about_ca_system_score_gemma":0.01094957,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00214856,"about_ca_topic_score_gemma":0.004025544,"domain_scores_codex":[0.9892575,0.006272596,0.0006210586,0.001016711,0.002305017,0.0005270701],"domain_scores_gemma":[0.9335507,0.05040415,0.003127753,0.001656932,0.006415391,0.00484515],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00009906874,0.0002069476,0.00357936,0.004704067,0.0001103302,0.0005748927,0.02526742,0.0002073203,0.0003895112,0.4184407,0.1412909,0.4051295],"study_design_scores_gemma":[0.00002828344,0.0001543438,0.003868466,0.007569804,0.00007133462,0.001024995,0.02593435,0.000125722,0.0002450067,0.2699344,0.6909448,0.00009863121],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.002561858,0.3931918,0.001204652,0.5909015,0.006777545,0.00001309076,0.00001311644,0.00002608063,0.005310416],"genre_scores_gemma":[0.1306379,0.6161101,0.00676807,0.2143776,0.0257853,0.0002822287,0.00003302857,0.0001094597,0.005896338],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02836668,"threshold_uncertainty_score":0.1500192,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2164365795","doi":"10.1037/a0036620","title":"Gender differences in scholastic achievement: A meta-analysis.","year":2014,"lang":"en","type":"review","venue":"Psychological Bulletin","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":1316,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of New Brunswick","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Meta-analysis; Moderation; Psychology; Multilevel model; Sample size determination; Nationality; Mathematics education; Demography; Statistics; Social psychology; Mathematics; Immigration; Medicine; Sociology; Geography","authors":[{"name":"Daniel Voyer","is_ca":true},{"name":"Susan D. Voyer","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3328837909267772,"gpt":0.4602643964312137,"spread":0.1273806055044365,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01328233,0.002445916,0.01322664,0.006542035,0.0005768146,0.00334964,0.001599174,0.001978276,0.003560117],"category_scores_gemma":[0.02622137,0.001190596,0.05075534,0.006380322,0.0006257703,0.001625778,0.001433925,0.001970721,0.0003767763],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002079153,"about_ca_system_score_gemma":0.002429747,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005884984,"about_ca_topic_score_gemma":0.01399093,"domain_scores_codex":[0.9939593,0.002603048,0.001712233,0.0008435606,0.000698014,0.0001837653],"domain_scores_gemma":[0.9884548,0.00791288,0.001994757,0.0005499357,0.000888063,0.0001994567],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","study_design_scores_codex":[0.0022401,0.0000302904,0.003461637,0.1343634,0.8490036,0.0001286114,0.00008680054,0.0003252942,0.0003380152,0.0001135369,0.0005393291,0.009369476],"study_design_scores_gemma":[0.0004314957,0.0001638622,0.003256054,0.006227723,0.9884152,0.00006875995,0.0000307552,0.00007542009,0.0001072128,0.0001276903,0.001081904,0.00001383204],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.008958399,0.9869789,0.001423435,0.0002629565,0.0002527617,0.0003740671,0.001277722,0.00005594866,0.0004158848],"genre_scores_gemma":[0.2846926,0.7016565,0.006535621,0.001347378,0.000354455,0.00185309,0.002643692,0.00008842639,0.0008281788],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.01328233,"threshold_uncertainty_score":0.07024449,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2150739968","doi":"10.1080/1359813042000314682","title":"Transforming gifts into talents: the DMGT as a developmental theory1","year":2004,"lang":"en","type":"article","venue":"High Ability Studies","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":1034,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychology; Pedagogy","authors":[{"name":"Françoys Gagné","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04230707054426636,"gpt":0.3745949357185114,"spread":0.332287865174245,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002888662,0.0003721261,0.0002401549,0.003650219,0.001012165,0.002383811,0.0008236321,0.0009350753,0.003540094],"category_scores_gemma":[0.005820837,0.0001877727,0.0005461565,0.002381283,0.01103126,0.00446486,0.002792043,0.001869408,0.0003022066],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00466223,"about_ca_system_score_gemma":0.001547583,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005293342,"about_ca_topic_score_gemma":0.003074999,"domain_scores_codex":[0.9981894,0.001193598,0.00006495464,0.000184944,0.0002348875,0.0001321551],"domain_scores_gemma":[0.9965503,0.002002182,0.0003719977,0.0002459467,0.0004470267,0.0003825532],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00000913151,0.00001988763,0.005341858,0.00002916946,0.000005159224,0.00008703792,0.003105782,0.0009308252,0.00006838307,0.9763529,0.001053021,0.01299689],"study_design_scores_gemma":[0.000009985718,0.00003041265,0.01000756,0.00007135228,0.000006455361,0.0002186245,0.002103177,0.007342059,0.0001544744,0.9659851,0.014058,0.00001282407],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.3660433,0.009046762,0.2325362,0.05345224,0.000516524,0.0002080615,0.0006398673,0.0002821761,0.3372747],"genre_scores_gemma":[0.9813591,0.0008099061,0.01410948,0.0006615829,0.00005399639,0.00004952186,0.00006363689,0.00001568366,0.002877112],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005293342,"threshold_uncertainty_score":0.03382701,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2796555430","doi":"10.1080/00461520.2018.1447384","title":"Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework","year":2018,"lang":"en","type":"article","venue":"Educational Psychologist","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":548,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"","keywords":"Mathematical anxiety; Anxiety; Psychology; Interpretation (philosophy); Psychological intervention; Association (psychology); Mathematics education; Clinical psychology; Developmental psychology; Psychotherapist; Computer science; Psychiatry","authors":[{"name":"Gerardo Ramirez","is_ca":false},{"name":"Stacy T. Shaw","is_ca":false},{"name":"Erin A. Maloney","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2035070468057073,"gpt":0.5287097720633531,"spread":0.3252027252576458,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01187942,0.001116673,0.00171194,0.002241725,0.001738592,0.005375173,0.002473976,0.001718046,0.004175945],"category_scores_gemma":[0.01142181,0.0003578973,0.001185094,0.001475448,0.008441231,0.005197639,0.00316604,0.005717204,0.0004430248],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005558896,"about_ca_system_score_gemma":0.008587742,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003930177,"about_ca_topic_score_gemma":0.008074742,"domain_scores_codex":[0.9950766,0.002972284,0.0003881385,0.0004059977,0.0009689818,0.000188007],"domain_scores_gemma":[0.9915215,0.006476371,0.0005742101,0.0003569061,0.000620556,0.0004504388],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0002484975,0.0013429,0.00365416,0.01459312,0.0001999222,0.0001727195,0.007614407,0.000292144,0.000471546,0.09591735,0.005984019,0.8695093],"study_design_scores_gemma":[0.001525456,0.004485487,0.05026561,0.1071506,0.00240873,0.001473248,0.04555178,0.002583238,0.002756464,0.4621949,0.3192902,0.0003143618],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.04147474,0.7276857,0.01365943,0.1726813,0.002832883,0.0005388521,0.000192215,0.000257104,0.04067771],"genre_scores_gemma":[0.3539908,0.5776758,0.04138435,0.02010799,0.00193453,0.001823637,0.0001806095,0.00007371531,0.002828559],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.01187942,"threshold_uncertainty_score":0.0628252,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2055038814","doi":"10.1037/0022-0663.97.2.170","title":"Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.","year":2005,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":426,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"","keywords":"Psychology; Longitudinal study; Academic achievement; Developmental psychology; Mathematics education; Statistics","authors":[{"name":"Nancy Otis","is_ca":true},{"name":"Frédérick M. E. Grouzet","is_ca":true},{"name":"Luc G. Pelletier","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1523956867175983,"gpt":0.4925483486677327,"spread":0.3401526619501344,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004242002,0.0005315264,0.0007783574,0.001109633,0.002897403,0.001793883,0.000730384,0.001292249,0.0009749221],"category_scores_gemma":[0.004446669,0.0007920906,0.00100654,0.001030801,0.0005541547,0.001296188,0.001591966,0.003340247,0.0006756036],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008954642,"about_ca_system_score_gemma":0.001855095,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02549684,"about_ca_topic_score_gemma":0.0347362,"domain_scores_codex":[0.9991074,0.0003051666,0.00004862568,0.0001147552,0.0001754552,0.0002486279],"domain_scores_gemma":[0.9969777,0.0002806672,0.0007101845,0.0002595695,0.000586593,0.001185171],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002091574,0.002210306,0.9886526,0.00001564663,0.00008056528,0.000201383,0.002942588,0.00004734992,0.0004158266,0.00006656389,0.0003837994,0.004774087],"study_design_scores_gemma":[0.00002303605,0.001138881,0.9946819,0.00002076711,0.00006026425,0.0001938503,0.002556045,0.0002400455,0.0001674925,0.00007751718,0.0008198998,0.0000202431],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9991139,0.0001787156,0.0001535871,0.00008601751,0.00001612222,0.00003320049,0.0002000476,0.000005992938,0.000212484],"genre_scores_gemma":[0.9974801,0.0001950938,0.0003864724,0.000135586,0.00001382577,0.0001038979,0.0007268565,0.000005219164,0.0009529877],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02549684,"threshold_uncertainty_score":0.05069685,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2108463756","doi":"10.1177/0956797613486989","title":"Do Girls Really Experience More Anxiety in Mathematics?","year":2013,"lang":"en","type":"article","venue":"Psychological Science","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":415,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"Deutsche Forschungsgemeinschaft","keywords":"Psychology; Anxiety; Developmental psychology; Cognitive psychology; Psychiatry","authors":[{"name":"Thomas Goetz","is_ca":false},{"name":"Madeleine Bieg","is_ca":false},{"name":"Oliver Lüdtke","is_ca":false},{"name":"Reinhard Pekrun","is_ca":false},{"name":"Nathan C. Hall","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05921938308985101,"gpt":0.4324615260947748,"spread":0.3732421430049238,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005390296,0.0001643639,0.0004112719,0.0006488657,0.0003359075,0.001142346,0.0001683936,0.0004712965,0.002996834],"category_scores_gemma":[0.003077341,0.0001997316,0.0003068126,0.0004683553,0.0007138627,0.0006391202,0.0004182252,0.0006152956,0.0004326849],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002806021,"about_ca_system_score_gemma":0.0002289031,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00163719,"about_ca_topic_score_gemma":0.002827523,"domain_scores_codex":[0.9996116,0.00008898506,0.0000328137,0.00006572601,0.000100176,0.0001007604],"domain_scores_gemma":[0.9979372,0.0004580122,0.001051184,0.00007546435,0.0001058063,0.0003724249],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009130416,0.00009156,0.9824324,0.00003960748,0.0000413985,0.0003792717,0.003145633,0.000008924947,0.0008358007,0.0001694757,0.0003592758,0.0124053],"study_design_scores_gemma":[0.000008482021,0.0001967241,0.9923041,0.00001519069,0.00001468973,0.001058668,0.005112132,0.00001697224,0.0001255549,0.000137793,0.001004517,0.000005178907],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9982228,0.0003925642,0.00003760706,0.0003784799,0.00002019582,0.000003815616,0.00006298954,0.000002839176,0.0008788024],"genre_scores_gemma":[0.9992168,0.0001982999,0.00002562278,0.0001392339,0.00002319879,0.000003760062,0.00004707015,0.00000176185,0.0003442341],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002996834,"threshold_uncertainty_score":0.01002538,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2161869186","doi":"10.1037/a0027838","title":"Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: A comparison of samples from Australia, Canada, and the United States.","year":2012,"lang":"en","type":"article","venue":"Developmental Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":351,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"Social Sciences and Humanities Research Council; University of Michigan; Eunice Kennedy Shriver National Institute of Child Health and Human Development; Australian Research Council; Monash University; William T. Grant Foundation","keywords":"PsycINFO; Psychology; Socioeconomic status; Socialization; Educational attainment; Developmental psychology; Structural equation modeling; Expectancy theory; Sample (material); Value (mathematics); Social psychology; Demography; Population; Sociology","authors":[{"name":"Helen M. G. Watt","is_ca":false},{"name":"Jennifer D. Shapka","is_ca":false},{"name":"Zoë Morris","is_ca":false},{"name":"Amanda M. Durik","is_ca":false},{"name":"Daniel P. Keating","is_ca":false},{"name":"Jacquelynne S. Eccles","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.151700221367084,"gpt":0.3900631089186926,"spread":0.2383628875516086,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001349164,0.0002626888,0.0003208218,0.001387156,0.002584029,0.001072532,0.0006237378,0.0003493413,0.001017429],"category_scores_gemma":[0.003280734,0.0002839502,0.0003071223,0.001670326,0.0007132962,0.0005709412,0.001273879,0.0007031584,0.0001652136],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003086395,"about_ca_system_score_gemma":0.003992971,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.745272,"about_ca_topic_score_gemma":0.8384801,"domain_scores_codex":[0.9994174,0.000107024,0.00003185352,0.0001011048,0.0001715835,0.0001710773],"domain_scores_gemma":[0.9984509,0.0001722953,0.0003839715,0.00008530742,0.0005622357,0.0003452978],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000372229,0.00008676899,0.9800817,0.00001219346,0.00002062922,0.00006762424,0.01465681,0.000009987168,0.0001605245,0.00008158231,0.0002507401,0.004534223],"study_design_scores_gemma":[0.000001684841,0.00002297472,0.992554,0.000008548473,0.000006418632,0.00005400427,0.006951345,0.00003808313,0.00002780421,0.0000203799,0.0003120418,0.00000276666],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9992797,0.0001098237,0.00003983796,0.0000329711,0.000002853094,0.00001854741,0.0001261703,8.2218e-7,0.0003892783],"genre_scores_gemma":[0.9985922,0.0001644592,0.0001626595,0.00008259786,0.000002717669,0.000038132,0.0004786846,0.000002250888,0.0004761827],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.254728,"threshold_uncertainty_score":0.5124562,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2754888167","doi":"10.1016/b978-012619070-0/50033-7","title":"An interest researcher's perspective","year":2000,"lang":"en","type":"book-chapter","venue":"Elsevier eBooks","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":333,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; Institute for Christian Studies","funders":"","keywords":"Perspective (graphical); Computer science; Artificial intelligence","authors":[{"name":"Suzanne Hidi","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07468207098962594,"gpt":0.388760645153958,"spread":0.3140785741643321,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.014037,0.0006081113,0.001107044,0.002148863,0.004868429,0.009890412,0.002929197,0.01367509,0.01483545],"category_scores_gemma":[0.0183862,0.000374565,0.0004648815,0.001759865,0.01317785,0.01135668,0.003090967,0.01285296,0.004856124],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003539139,"about_ca_system_score_gemma":0.005430509,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002887782,"about_ca_topic_score_gemma":0.005021919,"domain_scores_codex":[0.9929812,0.00469416,0.0002163169,0.0007466011,0.00101857,0.0003432147],"domain_scores_gemma":[0.977193,0.0154664,0.0005238298,0.001060352,0.003796234,0.00196018],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00001133407,0.00003459218,0.0001123399,0.00009240166,0.000003007582,0.0001006053,0.001542386,0.00004669947,0.00004148886,0.832938,0.1506273,0.01444992],"study_design_scores_gemma":[0.00001861859,0.00002399655,0.0001067922,0.0004980583,0.000007165944,0.0001755839,0.004346631,0.0001886924,0.00008629583,0.256388,0.7381514,0.00000862767],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"other","genre_scores_codex":[0.001041594,0.02712914,0.006167246,0.7174548,0.01399206,0.00002382984,0.00007558192,0.00007113603,0.2340446],"genre_scores_gemma":[0.09734555,0.0451951,0.008942794,0.4739767,0.03546243,0.0002378394,0.0001073617,0.0002104511,0.3385217],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.01483545,"threshold_uncertainty_score":0.07423562,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2135519643","doi":"10.1016/j.cedpsych.2007.08.002","title":"Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes","year":2007,"lang":"en","type":"article","venue":"Contemporary Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":299,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba","funders":"","keywords":"Psychology; Academic achievement; Boredom; Cognition; Anxiety; Perspective (graphical); Goal orientation; Cluster (spacecraft); Mastery learning; Developmental psychology; Effects of sleep deprivation on cognitive performance; Educational psychology; Goal theory; Social psychology; Mathematics education","authors":[{"name":"Lia M. Daniels","is_ca":true},{"name":"Tara L. Haynes","is_ca":true},{"name":"Robert H. Stupnisky","is_ca":true},{"name":"Raymond P. Perry","is_ca":true},{"name":"Nancy E. Newall","is_ca":true},{"name":"Reinhard Pekrun","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1628341136685005,"gpt":0.4383177042718242,"spread":0.2754835906033237,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002952321,0.0003384871,0.0005257552,0.000945792,0.001287278,0.001178607,0.0006224671,0.001490124,0.001136866],"category_scores_gemma":[0.00490142,0.0005553206,0.0006842646,0.001232518,0.0006118632,0.001059966,0.0009543311,0.002760455,0.0004445836],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005923169,"about_ca_system_score_gemma":0.0009609038,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01770017,"about_ca_topic_score_gemma":0.02197586,"domain_scores_codex":[0.9992381,0.0002681702,0.00003875385,0.0001486034,0.0001309941,0.0001753393],"domain_scores_gemma":[0.9963458,0.0005349571,0.0009103251,0.0004490462,0.0004843394,0.001275588],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003213162,0.001232506,0.9941146,0.000004780312,0.0001198576,0.00007547361,0.0008093833,0.00006956914,0.0003139529,0.0001166429,0.0002051061,0.002616744],"study_design_scores_gemma":[0.00001403779,0.0002686638,0.9985812,0.000004945944,0.00004915589,0.00006625405,0.0003494196,0.0001600581,0.00008630913,0.0001216275,0.0002886435,0.000009756801],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9991755,0.0001706701,0.00007549144,0.0001018621,0.00001157316,0.000008974963,0.0001417277,0.000003316404,0.0003108908],"genre_scores_gemma":[0.9987711,0.0001093945,0.0001374251,0.00005962177,0.000009885135,0.00002207937,0.0003119931,0.00000382347,0.0005745568],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01770017,"threshold_uncertainty_score":0.03519428,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2598113640","doi":"10.1111/modl.12380","title":"Measuring Language Mindsets and Modeling Their Relations With Goal Orientations and Emotional and Behavioral Responses in Failure Situations","year":2017,"lang":"en","type":"article","venue":"Modern Language Journal","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":280,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mindset; Psychology; Competence (human resources); Language acquisition; Linguistic competence; Social psychology; Path analysis (statistics); Aptitude; Set (abstract data type); Cognitive psychology; Goal orientation; Developmental psychology; Mathematics education; Computer science; Artificial intelligence; Linguistics","authors":[{"name":"Nigel Mantou Lou","is_ca":true},{"name":"Kimberly A. Noels","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06856006032228384,"gpt":0.3694074704367668,"spread":0.300847410114483,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0042243,0.0006592039,0.0003108265,0.001437104,0.0005688578,0.001779073,0.0003961255,0.0005689472,0.001373156],"category_scores_gemma":[0.01742486,0.00032884,0.0008760034,0.0006124481,0.0008656614,0.001043793,0.001323704,0.001377054,0.0002276136],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008430246,"about_ca_system_score_gemma":0.0005380571,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00279709,"about_ca_topic_score_gemma":0.003725905,"domain_scores_codex":[0.9986163,0.0008087885,0.00007598346,0.0001319091,0.0002156881,0.0001513407],"domain_scores_gemma":[0.9892451,0.006215972,0.002675117,0.0005672359,0.0004660974,0.0008306018],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001383263,0.0007962427,0.9762031,0.0000393966,0.0001045535,0.00008040677,0.003530236,0.003795575,0.001729606,0.0008100767,0.0001021474,0.01267021],"study_design_scores_gemma":[0.00001194276,0.0003663461,0.9760948,0.00002821033,0.00004501257,0.00007891678,0.003323412,0.01590352,0.0009529621,0.002905786,0.0002587164,0.00003030971],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9972512,0.00001440516,0.001705211,0.00002841049,0.00000231024,0.0000322277,0.00002376267,0.000009510569,0.0009330221],"genre_scores_gemma":[0.9976553,0.00002453971,0.001961821,0.00000824489,0.000001534999,0.00007350104,0.00007614206,0.00000381958,0.0001949897],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0042243,"threshold_uncertainty_score":0.02234048,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2971175699","doi":"10.1016/j.system.2019.102126","title":"Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching","year":2019,"lang":"en","type":"article","venue":"System","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":249,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mindset; Psychology; Foreign language; Second-language acquisition; Pedagogy; Epistemology; Linguistics","authors":[{"name":"Nigel Mantou Lou","is_ca":true},{"name":"Kimberly A. Noels","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02887922001910461,"gpt":0.4020648763693028,"spread":0.3731856563501982,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006669228,0.0004874074,0.000654749,0.001755241,0.002977776,0.008251688,0.001264729,0.00166542,0.004094965],"category_scores_gemma":[0.01060583,0.0001973914,0.0004817997,0.001665642,0.007022245,0.005457023,0.006790836,0.00383584,0.0003073241],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004280927,"about_ca_system_score_gemma":0.01350626,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005434263,"about_ca_topic_score_gemma":0.01208689,"domain_scores_codex":[0.9973769,0.001205567,0.00005650683,0.0002742879,0.0004400032,0.0006467506],"domain_scores_gemma":[0.9841757,0.005716765,0.001719984,0.0005909248,0.001725314,0.00607133],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0004825583,0.004573003,0.1719271,0.001012976,0.0002115009,0.0002676248,0.01969858,0.001357857,0.002311143,0.4335471,0.008245814,0.3563648],"study_design_scores_gemma":[0.0002268185,0.0006863273,0.3976449,0.002950131,0.0002323784,0.0003281899,0.07353078,0.002555568,0.004076886,0.4522057,0.06545281,0.0001094946],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7417855,0.01628128,0.006791987,0.1186881,0.0007082038,0.0001382115,0.0001965626,0.000117026,0.1152932],"genre_scores_gemma":[0.9874278,0.003508904,0.004552,0.001851028,0.0001464408,0.00008192514,0.00003622532,0.00001787358,0.002377727],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008251688,"threshold_uncertainty_score":0.03527063,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W833251837","doi":"10.1016/b978-012750053-9/50009-7","title":"Student Interest and Achievement","year":2002,"lang":"en","type":"book-chapter","venue":"Elsevier eBooks","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":245,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"Swarthmore College; Alexander von Humboldt-Stiftung","keywords":"Subject (documents); Psychology; Content (measure theory); Student achievement; Public interest; Relation (database); Mathematics education; Social psychology; Academic achievement; Computer science; Political science; Mathematics; Law","authors":[{"name":"K. Ann Renninger","is_ca":false},{"name":"Suzanne Hidi","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05045299907222076,"gpt":0.330172606663646,"spread":0.2797196075914252,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002936672,0.0005253737,0.0004253365,0.0006212909,0.0006823094,0.00242497,0.0004699588,0.0008125458,0.09802375],"category_scores_gemma":[0.0008102132,0.0002258613,0.0001535068,0.0009824735,0.0008539277,0.001586133,0.001074038,0.001555298,0.03367765],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006449819,"about_ca_system_score_gemma":0.0007422012,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00259253,"about_ca_topic_score_gemma":0.005033154,"domain_scores_codex":[0.9998655,0.00002438552,0.000007931713,0.00003137048,0.00005409792,0.00001663724],"domain_scores_gemma":[0.9998502,0.00004551684,0.00001175225,0.00002015782,0.00003487967,0.00003744592],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.00005092398,0.0001379892,0.001861512,0.0001332867,0.00001080494,0.0000996623,0.001182838,0.0002096218,0.0005266783,0.2007013,0.1880916,0.6069937],"study_design_scores_gemma":[0.000008775448,0.00003544586,0.006441485,0.0002462604,0.000007904319,0.000235842,0.000395157,0.0001597619,0.0001424607,0.05847779,0.9338421,0.000007005016],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.002806049,0.02081104,0.001025703,0.002769487,0.000438744,0.00001858997,0.0002775552,0.0001607084,0.9716921],"genre_scores_gemma":[0.0451181,0.01444464,0.001035691,0.0005946703,0.0003665093,0.00007577174,0.0003588556,0.00006421116,0.9379416],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.09802375,"threshold_uncertainty_score":0.3279221,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2087409702","doi":"10.1037/0022-0663.96.4.731","title":"A Cross-Cultural Investigation of the Efficacy Beliefs of South Asian Immigrant and Anglo Canadian Nonimmigrant Early Adolescents.","year":2004,"lang":"en","type":"article","venue":"Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":243,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Psychology; Immigration; Cross-cultural; Developmental psychology; Asian americans; Cultural influence; Social psychology; Ethnic group; Sociology; Ethnology; Anthropology; Geography","authors":[{"name":"Robert M. Klassen","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02421754150393088,"gpt":0.3557218791192961,"spread":0.3315043376153652,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001268351,0.0003457903,0.0003307472,0.001272578,0.003539929,0.001288969,0.0004757271,0.000339318,0.0009653823],"category_scores_gemma":[0.002525003,0.0002416096,0.0003903662,0.001293127,0.001568328,0.0002294822,0.0007573153,0.0008796917,0.0001300948],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004237792,"about_ca_system_score_gemma":0.006029151,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.763674,"about_ca_topic_score_gemma":0.8776653,"domain_scores_codex":[0.9993913,0.0000935245,0.00002705296,0.00004669164,0.0002432931,0.000198178],"domain_scores_gemma":[0.9978358,0.0003136948,0.00033233,0.00005536943,0.0009390893,0.0005236333],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00006114499,0.0002264251,0.851418,0.00006332676,0.00004970086,0.0003492844,0.1332501,0.00002383518,0.001029459,0.0003180703,0.0003966275,0.01281405],"study_design_scores_gemma":[0.000002431963,0.00009567902,0.9117463,0.00002750774,0.00001942901,0.0001650225,0.08635493,0.00003291944,0.0001511843,0.00002527726,0.001370648,0.000008620536],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.999172,0.0001150202,0.00001302201,0.00003093374,0.000004423035,0.000008719132,0.00003019066,4.808401e-7,0.0006252702],"genre_scores_gemma":[0.998726,0.0002168249,0.00009254761,0.00006429725,0.000001864785,0.00001349485,0.00008601692,0.00000126249,0.000797719],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.236326,"threshold_uncertainty_score":0.4754355,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3114905348","doi":"10.1016/j.cedpsych.2020.101940","title":"The AEQ-S: A short version of the Achievement Emotions Questionnaire","year":2020,"lang":"en","type":"article","venue":"Contemporary Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":226,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"Universität Wien; University of Alberta","keywords":"Psychology; Popularity; Scale (ratio); Scope (computer science); Developmental psychology; Social psychology","authors":[{"name":"Maik Bieleke","is_ca":false},{"name":"Katarzyna Gogol","is_ca":false},{"name":"Thomas Goetz","is_ca":false},{"name":"Lia M. Daniels","is_ca":true},{"name":"Reinhard Pekrun","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06741656579145895,"gpt":0.3792710342025984,"spread":0.3118544684111395,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001481624,0.0005703263,0.0007293542,0.0009054185,0.0004127633,0.0006805212,0.0006220764,0.0004767185,0.007381664],"category_scores_gemma":[0.006247476,0.0002114383,0.0007523427,0.0006716515,0.0002973004,0.001046664,0.001259193,0.001284574,0.001777858],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005545566,"about_ca_system_score_gemma":0.0007893679,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002654534,"about_ca_topic_score_gemma":0.004501199,"domain_scores_codex":[0.998948,0.0003157792,0.0001873874,0.0000914089,0.000349885,0.0001075427],"domain_scores_gemma":[0.9964658,0.001050347,0.0009474926,0.0001732421,0.0009481805,0.0004149209],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00171647,0.003966379,0.4549041,0.0009096423,0.0007794251,0.0003222307,0.004021952,0.002897848,0.006180953,0.00454587,0.1027088,0.4170464],"study_design_scores_gemma":[0.0002311636,0.0006431985,0.9500788,0.0001303706,0.00008017466,0.0003973139,0.000897519,0.001454483,0.001118316,0.002736429,0.04213508,0.00009697231],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9387619,0.001389404,0.009523688,0.001248325,0.0004841578,0.003104301,0.02057857,0.0004887361,0.02442097],"genre_scores_gemma":[0.9108272,0.002080868,0.0307801,0.001549696,0.0002276782,0.008002966,0.02288291,0.0001938814,0.02345475],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007381664,"threshold_uncertainty_score":0.02469414,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2495104972","doi":"10.1037/12079-007","title":"Promise and pitfalls of structural equation modeling in gifted research.","year":2010,"lang":"en","type":"book-chapter","venue":"American Psychological Association eBooks","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":218,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"","keywords":"Structural equation modeling; Psychology; Econometrics; Computer science; Mathematics; Machine learning","authors":[{"name":"Rex B. Kline","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1535448603289198,"gpt":0.4263465039285062,"spread":0.2728016435995865,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1138975,0.001698165,0.002327187,0.002801333,0.001305718,0.005275378,0.003972927,0.002739583,0.004204657],"category_scores_gemma":[0.211353,0.001535129,0.00232954,0.004971141,0.004859135,0.007416204,0.003445975,0.009428351,0.0007570754],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002285982,"about_ca_system_score_gemma":0.008560159,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01614606,"about_ca_topic_score_gemma":0.02954102,"domain_scores_codex":[0.9313175,0.06183273,0.001166862,0.001705788,0.003654835,0.0003222839],"domain_scores_gemma":[0.5904879,0.3945663,0.002627957,0.007556979,0.003651153,0.001109746],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0001425206,0.0003093685,0.02130274,0.0008957164,0.001939458,0.0001865448,0.002947861,0.01409509,0.0001735454,0.6741795,0.03135668,0.252471],"study_design_scores_gemma":[0.00008550791,0.00007770785,0.003009389,0.0006905659,0.0002959021,0.00009095232,0.0007825961,0.07580271,0.0002033882,0.9018862,0.01700488,0.00007012196],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"methods","genre_scores_codex":[0.01480319,0.04077165,0.8539618,0.0731461,0.002206533,0.0003081214,0.001053638,0.0009316261,0.01281731],"genre_scores_gemma":[0.1713894,0.02230717,0.7923921,0.006159434,0.001739872,0.001404546,0.0009214882,0.0002840929,0.003401845],"genre_candidate":"methods","genre_consensus":"methods","teacher_disagreement_score":0.1138975,"threshold_uncertainty_score":0.6023548,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2110740376","doi":"10.1080/00220973.2013.876231","title":"Application of Exploratory Structural Equation Modeling to Evaluate the Academic Motivation Scale","year":2014,"lang":"en","type":"article","venue":"The Journal of Experimental Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":216,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University; Université Laval","funders":"Australian Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Structural equation modeling; Confirmatory factor analysis; Exploratory factor analysis; Psychology; Scale (ratio); Convergent validity; Construct validity; Social psychology; Psychometrics; Mathematics; Statistics; Developmental psychology","authors":[{"name":"Frédéric Guay","is_ca":true},{"name":"Alexandre J. S. Morin","is_ca":false},{"name":"David Litalien","is_ca":true},{"name":"Pierre Valois","is_ca":true},{"name":"Robert J. Vallerand","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06981622018518617,"gpt":0.4106200977916678,"spread":0.3408038776064816,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03351564,0.001141105,0.0008097898,0.003465844,0.0008532193,0.001369648,0.0007459999,0.0004668723,0.001361834],"category_scores_gemma":[0.08821983,0.0004108519,0.002148429,0.00250813,0.0007152117,0.001528533,0.001538807,0.001229952,0.0001584187],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009312375,"about_ca_system_score_gemma":0.002412296,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001964858,"about_ca_topic_score_gemma":0.003013822,"domain_scores_codex":[0.982686,0.0132451,0.000849343,0.0005740235,0.002404657,0.0002408376],"domain_scores_gemma":[0.925857,0.06108291,0.004117909,0.002778386,0.005780472,0.0003833162],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0005219452,0.001750685,0.7427251,0.0003359492,0.002037546,0.0002668321,0.01571787,0.01803039,0.002978444,0.02343186,0.001268418,0.190935],"study_design_scores_gemma":[0.0004369808,0.004034259,0.4702243,0.0005003785,0.0006384962,0.0004812042,0.01214485,0.4547705,0.006002157,0.04622145,0.004359622,0.0001858562],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8542486,0.0001245091,0.1382892,0.0003705654,0.00003807076,0.001727544,0.0003673946,0.0002545467,0.004579458],"genre_scores_gemma":[0.9412359,0.00004523258,0.0568859,0.00002775461,0.000006649839,0.001295293,0.0002812847,0.00001829488,0.0002036213],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03351564,"threshold_uncertainty_score":0.1772498,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2130940524","doi":"10.1348/000709906x133589","title":"Relations among competence beliefs, utility value, achievement goals, and effort in mathematics","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":208,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal","funders":"","keywords":"Competence (human resources); Psychology; Perception; Structural equation modeling; Need for achievement; Mathematics education; Social competence; Social psychology; Academic achievement; Developmental psychology; Social change; Mathematics","authors":[{"name":"Roch Chouinard","is_ca":true},{"name":"Thierry Karsenti","is_ca":true},{"name":"Normand Roy","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01903340712114587,"gpt":0.3405473762785759,"spread":0.32151396915743,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001787476,0.0002304973,0.0002470385,0.0008782524,0.0003053847,0.001083792,0.0002581759,0.0003246942,0.002450293],"category_scores_gemma":[0.01044668,0.0001331169,0.0002019857,0.0005764845,0.0006141086,0.0003641487,0.0007677946,0.0006929249,0.0001931575],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003711839,"about_ca_system_score_gemma":0.0003633146,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003918377,"about_ca_topic_score_gemma":0.004494009,"domain_scores_codex":[0.9994056,0.0002581849,0.00003978015,0.00005929498,0.0001677854,0.00006932615],"domain_scores_gemma":[0.9914346,0.004360692,0.002497607,0.0002703325,0.0004006622,0.001036252],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00002895569,0.0001452276,0.9964297,0.00000890351,0.00002674006,0.00002518847,0.0003243847,0.0001126772,0.0001275036,0.0001763365,0.00003037516,0.002563969],"study_design_scores_gemma":[0.000002124717,0.00003338404,0.9992818,0.000004057219,0.000005305685,0.00002467955,0.0001744684,0.0002541938,0.00003030346,0.0001321963,0.00005596979,0.000001470332],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9993806,0.00005074079,0.00006885614,0.00003141551,9.985848e-7,0.000003130962,0.00001376231,0.000001142078,0.0004495449],"genre_scores_gemma":[0.9998018,0.00002504661,0.00005849247,0.000003004124,0.000001232806,0.000002186426,0.00001892928,5.520502e-7,0.00008879132],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003918377,"threshold_uncertainty_score":0.009453237,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2046743507","doi":"10.1016/j.learninstruc.2008.11.002","title":"Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries","year":2008,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":203,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Mathematics education; Competence (human resources); Multilevel model; Socioeconomic status; Psychology; Mathematics; Social psychology; Statistics; Sociology; Demography","authors":[{"name":"Ming Ming Chiu","is_ca":false},{"name":"Robert M. Klassen","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0162612225673272,"gpt":0.2675910282077356,"spread":0.2513298056404084,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001011894,0.0003372322,0.0003876579,0.001053617,0.0006414436,0.001064368,0.0003655349,0.0004288741,0.0009993232],"category_scores_gemma":[0.003005994,0.00030483,0.0004575876,0.0009320461,0.0008918539,0.0004705839,0.0008049683,0.0008224432,0.0002210232],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004391223,"about_ca_system_score_gemma":0.0003934248,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0219592,"about_ca_topic_score_gemma":0.0196986,"domain_scores_codex":[0.9996104,0.0000894903,0.00005281212,0.00007552379,0.00007430654,0.00009750462],"domain_scores_gemma":[0.9974253,0.0006063323,0.0007595801,0.0001693255,0.0003932456,0.0006463256],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009805454,0.00006358407,0.9954998,0.000004960869,0.00005570268,0.00005807534,0.002502986,0.00003531502,0.0003521309,0.00005451278,0.00002980089,0.001245137],"study_design_scores_gemma":[0.000003097699,0.0000899783,0.9965031,0.00000395983,0.00001718101,0.0000717917,0.003022322,0.00006526823,0.0000985007,0.00002178688,0.00009846303,0.000004515261],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9998004,0.0000455567,0.0000081314,0.00000669316,0.00000185889,8.635254e-7,0.00001973571,3.568523e-7,0.0001163251],"genre_scores_gemma":[0.9997751,0.00003754251,0.0000177957,0.000005963666,0.000001002195,0.000001368944,0.00005587334,5.32545e-7,0.0001048317],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0219592,"threshold_uncertainty_score":0.04366279,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2007534320","doi":"10.1111/jcpp.12224","title":"Who is afraid of math? Two sources of genetic variance for mathematical anxiety","year":2014,"lang":"en","type":"article","venue":"Journal of Child Psychology and Psychiatry","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":201,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development","keywords":"Anxiety; Psychology; Cognition; Twin study; Developmental psychology; Mathematical anxiety; Affect (linguistics); Mathematical problem; Univariate; Variance (accounting); Clinical psychology; Multivariate statistics; Cognitive psychology; Mathematics education; Mathematics; Heritability; Statistics; Psychiatry; Biology; Genetics","authors":[{"name":"Zhe Wang","is_ca":false},{"name":"Sara A. Hart","is_ca":false},{"name":"Yulia Kovas","is_ca":false},{"name":"Sarah L. Lukowski","is_ca":false},{"name":"Brooke Soden","is_ca":false},{"name":"Lee A. Thompson","is_ca":false},{"name":"Robert Plomin","is_ca":false},{"name":"Gráinne McLoughlin","is_ca":false},{"name":"Christopher W. Bartlett","is_ca":false},{"name":"Ian M. Lyons","is_ca":true},{"name":"Stephen A. Petrill","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01276733982799049,"gpt":0.3350069520889604,"spread":0.3222396122609699,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001539096,0.0006695875,0.0004722443,0.001441042,0.0008578733,0.001202302,0.0006437439,0.0008058659,0.003313389],"category_scores_gemma":[0.005358595,0.0003506874,0.001020445,0.001259487,0.001217101,0.0004904571,0.001143591,0.001281923,0.0001560576],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006200856,"about_ca_system_score_gemma":0.0007561467,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01440254,"about_ca_topic_score_gemma":0.01271846,"domain_scores_codex":[0.9986039,0.0004426012,0.00009482402,0.0003462642,0.0003044409,0.0002079566],"domain_scores_gemma":[0.9972405,0.001050116,0.0009552345,0.0002936774,0.0001320065,0.0003284853],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001435397,0.00009487881,0.9912559,0.00001295579,0.000202776,0.0003139626,0.001050475,0.00008669202,0.0007289184,0.0006019467,0.00009451585,0.005413399],"study_design_scores_gemma":[0.00001170139,0.00005707637,0.9965639,0.00001901445,0.000170869,0.0006284688,0.0008399654,0.0006724794,0.0001237719,0.0007912417,0.0001092152,0.00001238698],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9983147,0.0002463128,0.0004074411,0.0003645783,0.000008960871,0.00001172397,0.0000550605,0.000006428405,0.0005847531],"genre_scores_gemma":[0.9993572,0.0001001108,0.0003122432,0.00002558609,0.000009249467,0.000006811484,0.00005106144,0.000002557656,0.0001350863],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01440254,"threshold_uncertainty_score":0.02863741,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2069254138","doi":"10.1080/1354060042000337084","title":"Mathematics anxiety, prior experience and confidence to teach mathematics among pre‐service education students","year":2005,"lang":"en","type":"article","venue":"Teachers and Teaching","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":194,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Lakehead University","funders":"","keywords":"Anxiety; Test anxiety; Psychology; Test (biology); Mathematics education; Mathematical anxiety; Social psychology","authors":[{"name":"Patrick Brady","is_ca":true},{"name":"Alan D. Bowd","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02391775685574233,"gpt":0.378511636343057,"spread":0.3545938794873147,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007634636,0.0002070673,0.000377016,0.001201612,0.0008904567,0.001623165,0.0005967641,0.0008904549,0.005347018],"category_scores_gemma":[0.00448324,0.0004091571,0.0005376906,0.0008758683,0.0006228491,0.0007978217,0.000929388,0.001911081,0.0008709622],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005473418,"about_ca_system_score_gemma":0.0007507105,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01576823,"about_ca_topic_score_gemma":0.01960207,"domain_scores_codex":[0.9994962,0.00005035712,0.00006343993,0.00004883588,0.0002211473,0.0001200308],"domain_scores_gemma":[0.9958099,0.0005845848,0.001509862,0.0001555818,0.0003868265,0.001553212],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00005143041,0.0004598387,0.9950916,0.00002304537,0.00001932461,0.00008599504,0.0008273726,0.0000207264,0.000160027,0.00004037416,0.0002604993,0.002959767],"study_design_scores_gemma":[0.000003596096,0.000154082,0.9978995,0.00001369691,0.000009788535,0.0001154536,0.001519145,0.00006104331,0.00003159777,0.00002051288,0.0001670727,0.000004532114],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9990963,0.0001728543,0.000008062646,0.0001085749,0.000008909457,0.000007361966,0.00005565476,0.000002774071,0.0005394946],"genre_scores_gemma":[0.9991331,0.0001935715,0.00001770477,0.0000449675,0.00001020573,0.000007162943,0.00009444365,0.000001333473,0.0004974483],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01576823,"threshold_uncertainty_score":0.03135288,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2078192845","doi":"10.1348/00070990360626921","title":"Changes in self‐perceptions of competence and intrinsic motivation among elementary schoolchildren","year":2003,"lang":"en","type":"article","venue":"British Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":186,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychology; Intrinsic motivation; Competence (human resources); Developmental psychology; Perception; Self-determination theory; Academic achievement; Longitudinal study; Social psychology","authors":[{"name":"Thérèse Bouffard","is_ca":true},{"name":"Marie‐France Marcoux","is_ca":true},{"name":"Carole Vezeau","is_ca":true},{"name":"Luce Bordeleau","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01824537330625112,"gpt":0.3341230358408068,"spread":0.3158776625345556,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001005334,0.0002316489,0.0002759668,0.000646915,0.0003271305,0.0007497947,0.0002768261,0.0003902771,0.001204876],"category_scores_gemma":[0.002767983,0.00029434,0.0003684259,0.0002555831,0.0004367684,0.0004215938,0.0005309969,0.0008097914,0.0001897554],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003675706,"about_ca_system_score_gemma":0.0002992849,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007568505,"about_ca_topic_score_gemma":0.01022815,"domain_scores_codex":[0.9996551,0.00006531403,0.0000223583,0.00005835408,0.0001118905,0.00008688524],"domain_scores_gemma":[0.9979156,0.0003059722,0.0009326532,0.00008337783,0.0002550128,0.0005074241],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003316466,0.00008830189,0.9968724,0.000009822144,0.00001913372,0.00003822563,0.001118163,0.00001862885,0.000376545,0.00001574434,0.0000545018,0.001355389],"study_design_scores_gemma":[8.80738e-7,0.00004451893,0.999574,0.000001725306,0.000002536904,0.00002073103,0.0002687735,0.00001603065,0.00002830468,0.000002956985,0.00003855833,9.332552e-7],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9998535,0.00002970333,0.000007688497,0.000007705153,8.286237e-7,0.000001371297,0.00002037456,0.000001003413,0.00007781958],"genre_scores_gemma":[0.9997005,0.0000276957,0.00002948316,0.000004614217,9.713715e-7,0.000004863652,0.00006948524,7.53544e-7,0.0001616625],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007568505,"threshold_uncertainty_score":0.01504892,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3130233356","doi":"10.1007/s11218-021-09612-3","title":"The impact of COVID-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions","year":2021,"lang":"en","type":"article","venue":"Social Psychology of Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":180,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; Federation for the Humanities and Social Sciences","keywords":"Cheating; Sociology of Education; Psychology; Student engagement; Perception; Pandemic; Coronavirus disease 2019 (COVID-19); Self-efficacy; Academic achievement; Medical education; Mathematics education; Social psychology; Pedagogy; Medicine","authors":[{"name":"Lia M. Daniels","is_ca":true},{"name":"Lauren D. Goegan","is_ca":true},{"name":"Patti C. Parker","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0897529560335689,"gpt":0.482380506251198,"spread":0.3926275502176291,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.003159605,0.0003392269,0.0005966042,0.0006911716,0.00107108,0.001588761,0.0009424193,0.001110486,0.005428606],"category_scores_gemma":[0.01909227,0.0003080184,0.0003515484,0.0004446728,0.0005123001,0.0004671619,0.0023577,0.002238725,0.0009776377],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002110408,"about_ca_system_score_gemma":0.0036963,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005566772,"about_ca_topic_score_gemma":0.01370298,"domain_scores_codex":[0.9971941,0.0006193853,0.00024333,0.0004376426,0.0009376524,0.0005678866],"domain_scores_gemma":[0.9875588,0.003116442,0.001477537,0.001129039,0.001649861,0.005068261],"domain_codex":null,"domain_gemma":"evaluation","domain_candidate":"evaluation","domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.02190544,0.1108583,0.4895287,0.0003694474,0.0002532355,0.00041,0.007802781,0.002218415,0.02873801,0.001317617,0.008929103,0.3276691],"study_design_scores_gemma":[0.0005464685,0.02043152,0.9618582,0.00007726225,0.0001101657,0.00006786563,0.002240129,0.001612055,0.007700892,0.0002979105,0.004968225,0.00008927297],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9974491,0.00002992449,0.0002398757,0.0001695091,0.0000973885,0.0001406806,0.0002026306,0.00005034436,0.00162048],"genre_scores_gemma":[0.9962183,0.00003041018,0.0007527996,0.0001632784,0.0000289822,0.0003068491,0.0003387482,0.00001470908,0.002145975],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9968404,"threshold_uncertainty_score":0.01816052,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2128063851","doi":"10.1111/cdev.12458","title":"Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association","year":2015,"lang":"en","type":"article","venue":"Child Development","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":177,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Centre Hospitalier Universitaire Sainte-Justine; Université de Montréal; Université de Sherbrooke; Université Laval","funders":"Canadian Institutes of Health Research; Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Intrinsic motivation; Psychology; Association (psychology); Academic achievement; Need for achievement; Developmental psychology; Goal theory; Mathematics education; Social psychology","authors":[{"name":"Gabrielle Garon‐Carrier","is_ca":true},{"name":"Michel Boivin","is_ca":true},{"name":"Frédéric Guay","is_ca":true},{"name":"Yulia Kovas","is_ca":false},{"name":"Ginette Dionne","is_ca":true},{"name":"Jean‐Pascal Lemelin","is_ca":true},{"name":"Jean R. Séguin","is_ca":true},{"name":"Frank Vitaro","is_ca":true},{"name":"Richard E. Tremblay","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05062549316277672,"gpt":0.2933783667168984,"spread":0.2427528735541217,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001710182,0.000264903,0.0003856615,0.001141702,0.001174213,0.001048567,0.0008430335,0.0004374418,0.001191602],"category_scores_gemma":[0.004864282,0.0002946423,0.000415336,0.001118181,0.0006556585,0.0004638874,0.001041466,0.001366031,0.0001500436],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002331164,"about_ca_system_score_gemma":0.003743633,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.4204367,"about_ca_topic_score_gemma":0.5784921,"domain_scores_codex":[0.9990583,0.0001375408,0.00004596541,0.0001521338,0.000327641,0.0002783901],"domain_scores_gemma":[0.996785,0.0003466042,0.001093522,0.0002104261,0.0007371286,0.000827278],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001454606,0.00004099831,0.9985284,0.000002757992,0.00001888879,0.00001510004,0.0003082387,0.00001730637,0.00006161183,0.00005135343,0.00003851134,0.0009022129],"study_design_scores_gemma":[4.772883e-7,0.00001319408,0.9996893,0.00000183112,0.000003169549,0.00001133142,0.0001231627,0.00003709271,0.00001323329,0.00001103234,0.00009466754,0.000001529885],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9991131,0.0001693153,0.00004844165,0.00005633758,0.00000363777,0.000006314985,0.0002036368,0.000002424446,0.0003967416],"genre_scores_gemma":[0.9989119,0.000101178,0.0001226781,0.00001078825,0.000002245496,0.000006533412,0.0003791738,0.000002038429,0.0004635462],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4204367,"threshold_uncertainty_score":0.8359789,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2163155569","doi":"10.1186/1744-9081-6-46","title":"Mathematics anxiety in children with developmental dyscalculia","year":2010,"lang":"en","type":"article","venue":"Behavioral and Brain Functions","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":172,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Hospital for Sick Children; SickKids Foundation","funders":"Canadian Institutes of Health Research; Hospital for Sick Children; University of Toronto; Canada Research Chairs","keywords":"Mathematical anxiety; Dyscalculia; Psychology; Priming (agriculture); Developmental psychology; Anxiety; Subtraction; Multiplication (music); Cognitive psychology; Arithmetic; Reading (process); Mathematics; Dyslexia","authors":[{"name":"Orly Rubinsten","is_ca":false},{"name":"Rosemary Tannock","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0235348252176783,"gpt":0.3105610365089154,"spread":0.2870262112912371,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002069694,0.0005346169,0.000421274,0.0008691458,0.0004794139,0.0006503494,0.0002269349,0.0003626943,0.001188723],"category_scores_gemma":[0.00213019,0.0002698452,0.0002798273,0.0005759803,0.0006334489,0.0003119989,0.000535955,0.0006377629,0.0001079062],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008064359,"about_ca_system_score_gemma":0.0004186633,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006861723,"about_ca_topic_score_gemma":0.008955683,"domain_scores_codex":[0.9997411,0.00003754209,0.00003070643,0.00006074796,0.00006806006,0.00006172673],"domain_scores_gemma":[0.9991711,0.000129364,0.0004911232,0.00002201029,0.00005046727,0.000135971],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001572643,0.000180135,0.9875256,0.00005781362,0.00001898077,0.002295095,0.001066223,0.00003575318,0.002659405,0.00005279716,0.0001698747,0.005781053],"study_design_scores_gemma":[0.00001128239,0.0001858929,0.9942087,0.000009759728,0.0000236068,0.004134939,0.0008555676,0.00005070294,0.0003477572,0.00004564894,0.000121012,0.000005110925],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9996303,0.00008474637,0.00001858975,0.00002823919,0.000002652966,0.000006184601,0.00003245308,0.000003679347,0.0001932222],"genre_scores_gemma":[0.9997453,0.00007621045,0.00005758512,0.00001296485,0.000002038058,0.0000079166,0.00004662532,9.358502e-7,0.00005043871],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006861723,"threshold_uncertainty_score":0.01364356,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2158442789","doi":"10.1177/1365480214521457","title":"Addressing math anxiety in the classroom","year":2014,"lang":"en","type":"article","venue":"Improving Schools","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":171,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Cape Breton University","funders":"","keywords":"Mathematical anxiety; Anxiety; Mathematics education; Psychology; Developmental psychology; Clinical psychology; Psychiatry","authors":[{"name":"Maureen Finlayson","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05095828154298367,"gpt":0.3592144671020805,"spread":0.3082561855590969,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001204884,0.0002955347,0.0003596989,0.0005680023,0.00222963,0.00217699,0.0006696156,0.0008063521,0.002273637],"category_scores_gemma":[0.003152738,0.000155538,0.0004107737,0.0002483231,0.001251752,0.0008531827,0.002470599,0.0021249,0.0003233548],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001920745,"about_ca_system_score_gemma":0.005705699,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00728026,"about_ca_topic_score_gemma":0.01982099,"domain_scores_codex":[0.9990983,0.0002888029,0.00003781791,0.00005212877,0.0001917638,0.0003311777],"domain_scores_gemma":[0.9981856,0.0004933696,0.0002708778,0.0000635953,0.000174626,0.0008118994],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001459068,0.00489089,0.120876,0.001670617,0.0000747601,0.002178453,0.08904951,0.0002134151,0.0150563,0.003055971,0.01522902,0.7475591],"study_design_scores_gemma":[0.000207365,0.005558342,0.5288355,0.002009857,0.0003702651,0.006077613,0.3271196,0.0006944834,0.01001516,0.008344445,0.1106141,0.0001532134],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"commentary","genre_scores_codex":[0.9759137,0.002972476,0.00102973,0.008572386,0.0002489061,0.00008686488,0.00001572845,0.00008967125,0.01107052],"genre_scores_gemma":[0.9915789,0.00286265,0.0014024,0.001585023,0.0001470768,0.00005982686,0.00002026299,0.000007758405,0.002336086],"genre_candidate":"commentary","genre_consensus":null,"teacher_disagreement_score":0.00728026,"threshold_uncertainty_score":0.01447576,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2153726803","doi":"10.1348/000709905x79644","title":"Academic self‐handicapping: The role of self‐concept clarity and students' learning strategies","year":2006,"lang":"en","type":"article","venue":"British Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":167,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Brandon University; Portage College","funders":"","keywords":"CLARITY; Psychology; Test anxiety; Self-concept; Self-assessment; Test (biology); Social psychology; Self-esteem; Academic achievement; Developmental psychology; Anxiety","authors":[{"name":"Cathy R. Thomas","is_ca":true},{"name":"Shannon Gadbois","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0140302984983783,"gpt":0.3694462552060965,"spread":0.3554159567077183,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001774832,0.0001899116,0.0002031922,0.0006033194,0.0003492473,0.001515886,0.0002937319,0.0002373891,0.00145662],"category_scores_gemma":[0.007292767,0.00009342525,0.0002097845,0.0004138953,0.0009214411,0.0002864592,0.0005629913,0.0006669959,0.00009242888],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006221244,"about_ca_system_score_gemma":0.00145739,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01039336,"about_ca_topic_score_gemma":0.01068275,"domain_scores_codex":[0.9994937,0.0001225524,0.00002699058,0.00006096226,0.0002131405,0.00008257071],"domain_scores_gemma":[0.9932786,0.002587218,0.001947077,0.0002094493,0.0006416015,0.001335982],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00007996646,0.0001499543,0.9825376,0.0000312721,0.00007038076,0.00004613913,0.003089822,0.0001326461,0.0008590702,0.0001766853,0.00007394116,0.0127526],"study_design_scores_gemma":[0.000001759666,0.00006134695,0.9986134,0.00001189462,0.00001127513,0.00003482377,0.0006806506,0.0001958687,0.0001637787,0.00008281882,0.0001377704,0.000004648371],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9992769,0.0001453924,0.0000815002,0.00003409085,0.000001591025,0.000004581709,0.00001176131,0.000001840296,0.0004423188],"genre_scores_gemma":[0.9998198,0.00003702234,0.0000456608,0.000005066996,8.446717e-7,0.000001818061,0.00001177414,5.58891e-7,0.00007747663],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01039336,"threshold_uncertainty_score":0.02066571,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2082208270","doi":"10.1016/s0959-4752(01)00008-1","title":"Gender and interest processes in response to literary texts: situational and individual interest","year":2002,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":162,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Situational ethics; Psychology; Persistence (discontinuity); Interest group; Social psychology; Political science; Politics; Engineering","authors":[{"name":"Mary Ainley","is_ca":false},{"name":"Kylie Hillman","is_ca":false},{"name":"Suzanne Hidi","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07428452490136542,"gpt":0.3326579245940108,"spread":0.2583733996926454,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001459921,0.0002157979,0.0003462924,0.0006183627,0.0006373628,0.002605979,0.0003576188,0.0009369869,0.006237939],"category_scores_gemma":[0.02079451,0.0002197593,0.0001983971,0.0004098626,0.000924827,0.001106032,0.0009721345,0.001220139,0.0004485389],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004528398,"about_ca_system_score_gemma":0.0002876603,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006322291,"about_ca_topic_score_gemma":0.0009906966,"domain_scores_codex":[0.9992243,0.000344185,0.00002886302,0.0001314364,0.0001799308,0.00009122627],"domain_scores_gemma":[0.9854487,0.01072139,0.001680236,0.0005402697,0.0006630051,0.000946475],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.01422601,0.003171023,0.3810953,0.001072034,0.0004207232,0.002827825,0.2626926,0.001372917,0.1856464,0.02523535,0.002792419,0.1194473],"study_design_scores_gemma":[0.000142358,0.000790965,0.9558926,0.0001205948,0.00009283915,0.0006556587,0.02559527,0.001031582,0.004847328,0.007578466,0.003206679,0.0000455807],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.980977,0.0001805938,0.0005183711,0.0002178774,0.00003577294,0.00004437378,0.00005814057,0.0000119387,0.01795593],"genre_scores_gemma":[0.9977034,0.00008866532,0.0003043033,0.0000781608,0.00003240668,0.00004096847,0.00004464082,0.00002199175,0.001685575],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006237939,"threshold_uncertainty_score":0.02086794,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2006415639","doi":"10.1080/13576500342000040","title":"Academic Self-concept and Educational Attainment Level: A Ten-year Longitudinal Study","year":2004,"lang":"en","type":"article","venue":"Self and Identity","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":149,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université Laval","funders":"","keywords":"Psychology; Socioeconomic status; Educational attainment; Academic achievement; Developmental psychology; Longitudinal study; Structural equation modeling; Test (biology); Status attainment; Longitudinal sample; Self-concept; Demography; Population; Sociology","authors":[{"name":"Frédéric Guay","is_ca":true},{"name":"Simon Larose","is_ca":true},{"name":"Michel Boivin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04493400633624946,"gpt":0.385021440419946,"spread":0.3400874340836965,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003078241,0.0003684203,0.0006157978,0.001364883,0.001637675,0.001330258,0.0005759905,0.0007289831,0.001276793],"category_scores_gemma":[0.006007951,0.0005417593,0.0006494831,0.001143418,0.0006198011,0.001319211,0.001196294,0.002307322,0.0006672633],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005695194,"about_ca_system_score_gemma":0.0009070772,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01762784,"about_ca_topic_score_gemma":0.01828266,"domain_scores_codex":[0.9991984,0.0002192235,0.00005515193,0.0001167691,0.000215083,0.0001953827],"domain_scores_gemma":[0.9952838,0.0005123376,0.001195531,0.0003118963,0.0009046138,0.001791975],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009489628,0.000504649,0.9958068,0.000004952452,0.00003848887,0.00009483992,0.001095724,0.00002216072,0.0001051026,0.00003231761,0.0001413392,0.002058701],"study_design_scores_gemma":[0.000006635044,0.0003988205,0.9979928,0.000009331293,0.00001713166,0.000126868,0.0009713981,0.00008924397,0.00005139224,0.00003887538,0.0002892274,0.000008271924],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9994053,0.000119275,0.00004211581,0.00005254284,0.000006736132,0.000007142504,0.0001351635,0.000002814969,0.0002289042],"genre_scores_gemma":[0.9987546,0.000116825,0.00009672112,0.00004236113,0.000006378476,0.00001743801,0.0003919573,0.000003269525,0.0005703823],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01762784,"threshold_uncertainty_score":0.03505045,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3170310281","doi":"10.1038/s41539-021-00095-7","title":"First-year students’ math anxiety predicts STEM avoidance and underperformance throughout university, independently of math ability","year":2021,"lang":"en","type":"article","venue":"npj Science of Learning","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":144,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Baycrest Hospital","funders":"Georgetown University; National Science Foundation","keywords":"Mathematical anxiety; Anxiety; Psychological intervention; Proxy (statistics); Mathematics education; Psychology; Developmental psychology; Clinical psychology; Mathematics; Psychiatry","authors":[{"name":"Richard J. Daker","is_ca":false},{"name":"Sylvia U. Gattas","is_ca":false},{"name":"H. Moriah Sokolowski","is_ca":true},{"name":"Adam E. Green","is_ca":false},{"name":"Ian M. Lyons","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02133422882844163,"gpt":0.3130072669982364,"spread":0.2916730381697948,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006147684,0.0003699894,0.000211848,0.0006396287,0.0005072126,0.001531148,0.0004425306,0.0004863525,0.004279385],"category_scores_gemma":[0.003130501,0.0001905799,0.0004725554,0.0004469689,0.0003536,0.0004982793,0.0009821834,0.00120748,0.0006165495],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000428247,"about_ca_system_score_gemma":0.0005870333,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008230156,"about_ca_topic_score_gemma":0.01839428,"domain_scores_codex":[0.9997588,0.00004556332,0.00002261885,0.00004869396,0.00005331761,0.00007104632],"domain_scores_gemma":[0.9968787,0.0004177542,0.001235181,0.0001665895,0.0001927975,0.001108996],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003430207,0.0001782154,0.9959201,0.000008626406,0.00002119243,0.00001341236,0.0002001966,0.00005418752,0.0003677572,0.00005816151,0.00009717005,0.003046746],"study_design_scores_gemma":[0.000001360183,0.00007256233,0.9991473,0.000005359545,0.00001011758,0.00001168863,0.0002660365,0.0001960338,0.0001584126,0.00004248802,0.00008568756,0.000002940768],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9994448,0.00002864932,0.00004194663,0.00005389599,0.000003075076,0.000002620777,0.00005353377,0.000005109337,0.0003664001],"genre_scores_gemma":[0.9993187,0.00004780665,0.00005917295,0.00001682796,0.000005133237,0.000004817688,0.0001223499,0.000001487772,0.0004237034],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008230156,"threshold_uncertainty_score":0.01636451,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2038707062","doi":"10.1007/s11218-007-9040-0","title":"Perceived control and emotions: interactive effects on performance in achievement settings","year":2007,"lang":"en","type":"article","venue":"Social Psychology of Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":139,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba","funders":"","keywords":"Sociology of Education; Psychology; Control (management); Perceived control; Social psychology; Academic achievement; Cognitive psychology; Developmental psychology; Pedagogy; Computer science","authors":[{"name":"Joelle C. Ruthig","is_ca":false},{"name":"Raymond P. Perry","is_ca":true},{"name":"Steven Hladkyj","is_ca":true},{"name":"Nathan C. Hall","is_ca":false},{"name":"Reinhard Pekrun","is_ca":false},{"name":"Judith G. Chipperfield","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01536487303797305,"gpt":0.3840779374062127,"spread":0.3687130643682396,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001562792,0.0005711534,0.0005808283,0.0006288299,0.001171077,0.003908659,0.0005278421,0.0008720855,0.005905722],"category_scores_gemma":[0.007985063,0.000314903,0.0004317465,0.0004965935,0.001197731,0.0007681572,0.001862142,0.001646087,0.0003742559],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006343095,"about_ca_system_score_gemma":0.000565381,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002729334,"about_ca_topic_score_gemma":0.004388168,"domain_scores_codex":[0.998302,0.0007907757,0.00006795632,0.0001980255,0.0002747615,0.0003664841],"domain_scores_gemma":[0.9882166,0.006194016,0.001272617,0.0003857731,0.000361136,0.003569812],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.01123517,0.0154865,0.8743041,0.0002210834,0.0006746709,0.000763959,0.01557958,0.00163612,0.03557929,0.001730731,0.0008935403,0.04189531],"study_design_scores_gemma":[0.00007789772,0.0005666798,0.9948298,0.00001279385,0.00007858253,0.00006129107,0.002377683,0.0004363234,0.0009433798,0.0003721708,0.0002216713,0.00002171726],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9976552,0.00008297166,0.00007171625,0.00007208339,0.000008512615,0.000006220934,0.00002614891,0.000005001016,0.002072126],"genre_scores_gemma":[0.9994335,0.00003252008,0.00006441046,0.00002160824,0.000006967577,0.000008096325,0.00002365437,0.000005470667,0.0004039087],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005905722,"threshold_uncertainty_score":0.01975662,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2050845700","doi":"10.1037/a0030194","title":"Task value profiles across subjects and aspirations to physical and IT-related sciences in the United States and Finland.","year":2012,"lang":"en","type":"article","venue":"Developmental Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":138,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"Jacobs Foundation; Eunice Kennedy Shriver National Institute of Child Health and Human Development; Academy of Finland; Michigan State University","keywords":"Psychology; Value (mathematics); Expectancy theory; Sample (material); Task (project management); Multilevel model; Social psychology; Mathematics education; Science education; Developmental psychology; Statistics; Mathematics","authors":[{"name":"Angela Chow","is_ca":true},{"name":"Jacquelynne S. Eccles","is_ca":false},{"name":"Katariina Salmela‐Aro","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06691948184991314,"gpt":0.4144863100900052,"spread":0.3475668282400921,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001072007,0.0001868103,0.000212022,0.00168883,0.0007543633,0.001028824,0.0002693638,0.0004426913,0.001265275],"category_scores_gemma":[0.004748349,0.0001912505,0.0002516554,0.001080304,0.0004811126,0.0004350533,0.0009676131,0.0003744963,0.0002577949],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005676778,"about_ca_system_score_gemma":0.0005577788,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01816399,"about_ca_topic_score_gemma":0.03368062,"domain_scores_codex":[0.9995322,0.0000920022,0.0000440297,0.00009216009,0.0001069821,0.0001325076],"domain_scores_gemma":[0.9966719,0.0008500054,0.001079243,0.0001207181,0.0003095681,0.0009684236],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009695323,0.00007725193,0.9939764,0.000006508141,0.00002187094,0.00007462977,0.002393756,0.00005299093,0.000439764,0.00009980777,0.00007154332,0.002688584],"study_design_scores_gemma":[0.000002740216,0.00006514675,0.9983537,0.000002159848,0.000004061933,0.00004296872,0.00113912,0.00008408831,0.0001135883,0.00005562819,0.0001326654,0.000004042854],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9997318,0.00002086975,0.0000204994,0.000005100972,8.384188e-7,0.000001816561,0.00004978854,5.103296e-7,0.0001688017],"genre_scores_gemma":[0.9996418,0.00001555949,0.00003618936,0.000005157148,8.279183e-7,0.000003941946,0.0001502291,5.073745e-7,0.0001458394],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01816399,"threshold_uncertainty_score":0.03611648,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2000032138","doi":"10.1007/s11218-010-9144-9","title":"Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada","year":2010,"lang":"en","type":"article","venue":"Social Psychology of Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":138,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Queen's University","funders":"","keywords":"Science education; Context (archaeology); Multilevel model; Sociology of Education; Psychology; Self-efficacy; Mathematics education; Academic achievement; Variance (accounting); Social psychology; Pedagogy; Mathematics; Statistics","authors":[{"name":"Shaljan Areepattamannil","is_ca":true},{"name":"John G. Freeman","is_ca":true},{"name":"Don A. Klinger","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02136402604027136,"gpt":0.37958077642133,"spread":0.3582167503810586,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008362672,0.0002096219,0.0004191887,0.001288014,0.003424224,0.001787318,0.000962777,0.0004975786,0.002122263],"category_scores_gemma":[0.002588413,0.0002430393,0.0005542041,0.001618305,0.0008440226,0.0002893887,0.0007782595,0.001371219,0.0001940118],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02801167,"about_ca_system_score_gemma":0.03870938,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9908152,"about_ca_topic_score_gemma":0.9958439,"domain_scores_codex":[0.9988709,0.0001253715,0.00005692881,0.0001078262,0.0003099456,0.0005289935],"domain_scores_gemma":[0.9958429,0.0003431096,0.000546428,0.00005961911,0.001596564,0.001611309],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00006873971,0.0001033255,0.9934447,0.000009115467,0.00001741006,0.00007341748,0.00240442,0.00005214357,0.0001174719,0.00025893,0.0003891025,0.003061268],"study_design_scores_gemma":[0.000004911415,0.00002569692,0.9952506,0.00001816625,0.00001144075,0.00001942041,0.00377453,0.000139679,0.00006525462,0.00002212656,0.0006630423,0.000005061582],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9981133,0.000163675,0.00001325719,0.0002011939,0.000004916976,0.000007085687,0.0002070552,0.000002569182,0.001286949],"genre_scores_gemma":[0.9987921,0.0001163576,0.00003866885,0.00002881886,0.000001710576,0.000005155763,0.0001423559,0.000002567908,0.0008724442],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02801167,"threshold_uncertainty_score":0.2032399,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2906409082","doi":"10.1177/1469787418819728","title":"The impact of grades on student motivation","year":2018,"lang":"en","type":"article","venue":"Active Learning in Higher Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":137,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Quest University Canada","funders":"University of Tasmania","keywords":"Grading (engineering); Narrative; Psychology; Self-determination theory; Mathematics education; Intrinsic motivation; Goal theory; Affect (linguistics); Anxiety; Class (philosophy); Motivation to learn; Pedagogy; Social psychology; Computer science","authors":[{"name":"Kelsey Chamberlin","is_ca":true},{"name":"Maï Yasué","is_ca":true},{"name":"I‐Chant A. Chiang","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05603602794918477,"gpt":0.4358905414981837,"spread":0.379854513548999,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004126884,0.0003342066,0.0004259496,0.0007084699,0.0004456328,0.002409352,0.000509972,0.0003413201,0.003311628],"category_scores_gemma":[0.03382984,0.0001260094,0.0005292494,0.0003787038,0.0004286816,0.0006830459,0.00123633,0.0008721215,0.0003863903],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005906792,"about_ca_system_score_gemma":0.0005816028,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008968983,"about_ca_topic_score_gemma":0.001806347,"domain_scores_codex":[0.9962599,0.001753387,0.0002922094,0.000271576,0.001011407,0.0004115629],"domain_scores_gemma":[0.9770472,0.009223926,0.005155877,0.001235946,0.002877491,0.004459512],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00157662,0.002737972,0.8303092,0.0001850552,0.0003693856,0.0001171549,0.002971753,0.000536986,0.003751254,0.0007727181,0.0008167665,0.1558551],"study_design_scores_gemma":[0.00002379988,0.001594938,0.9931211,0.00005082039,0.00007931832,0.00004833866,0.000826236,0.0004922589,0.001768141,0.0004759179,0.001489967,0.00002920586],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9966449,0.0001280497,0.0004442136,0.0001240627,0.00002310281,0.00002646238,0.0000498526,0.00001532127,0.002544136],"genre_scores_gemma":[0.9988372,0.0000431298,0.0002437316,0.00001722369,0.000008327449,0.000016152,0.00003339131,0.00000601902,0.0007949481],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004126884,"threshold_uncertainty_score":0.02182525,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1969403758","doi":"10.1348/000709907x197993","title":"Changes in high‐school students' competence beliefs, utility value and achievement goals in mathematics","year":2007,"lang":"en","type":"article","venue":"British Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":135,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal","funders":"","keywords":"Competence (human resources); Psychology; Phenomenon; Mathematics education; Longitudinal study; Drop out; Multilevel model; Academic achievement; Developmental psychology; Social psychology; Mathematics; Statistics","authors":[{"name":"Roch Chouinard","is_ca":true},{"name":"Normand Roy","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02947432683860285,"gpt":0.3945211595184329,"spread":0.36504683267983,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001032239,0.0002185248,0.000239469,0.0007209692,0.000355741,0.0008952671,0.0002833083,0.0004640695,0.002959789],"category_scores_gemma":[0.003583666,0.0001629898,0.0002558459,0.0004841736,0.0004279583,0.0003408692,0.0005052543,0.0006066808,0.0004883059],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003441386,"about_ca_system_score_gemma":0.0004242554,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004781846,"about_ca_topic_score_gemma":0.005084642,"domain_scores_codex":[0.9995459,0.00008860459,0.00003347126,0.0000707868,0.0001696284,0.00009150015],"domain_scores_gemma":[0.9970612,0.0005719672,0.001243998,0.0001275457,0.0003428164,0.0006525468],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00006992349,0.0002697599,0.9933982,0.00002117666,0.00002096866,0.00002992663,0.0008714164,0.00003887847,0.0007114189,0.00003765475,0.00007031092,0.004460329],"study_design_scores_gemma":[8.786982e-7,0.00005396482,0.9996624,0.000001859179,0.000002094352,0.00001060721,0.0001300199,0.00001865515,0.000064255,0.000008691624,0.00004571849,8.174262e-7],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9996582,0.00004050586,0.00002070335,0.00001270229,0.000001450989,0.000002263706,0.0000297122,0.00000163948,0.0002328488],"genre_scores_gemma":[0.9996899,0.00002457084,0.00003165779,0.000004229101,0.000001218454,0.000003016787,0.00005070652,6.806695e-7,0.000194034],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004781846,"threshold_uncertainty_score":0.009901464,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1822239674","doi":"10.3389/fpsyg.2015.01404","title":"Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety","year":2015,"lang":"en","type":"article","venue":"Frontiers in Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":135,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Mathematical anxiety; Psychology; Anxiety; Trait; Trait anxiety; Developmental psychology; Stereotype threat; Stereotype (UML); Social psychology","authors":[{"name":"Madeleine Bieg","is_ca":false},{"name":"Thomas Goetz","is_ca":false},{"name":"Ilka Wolter","is_ca":false},{"name":"Nathan C. Hall","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03761946787570626,"gpt":0.3336552952872759,"spread":0.2960358274115697,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004595415,0.0002506937,0.0001803622,0.0004560871,0.0002002892,0.0006261297,0.0001865613,0.0003235315,0.003043854],"category_scores_gemma":[0.002411797,0.0001730171,0.0003660929,0.0002176154,0.0002386575,0.0001856497,0.0003952135,0.0003700093,0.0004149383],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001858648,"about_ca_system_score_gemma":0.0001688375,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003099796,"about_ca_topic_score_gemma":0.004924597,"domain_scores_codex":[0.9997535,0.00005608365,0.00002023549,0.00006006944,0.00006328945,0.00004673945],"domain_scores_gemma":[0.9985506,0.0003561278,0.0007028396,0.0000921518,0.00006732294,0.0002308897],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00006146976,0.00004053491,0.9976749,0.000004828386,0.00001250974,0.00003594572,0.0002798646,0.00002682142,0.0004965874,0.00002905282,0.00005661359,0.001280969],"study_design_scores_gemma":[0.000001196576,0.00003681643,0.9994811,0.000002953058,0.000004223898,0.00006253345,0.0001881473,0.00009012214,0.00006894192,0.00001288204,0.00004997936,0.000001230324],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9995694,0.00003226047,0.00002720205,0.00001696148,0.000002932799,0.000002055584,0.00006683555,0.00000212954,0.0002802781],"genre_scores_gemma":[0.9995821,0.0000269223,0.00004221917,0.00000609367,0.000002720599,0.000003798632,0.0001203069,0.000001755387,0.0002140199],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003099796,"threshold_uncertainty_score":0.01018274,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2093796247","doi":"10.1006/ceps.2000.1054","title":"Student Goal Orientation and Interest: Effects on Students' Use of Self-Regulated Learning Strategies","year":2001,"lang":"en","type":"article","venue":"Contemporary Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":134,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Goal orientation; Metacognition; Perspective (graphical); Mathematics education; Orientation (vector space); Cognition; Self-regulated learning; Public interest theory; Social psychology; Artificial intelligence; Public interest; Computer science","authors":[{"name":"Katherine McWhaw","is_ca":true},{"name":"Philip C. Abrami","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06542312721492319,"gpt":0.4290155101329499,"spread":0.3635923829180268,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001489683,0.0004630262,0.000688424,0.0005477912,0.0004169253,0.002111519,0.0004895462,0.0007227782,0.003813226],"category_scores_gemma":[0.007695629,0.000370046,0.0004641314,0.0005943715,0.000735186,0.0004040693,0.0008800442,0.002024793,0.000483548],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004304328,"about_ca_system_score_gemma":0.0008247969,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0020334,"about_ca_topic_score_gemma":0.002637313,"domain_scores_codex":[0.9994168,0.000220588,0.00003628059,0.0001003399,0.000123466,0.0001024699],"domain_scores_gemma":[0.9903604,0.004843604,0.001264559,0.0003864975,0.0002896083,0.002855336],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.06164243,0.06305072,0.7174982,0.0002154555,0.0009549949,0.0005076869,0.004732944,0.002061429,0.07334365,0.001775973,0.001221602,0.07299492],"study_design_scores_gemma":[0.0005446579,0.007394942,0.9814748,0.000017604,0.0002567123,0.0001103593,0.0008221658,0.002173537,0.005719003,0.000841007,0.000612675,0.00003260209],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9992873,0.00004738877,0.00003713002,0.00002509601,0.000005500059,0.000005371031,0.00002315783,0.000005480696,0.0005636121],"genre_scores_gemma":[0.9984023,0.00008964012,0.0001415175,0.0000334703,0.000007171096,0.00002367422,0.00009066459,0.00001269917,0.001198905],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003813226,"threshold_uncertainty_score":0.01275653,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1998035952","doi":"10.1111/bjep.12059","title":"Self‐reflection, growth goals, and academic outcomes: A qualitative study","year":2014,"lang":"en","type":"article","venue":"British Journal of Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":129,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Public Health Ontario; University of Toronto; Centre for Addiction and Mental Health","funders":"","keywords":"Psychology; Qualitative research; Reflection (computer programming); Self-reflection; Developmental psychology; Mathematics education; Psychoanalysis; Sociology; Social science","authors":[{"name":"Cheryl J. Travers","is_ca":false},{"name":"Dominique Morisano","is_ca":true},{"name":"Edwin A. Locke","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05675604752625826,"gpt":0.4793808295702975,"spread":0.4226247820440392,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01647043,0.0004079992,0.0006956042,0.001573433,0.006016856,0.002844348,0.001563024,0.001318288,0.002364241],"category_scores_gemma":[0.01989207,0.0004897108,0.0003941018,0.00165784,0.005021378,0.002267472,0.003916778,0.002395082,0.0004453063],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003563433,"about_ca_system_score_gemma":0.004768822,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006314083,"about_ca_topic_score_gemma":0.007646482,"domain_scores_codex":[0.9911419,0.006606884,0.0002493154,0.0004172652,0.0006816875,0.000902833],"domain_scores_gemma":[0.9792042,0.01573681,0.00127538,0.0005806416,0.001494022,0.001708938],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00006025657,0.000320813,0.008878487,0.0002265368,0.00000682097,0.0007768456,0.9742514,0.0001001357,0.001144731,0.001426694,0.0005944337,0.01221276],"study_design_scores_gemma":[0.00001423075,0.0002238457,0.007675178,0.0002733827,0.000006356805,0.0003417559,0.982208,0.000282179,0.0006880205,0.0006891076,0.007575321,0.00002262719],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9906768,0.0003670602,0.002654427,0.001257772,0.00003087803,0.0004324537,0.0002407961,0.00002033674,0.004319627],"genre_scores_gemma":[0.9942253,0.0004886489,0.001734963,0.0004041383,0.00000995853,0.0006607816,0.0000892587,0.00001902079,0.002367968],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01647043,"threshold_uncertainty_score":0.08710504,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2124298663","doi":"10.3102/00028312040004929","title":"Effects of a Girls-Only Curriculum During Adolescence: Performance, Persistence, and Engagement in Mathematics and Science","year":2003,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":129,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; University of British Columbia","funders":"","keywords":"Psychology; Mathematics education; Competence (human resources); Academic achievement; Developmental psychology; Curriculum; Girl; Comparability; Anxiety; Context (archaeology); Mathematical anxiety; Social psychology; Pedagogy; Mathematics","authors":[{"name":"Jennifer D. Shapka","is_ca":true},{"name":"Daniel P. Keating","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04303401874091101,"gpt":0.4026248205059886,"spread":0.3595908017650776,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007759531,0.0002736426,0.0002875482,0.0002671102,0.000503773,0.0005676773,0.0002522613,0.0003415208,0.001251111],"category_scores_gemma":[0.003116011,0.0001702644,0.0003578001,0.0001636849,0.0003064864,0.0002557505,0.0009925063,0.0007450862,0.0001290082],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003808609,"about_ca_system_score_gemma":0.0008535031,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007067863,"about_ca_topic_score_gemma":0.01468762,"domain_scores_codex":[0.999522,0.0001325602,0.0000241927,0.00007326115,0.00007363597,0.0001744394],"domain_scores_gemma":[0.9978587,0.0004244896,0.0005602523,0.0001041813,0.00009996092,0.0009523784],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.005885072,0.01723989,0.922489,0.00006570248,0.0003161304,0.0002658929,0.001480784,0.0002753428,0.00768923,0.0002989773,0.0005151195,0.04347894],"study_design_scores_gemma":[0.00005266938,0.002662388,0.9947633,0.00001217304,0.00008290396,0.00005627491,0.0003846184,0.0001369325,0.001369893,0.00004074083,0.0004342615,0.000003957696],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.999827,0.00002859371,0.000006377875,0.00001988623,0.00000266151,0.000001889324,0.00001164584,0.000001066314,0.0001009103],"genre_scores_gemma":[0.9994619,0.00006546428,0.00005898405,0.00001548638,0.000005905539,0.000008732749,0.00005910032,0.00000172956,0.000322629],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007067863,"threshold_uncertainty_score":0.01405346,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2105012241","doi":"10.4219/jaa-2008-831","title":"Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools","year":2008,"lang":"en","type":"article","venue":"Journal of Advanced Academics","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":129,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Queen's University","funders":"","keywords":"Immigration; Academic achievement; Socioeconomic status; Psychology; Ethnic group; Developmental psychology; Self-concept; Population; Demography; Sociology","authors":[{"name":"Shaljan Areepattamannil","is_ca":true},{"name":"John G. Freeman","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03775305839475453,"gpt":0.3287081832542472,"spread":0.2909551248594927,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005529784,0.000353661,0.000375238,0.0009587401,0.001655504,0.001251964,0.0004396631,0.0002929449,0.001703023],"category_scores_gemma":[0.001025639,0.0001963256,0.0003793582,0.001035857,0.0005933538,0.0003189383,0.001035551,0.0006133441,0.0002109181],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003762635,"about_ca_system_score_gemma":0.00409349,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.6674536,"about_ca_topic_score_gemma":0.8320248,"domain_scores_codex":[0.9996367,0.00004357179,0.00002510244,0.00004268582,0.0001181081,0.000133876],"domain_scores_gemma":[0.9990816,0.00004165148,0.0002022539,0.00002408452,0.0002257982,0.0004246175],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000260625,0.00007627085,0.9929683,0.00001143226,0.00001450007,0.0001005923,0.004737717,0.00002064543,0.0002269097,0.00004184838,0.000134505,0.00164123],"study_design_scores_gemma":[0.0000013843,0.00004844286,0.9918858,0.00001066665,0.000005931804,0.00002338682,0.007770864,0.00004337523,0.0000371811,0.000004601969,0.0001660782,0.000002318902],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9997235,0.00002737059,0.00000283208,0.00001525908,0.000001074221,0.000002740659,0.00003417052,5.106019e-7,0.0001925968],"genre_scores_gemma":[0.9995436,0.00004776526,0.00001499964,0.0000086124,9.45883e-7,0.000003741176,0.00008662182,5.542088e-7,0.0002931583],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3325464,"threshold_uncertainty_score":0.6690096,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3190275308","doi":"10.1017/s0272263121000401","title":"GROWTH, FIXED, AND MIXED MINDSETS","year":2021,"lang":"en","type":"article","venue":"Studies in Second Language Acquisition","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":128,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal; University of Victoria; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mindset; Psychology; Persistence (discontinuity); Foreign language; Function (biology); Aptitude; Anxiety; Mathematics education; Developmental psychology; Computer science; Artificial intelligence","authors":[{"name":"Nigel Mantou Lou","is_ca":true},{"name":"Kathryn Everhart Chaffee","is_ca":true},{"name":"Kimberly A. Noels","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03052589108787619,"gpt":0.3721816384210679,"spread":0.3416557473331918,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001079524,0.0003211921,0.0002473163,0.001559487,0.0005651717,0.001451543,0.0002699495,0.0002541758,0.001636541],"category_scores_gemma":[0.004685344,0.0001706048,0.0004552011,0.0005142341,0.000895361,0.0006570851,0.001659419,0.0007170882,0.0001497844],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004090368,"about_ca_system_score_gemma":0.0003639947,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00105764,"about_ca_topic_score_gemma":0.001646619,"domain_scores_codex":[0.999509,0.00014065,0.00004176781,0.00006275708,0.0001621337,0.00008361074],"domain_scores_gemma":[0.99661,0.0009657231,0.001116965,0.0002918016,0.0003775797,0.0006378664],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000116646,0.0001097322,0.983264,0.00001692352,0.0000443157,0.00008581906,0.002296828,0.0001940249,0.002175614,0.0005024737,0.00004883345,0.01114475],"study_design_scores_gemma":[0.000005003713,0.0001777229,0.9916955,0.00001964337,0.00001390394,0.0002199765,0.004222339,0.001144858,0.000758125,0.001526642,0.0002045533,0.00001181153],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9994517,0.00001408831,0.0001670153,0.000008893854,7.373275e-7,0.000003254771,0.00001216821,0.000002007904,0.0003401484],"genre_scores_gemma":[0.9997616,0.000008228689,0.0001318244,0.000001848136,4.735279e-7,0.000003025376,0.00001764943,6.730535e-7,0.00007464425],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.001636541,"threshold_uncertainty_score":0.005709171,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2077567626","doi":"10.1016/j.cedpsych.2013.03.004","title":"Gender stereotype endorsement and achievement-related outcomes: The role of competence beliefs and task values","year":2013,"lang":"en","type":"article","venue":"Contemporary Educational Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":127,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Developmental psychology; Competence (human resources); Expectancy theory; Social psychology; Stereotype threat; Valuation (finance)","authors":[{"name":"Isabelle Plante","is_ca":true},{"name":"Roxane de la Sablonnière","is_ca":true},{"name":"Joshua Aronson","is_ca":false},{"name":"Manon Théorêt","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03664142792781171,"gpt":0.3447803278699399,"spread":0.3081388999421282,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002618185,0.0003479389,0.0003813966,0.001216964,0.0009691193,0.002233093,0.0005396332,0.0009402027,0.004880355],"category_scores_gemma":[0.01034279,0.0002315502,0.0003828798,0.0007921725,0.002079399,0.001053948,0.001439375,0.001566637,0.0002874547],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005972195,"about_ca_system_score_gemma":0.001260136,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008374725,"about_ca_topic_score_gemma":0.01217264,"domain_scores_codex":[0.9988505,0.0004238712,0.00004524165,0.0001697082,0.0002960679,0.0002146238],"domain_scores_gemma":[0.9887877,0.004198838,0.003897455,0.0007175689,0.0005384861,0.001860025],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003782004,0.0006288079,0.9831489,0.00002104233,0.00007994787,0.0001567985,0.003918797,0.0001058634,0.0006572756,0.002247759,0.0002070226,0.008449608],"study_design_scores_gemma":[0.00001458993,0.00007292655,0.9949892,0.0000239699,0.00002837525,0.00008427195,0.002146469,0.000183478,0.0001733113,0.002000089,0.0002729869,0.00001020531],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9957436,0.0002489816,0.0001102971,0.0003555693,0.00001653818,0.000003901375,0.00004322992,0.000002024665,0.00347598],"genre_scores_gemma":[0.9993539,0.0001014675,0.00005460925,0.00004618508,0.00001496123,0.000003867929,0.00003097758,0.000003822553,0.0003901355],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008374725,"threshold_uncertainty_score":0.01665193,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1842068267","doi":"10.1177/016235320603000104","title":"Dabrowski's Theory of Positive Disintegration and Giftedness: Overexcitability Research Findings","year":2006,"lang":"en","type":"article","venue":"journal for the education of the gifted","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":126,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Psychology; Developmental psychology; Focus (optics)","authors":[{"name":"Sal Mendaglio","is_ca":true},{"name":"William Tillier","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05174940099346842,"gpt":0.4132921564581519,"spread":0.3615427554646835,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005896704,0.0004124136,0.0005090854,0.004019286,0.002143936,0.003693609,0.001060813,0.0009036839,0.005517036],"category_scores_gemma":[0.01575818,0.0002912584,0.0004393089,0.003394281,0.01742038,0.007002579,0.005706532,0.002536158,0.0003248206],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003192226,"about_ca_system_score_gemma":0.002500967,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0028904,"about_ca_topic_score_gemma":0.001833325,"domain_scores_codex":[0.9971963,0.0008123167,0.0002379185,0.0003918745,0.001150885,0.0002107331],"domain_scores_gemma":[0.9858386,0.009130141,0.001994517,0.0008648643,0.001450657,0.0007211395],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.00007721825,0.00009854932,0.02147389,0.0006258435,0.00003343915,0.0004654348,0.01701234,0.0002195139,0.0005061661,0.893993,0.002361922,0.06313261],"study_design_scores_gemma":[0.00005543603,0.0001204624,0.08663496,0.0009528454,0.00008949613,0.003747527,0.03133935,0.0007796391,0.001566843,0.750675,0.1239576,0.00008080007],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.4272898,0.02981555,0.04460622,0.03036009,0.0004203024,0.0002568481,0.0002180265,0.0000975635,0.4669356],"genre_scores_gemma":[0.9851339,0.006336233,0.003404619,0.001211019,0.00007517853,0.00008778169,0.00002366349,0.0000123616,0.003715408],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.005896704,"threshold_uncertainty_score":0.03118509,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2092749616","doi":"10.1177/0016986211422098","title":"Deferential Differentiation","year":2011,"lang":"en","type":"article","venue":"Gifted Child Quarterly","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":118,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Psychology; Curriculum; Mathematics education; Pace; Class (philosophy); Thematic analysis; Cognition; Multiple choice; Pedagogy; Qualitative research; Significant difference","authors":[{"name":"Lannie Kanevsky","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03247139541614961,"gpt":0.2792687972118106,"spread":0.246797401795661,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004262649,0.0004620714,0.0003439842,0.001256891,0.00101606,0.001583876,0.001001962,0.0006883129,0.009536532],"category_scores_gemma":[0.03062634,0.0002311705,0.0003737347,0.0007221065,0.002447529,0.001564179,0.004212173,0.001331544,0.001901998],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001001115,"about_ca_system_score_gemma":0.001422237,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009213243,"about_ca_topic_score_gemma":0.0007953812,"domain_scores_codex":[0.9948254,0.001119673,0.0005294309,0.000720549,0.002134838,0.000670307],"domain_scores_gemma":[0.9815859,0.005591456,0.002922946,0.00497257,0.002835206,0.002091992],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.001109157,0.000891868,0.09771127,0.0006724729,0.00006387027,0.003637192,0.02643009,0.0008683272,0.02945686,0.2206109,0.01313066,0.6054174],"study_design_scores_gemma":[0.0002647291,0.002643973,0.1675005,0.0009155415,0.0001277115,0.02514793,0.0159502,0.00866644,0.04490936,0.2833755,0.4501201,0.0003780014],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7146866,0.001285424,0.0882292,0.001307905,0.0006065193,0.0005883817,0.0003509861,0.001069244,0.1918758],"genre_scores_gemma":[0.9704831,0.0001729009,0.01227104,0.0004991324,0.00005622094,0.0001041775,0.0002024706,0.00008073647,0.01613027],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.009536532,"threshold_uncertainty_score":0.03190291,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2110683858","doi":"10.1007/s11031-012-9282-9","title":"The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions","year":2012,"lang":"en","type":"article","venue":"Motivation and Emotion","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":118,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Expectancy theory; Psychology; Relation (database); Value (mathematics); Need for achievement; Academic achievement; Developmental psychology; Test (biology); Social psychology; Path analysis (statistics); Life expectancy; Statistics; Mathematics; Population; Demography","authors":[{"name":"Isabelle Plante","is_ca":true},{"name":"Paul A. O’Keefe","is_ca":false},{"name":"Manon Théorêt","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0264716593400816,"gpt":0.3144887278615689,"spread":0.2880170685214873,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01235779,0.0006560183,0.0008731176,0.001979755,0.0007252777,0.003001437,0.001694319,0.002147252,0.003426955],"category_scores_gemma":[0.05341996,0.0005698677,0.001130337,0.0011323,0.002965132,0.00339658,0.002904708,0.003114404,0.0003332905],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009359787,"about_ca_system_score_gemma":0.001420623,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003794315,"about_ca_topic_score_gemma":0.00233583,"domain_scores_codex":[0.996864,0.001538669,0.0001468682,0.0005506541,0.0005822793,0.0003176222],"domain_scores_gemma":[0.8866033,0.09681159,0.006237541,0.005015871,0.002513147,0.002818529],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00192056,0.003014376,0.9250543,0.0002209881,0.0009136585,0.000078773,0.002072669,0.004587248,0.0009016187,0.02885391,0.0004434192,0.0319386],"study_design_scores_gemma":[0.000549717,0.001372962,0.8262236,0.0001300209,0.0007008628,0.0002579255,0.00148819,0.05667568,0.0008394176,0.1111647,0.0005154814,0.0000813892],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9804647,0.0004678627,0.007115553,0.001214701,0.00004702579,0.00007925239,0.0001410241,0.00002499947,0.01044488],"genre_scores_gemma":[0.9975496,0.0001280113,0.001825296,0.00007723564,0.00002767412,0.00006862657,0.000115669,0.000007237396,0.0002006629],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01235779,"threshold_uncertainty_score":0.06535506,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2167803635","doi":"10.1080/00220671.2011.629694","title":"Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics","year":2012,"lang":"en","type":"article","venue":"The Journal of Educational Research","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":118,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Université de Montréal","funders":"","keywords":"Mathematics education; Cognition; Psychology; Student engagement; Psychiatry","authors":[{"name":"Isabelle Archambault","is_ca":true},{"name":"Michel Janosz","is_ca":true},{"name":"Roch Chouinard","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1474950015564149,"gpt":0.4665815902129413,"spread":0.3190865886565264,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002199662,0.0002179888,0.0002427799,0.0006038682,0.0004679204,0.0009864268,0.0003591409,0.000396386,0.002234327],"category_scores_gemma":[0.008677675,0.0002117848,0.0003744672,0.0004085715,0.0004667715,0.00025459,0.0004460959,0.001133691,0.0001675101],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008755027,"about_ca_system_score_gemma":0.001087656,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.07782167,"about_ca_topic_score_gemma":0.1059177,"domain_scores_codex":[0.9994022,0.000219761,0.00003854582,0.00006616185,0.0001642924,0.0001090334],"domain_scores_gemma":[0.9908032,0.00384103,0.002888153,0.0003281394,0.0008870484,0.001252442],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001792894,0.00005908218,0.9986827,0.000002942104,0.00001390268,0.00001540409,0.0002540585,0.00004170066,0.00005308289,0.00001945512,0.00002989788,0.0008098607],"study_design_scores_gemma":[0.000001650677,0.00003477526,0.9993452,0.000005296223,0.000008801104,0.00001255749,0.0002850262,0.0001981978,0.00004117532,0.00001144373,0.0000544269,0.000001337153],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9995639,0.0000527032,0.00003540135,0.00004009505,0.000001678622,0.000002076943,0.00002970818,0.000002065581,0.0002723457],"genre_scores_gemma":[0.9996947,0.00002850096,0.00004691814,0.000005076712,0.000001555501,0.000002577573,0.00004502527,9.583622e-7,0.0001747068],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07782167,"threshold_uncertainty_score":0.1547374,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3104184008","doi":"10.1037/amp0000647","title":"How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries.","year":2020,"lang":"en","type":"article","venue":"American Psychologist","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":110,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"National Institute of Child Health and Human Development; Raikes Foundation; Bezos Family Foundation; Eunice Kennedy Shriver National Institute of Child Health and Human Development; Spencer Foundation; Réseau de cancérologie Rossy; Stanford University; Houston Endowment; William T. Grant Foundation","keywords":"Mindset; Worksheet; Psychological intervention; Psychology; Intervention (counseling); Task (project management); Educational psychology; Mathematics education; Exploratory research; Pedagogy; Medical education; Social science; Sociology; Computer science; Engineering; Medicine","authors":[{"name":"Mari Rege","is_ca":false},{"name":"Paul Hanselman","is_ca":false},{"name":"Ingeborg Foldøy Solli","is_ca":false},{"name":"Carol S. Dweck","is_ca":false},{"name":"Sten Ludvigsen","is_ca":false},{"name":"Eric Bettinger","is_ca":false},{"name":"Robert Crosnoe","is_ca":false},{"name":"Chandra Muller","is_ca":false},{"name":"Gregory M. Walton","is_ca":false},{"name":"Angela Duckworth","is_ca":false},{"name":"David S. Yeager","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05339832035417557,"gpt":0.3613946115072867,"spread":0.3079962911531111,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002295358,0.0001904179,0.0002237146,0.0004470301,0.001513326,0.001503259,0.0003515033,0.0004501252,0.002054287],"category_scores_gemma":[0.003964846,0.000168308,0.0002815263,0.0004351808,0.001914563,0.001184687,0.001677731,0.001330116,0.000173126],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006906109,"about_ca_system_score_gemma":0.0009379878,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00611496,"about_ca_topic_score_gemma":0.01218268,"domain_scores_codex":[0.9992637,0.0004611581,0.00001969935,0.00006727234,0.00004449022,0.0001438048],"domain_scores_gemma":[0.9979734,0.000661733,0.0005908638,0.0002102739,0.00008604067,0.0004777388],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001503641,0.005860681,0.8341676,0.0001461604,0.0001604205,0.0004786136,0.05210207,0.0005255931,0.001707118,0.01229551,0.002464472,0.08858815],"study_design_scores_gemma":[0.0001982135,0.00196147,0.8994148,0.00009428049,0.00007128837,0.0001783424,0.08731437,0.0006608612,0.001442559,0.002971528,0.00566155,0.00003071712],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9985508,0.00006562765,0.00005388277,0.00019711,0.000004934176,0.000008145111,0.00002586157,0.000001462256,0.00109221],"genre_scores_gemma":[0.9993079,0.00006980644,0.0001076761,0.0001034663,0.000001841389,0.00001886532,0.00002415126,0.000001034315,0.0003652526],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.00611496,"threshold_uncertainty_score":0.01215875,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1969586769","doi":"10.1007/s10755-010-9151-y","title":"Students as Consumers of Knowledge: Are They Buying What We’re Selling?","year":2010,"lang":"en","type":"article","venue":"Innovative Higher Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":109,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Windsor","funders":"","keywords":"Entitlement (fair division); Psychology; Higher education; Promotion (chess); Personality; Product (mathematics); Value (mathematics); Social psychology; Pedagogy; Public relations; Political science","authors":[{"name":"Jill A. Singleton-Jackson","is_ca":true},{"name":"Dennis L. Jackson","is_ca":true},{"name":"Jeff Reinhardt","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04474708168342064,"gpt":0.4384887750398284,"spread":0.3937416933564078,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002901194,0.0001407594,0.0003087049,0.0009066984,0.00184663,0.007354222,0.0005100595,0.003737284,0.006392172],"category_scores_gemma":[0.0124984,0.0003486566,0.0003584522,0.000817123,0.005497491,0.007227263,0.001505257,0.004196547,0.0006212282],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001039832,"about_ca_system_score_gemma":0.001202379,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005567393,"about_ca_topic_score_gemma":0.007912998,"domain_scores_codex":[0.9984639,0.0006545126,0.00004227257,0.00008881045,0.0003605811,0.0003900005],"domain_scores_gemma":[0.9891084,0.00326424,0.002733272,0.000420799,0.001101609,0.003371611],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00029755,0.001444665,0.8143834,0.00009263423,0.0001549686,0.0005523188,0.1052954,0.00009265809,0.0006849458,0.01805915,0.007577315,0.05136508],"study_design_scores_gemma":[0.0002058213,0.0003671226,0.4489518,0.000347335,0.0003201202,0.001339187,0.4731911,0.001080168,0.0007805206,0.03996507,0.03329492,0.0001569165],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9668561,0.001022313,0.0001949268,0.01822584,0.0001038338,0.00001238395,0.00003033661,0.000008020422,0.01354634],"genre_scores_gemma":[0.9956533,0.0003413242,0.00006253425,0.002774382,0.00003949526,0.000004623023,0.00001382027,0.000004453624,0.001106078],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007354222,"threshold_uncertainty_score":0.021384,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3190215430","doi":"10.1016/j.appdev.2021.101299","title":"Teacher mindset is associated with development of students' growth mindset","year":2021,"lang":"en","type":"article","venue":"Journal of Applied Developmental Psychology","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":107,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary; University of Lethbridge","funders":"Institute of Education Sciences; University of Lethbridge; University of Washington; Spencer Foundation; U.S. Department of Education","keywords":"Mindset; Psychology; Attribution; Intervention (counseling); Association (psychology); Developmental psychology; Sample (material); Mathematics education; Pedagogy; Social psychology; Psychotherapist","authors":[{"name":"Rhiannon MacDonnell Mesler","is_ca":true},{"name":"Catherine M. Corbin","is_ca":false},{"name":"Brittany Harker Martin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03158087424424745,"gpt":0.3562621206314387,"spread":0.3246812463871913,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008964323,0.0002880759,0.0003248178,0.0009532592,0.0004458283,0.001321594,0.0004614006,0.0006283644,0.002945643],"category_scores_gemma":[0.008395921,0.0003476919,0.0005028496,0.0005493197,0.0006244069,0.0003877089,0.0009434799,0.001682025,0.0003479354],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000671737,"about_ca_system_score_gemma":0.0009748696,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004620505,"about_ca_topic_score_gemma":0.00714629,"domain_scores_codex":[0.9993508,0.0001482661,0.00006290893,0.000117777,0.0001823115,0.0001379369],"domain_scores_gemma":[0.9820216,0.0033388,0.00950217,0.0006754776,0.001426204,0.003035764],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002869946,0.0004051664,0.9921411,0.00001779112,0.00003713977,0.0001327525,0.0007606998,0.00007187144,0.002170012,0.00006388612,0.00009632957,0.003816243],"study_design_scores_gemma":[0.000003310355,0.00006974069,0.9992211,0.000006521949,0.00001026814,0.00006067654,0.0002067713,0.00007016559,0.0002501229,0.00003425244,0.00006392129,0.000003104878],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9992719,0.00007431582,0.00003778925,0.00004222608,0.000005201752,0.000003686055,0.0000245332,0.000008048153,0.0005322673],"genre_scores_gemma":[0.9992886,0.00005207191,0.00009451927,0.00001101172,0.000002954796,0.000006441528,0.00004982169,0.000004225956,0.0004902681],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004620505,"threshold_uncertainty_score":0.009854138,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2956260579","doi":"10.1007/s42330-019-00054-w","title":"Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions","year":2019,"lang":"en","type":"review","venue":"Canadian Journal of Science Mathematics and Technology Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":105,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"Directorate for STEM Education; National Science and Technology Council; Office of STEM Engagement; National Science Council","keywords":"Psychology; Autonomy; Student engagement; Value (mathematics); Social psychology; Pedagogy; Political science","authors":[{"name":"Amy MacDonald","is_ca":false},{"name":"Cen Wang","is_ca":false},{"name":"Lena Danaia","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1654107694224736,"gpt":0.407273614764052,"spread":0.2418628453415784,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002446412,0.0009268457,0.002930477,0.004612586,0.0005951512,0.003419441,0.001174141,0.002174001,0.002908893],"category_scores_gemma":[0.005078781,0.0004195335,0.001088197,0.005460714,0.001717549,0.003609986,0.001987546,0.003129204,0.0005092354],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00179726,"about_ca_system_score_gemma":0.004462231,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00521796,"about_ca_topic_score_gemma":0.009509816,"domain_scores_codex":[0.9993601,0.000182965,0.0001205618,0.0001218526,0.0001725643,0.00004190901],"domain_scores_gemma":[0.9958838,0.003307127,0.0002794234,0.00004436609,0.0003610263,0.0001242265],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00008846852,0.0001070949,0.0009737726,0.05451933,0.0002780796,0.00008834037,0.0007179368,0.0001766438,0.0003021521,0.008500523,0.009711837,0.9245359],"study_design_scores_gemma":[0.00006335033,0.0001968347,0.02123524,0.1762677,0.001424883,0.0013135,0.002637611,0.0003120378,0.0003792582,0.0300656,0.7659524,0.00015145],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.0000928738,0.9991463,0.00005368658,0.0004313032,0.00005280195,0.000002017894,0.000007311774,0.000001030633,0.0002126176],"genre_scores_gemma":[0.001210329,0.9981509,0.0001334817,0.0002899593,0.0001230842,0.00000797279,0.00001284484,9.028941e-7,0.00007051242],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.00521796,"threshold_uncertainty_score":0.01304007,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}