{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":36,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":36,"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":"f7b60b6d149c","filters":{"venue":"European Journal of Psychology of Education"}},"results":[{"id":"W2112506197","doi":"10.1007/bf03173508","title":"Typology of students at risk of dropping out of school: Description by personal, family and school factors","year":2006,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":220,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université Laval; Université du Québec à Trois-Rivières; Université du Québec à Montréal; Université de Sherbrooke","funders":"","keywords":"Typology; Covert; Psychology; Dropout (neural networks); School dropout; At-risk students; Educational psychology; Categorization; Developmental psychology; Social psychology; Mathematics education; Sociology","authors":[{"name":"Laurier Fortin","is_ca":true},{"name":"Diane Marcotte","is_ca":true},{"name":"Pierre Potvin","is_ca":true},{"name":"Égide Royer","is_ca":true},{"name":"Jacques Joly","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03956704337047345,"gpt":0.3533209968423459,"spread":0.3137539534718724,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001486757,0.00008573435,0.000244062,0.0002540461,0.00009037975,0.000009009076,0.0002327301,0.00005098773,0.0001868864],"category_scores_gemma":[0.000417474,0.00008125334,0.00007234426,0.0001503674,0.0003483341,0.0001493703,0.00002289215,0.0001544714,0.00000814879],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006895665,"about_ca_system_score_gemma":0.0004162842,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000289726,"about_ca_topic_score_gemma":0.00004552643,"domain_scores_codex":[0.9979308,0.0007690909,0.0007521205,0.0001239009,0.0003034243,0.0001206547],"domain_scores_gemma":[0.9977341,0.00007308697,0.001537091,0.00010109,0.000440958,0.0001136779],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00004861776,0.0004751339,0.9383122,0.00001417099,0.00006500028,2.090823e-7,0.01565317,0.000001410365,0.01678645,0.0001010662,0.02738871,0.001153803],"study_design_scores_gemma":[0.0004228751,0.0002211487,0.9809327,0.00007448198,0.00004149375,0.000002617435,0.01485917,9.933039e-8,0.0004133283,0.0001976694,0.002775712,0.000058734],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9877114,0.001225436,0.0001307116,0.0004945564,0.001345148,0.00009234212,0.000005624981,0.000002923379,0.008991822],"genre_scores_gemma":[0.9972662,0.0007051735,0.001022699,0.00008714338,0.0001513802,3.528223e-7,0.000005255895,0.000009182998,0.0007526502],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.04262041,"threshold_uncertainty_score":0.3313415,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1995306582","doi":"10.1007/s10212-012-0166-x","title":"Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries","year":2012,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Job Satisfaction and Organizational Behavior","field":"Business, Management and Accounting","cited_by":199,"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":"Moderation; Psychology; Mediation; Self-efficacy; Context (archaeology); Educational psychology; Workload; Occupational stress; Social psychology; Stress (linguistics); Developmental psychology; Sociology; Social science; Management","authors":[{"name":"Robert M. Klassen","is_ca":false},{"name":"Elaine Wilson","is_ca":false},{"name":"Angela F. Y. Siu","is_ca":false},{"name":"Wanwisa Hannok","is_ca":true},{"name":"Marina Wai-yee Wong","is_ca":false},{"name":"Nongkran Wongsri","is_ca":false},{"name":"Panwadee Sonthisap","is_ca":false},{"name":"Chaleosri Pibulchol","is_ca":false},{"name":"Yanisa Buranachaitavee","is_ca":false},{"name":"Anchalee Jansem","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03059249418027733,"gpt":0.3046634332588261,"spread":0.2740709390785487,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006946598,0.00008002469,0.0001135423,0.0002480813,0.00004648292,0.00003168455,0.0001240846,0.00002416937,0.0002865671],"category_scores_gemma":[0.00007790342,0.00007489858,0.00002135424,0.0002238581,0.00003866904,0.0006183195,0.00002915313,0.0001284617,0.00005417169],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002430474,"about_ca_system_score_gemma":0.00004003278,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001065262,"about_ca_topic_score_gemma":0.000005666608,"domain_scores_codex":[0.9992139,0.00008355903,0.0003699693,0.00007543385,0.0001507073,0.0001063892],"domain_scores_gemma":[0.9991924,0.00004391913,0.0004259932,0.00008838167,0.0002286539,0.00002066093],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00005742955,0.0006383847,0.985252,0.00001775154,0.0000166065,0.000001076422,0.0006294056,0.000006349193,0.00004491586,0.001014247,0.009515733,0.002806147],"study_design_scores_gemma":[0.0006474985,0.00001932692,0.9572051,0.00005224261,0.00003660146,0.00001288436,0.0002939283,6.99444e-7,0.000008175881,0.00004675006,0.04161479,0.00006197688],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9931344,0.0005595901,0.00009534636,0.002050308,0.001025571,0.00009230957,0.000001072839,0.000009047663,0.003032386],"genre_scores_gemma":[0.9969073,0.00003661789,0.001051451,0.00111759,0.0008141031,9.408413e-7,0.000009067847,0.00001356653,0.00004939764],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03209906,"threshold_uncertainty_score":0.3137709,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2081515491","doi":"10.1007/bf03173432","title":"A motivational model of persistence in science education: A self-determination theory approach","year":2007,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":184,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University; Université du Québec à Montréal","funders":"","keywords":"LISREL; Psychology; Competence (human resources); Structural equation modeling; Autonomy; Science education; Self-determination theory; Educational psychology; Social psychology; Perception; Mathematics education; Developmental psychology; Mathematics","authors":[{"name":"Geneviève L. Lavigne","is_ca":true},{"name":"Robert J. Vallerand","is_ca":true},{"name":"Paule Miquelon","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04833545333960521,"gpt":0.3509800946208615,"spread":0.3026446412812563,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006100767,0.0001216505,0.0002216673,0.001128498,0.00005441269,0.000008317389,0.0004911533,0.00005554464,0.0002300059],"category_scores_gemma":[0.0002897006,0.0001196179,0.00008720292,0.0007721625,0.0004411128,0.0002956808,0.00001901192,0.0002554317,0.000007643603],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009236672,"about_ca_system_score_gemma":0.0009798198,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000001999678,"about_ca_topic_score_gemma":4.638863e-7,"domain_scores_codex":[0.9977201,0.0003680839,0.001097049,0.0002612153,0.0003568699,0.0001967142],"domain_scores_gemma":[0.9971747,0.0001218089,0.0013432,0.0003199546,0.0009407356,0.00009964366],"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":[0.00114719,0.01926601,0.2183049,0.000184162,0.0001117337,0.00001355643,0.1808634,0.0007996761,0.01700099,0.2120518,0.006922091,0.3433344],"study_design_scores_gemma":[0.0009794836,0.0003599303,0.977581,0.0001141719,0.00003480321,0.0002755429,0.01604125,0.00009163273,0.000291697,0.003438792,0.0006216332,0.000170023],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.78693,0.000228541,0.02340472,0.0002269436,0.001451057,0.0001467675,0.000001160811,0.000007698943,0.1876031],"genre_scores_gemma":[0.9627916,0.000008586561,0.03585234,0.0004254253,0.0001886326,0.000002335344,0.000005026619,0.00001487415,0.000711226],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7592761,"threshold_uncertainty_score":0.4877877,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2093646391","doi":"10.1007/bf03173483","title":"Prevalence of father-child rough-and-tumble play and physical aggression in preschool children","year":2003,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":99,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec en Outaouais; Université de Sherbrooke; Université de Montréal","funders":"","keywords":"Aggression; Psychology; Developmental psychology; Observational study","authors":[{"name":"Daniel Paquette","is_ca":false},{"name":"René Carbonneau","is_ca":true},{"name":"Diane Dubeau","is_ca":true},{"name":"Marc Bigras","is_ca":true},{"name":"Richard E. Tremblay","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0146783311262199,"gpt":0.3242505772079878,"spread":0.3095722460817679,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007582497,0.00005990071,0.0001416763,0.0001589774,0.00004385635,0.000007554841,0.0001496665,0.00003339749,0.00002177447],"category_scores_gemma":[0.0003895934,0.00005302384,0.00002775429,0.0001405094,0.0002556406,0.0001617689,0.00001735996,0.0001546466,0.000001940808],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001052864,"about_ca_system_score_gemma":0.00008413827,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000006867995,"about_ca_topic_score_gemma":0.000003812714,"domain_scores_codex":[0.9990358,0.0003381046,0.0003030039,0.0001124502,0.0001147356,0.00009591231],"domain_scores_gemma":[0.9993613,0.00005064245,0.0003887318,0.00008405303,0.0000654153,0.0000498719],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00008619802,0.00100391,0.8322952,0.00003350227,0.00003533241,0.000003835829,0.01718616,0.000002691334,0.001324186,0.01168766,0.001699297,0.134642],"study_design_scores_gemma":[0.0005624531,0.0001985726,0.9906816,0.0003070289,0.00001297041,0.00005002232,0.000527947,2.698891e-7,0.0005118321,0.005264245,0.001814736,0.00006825652],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9671574,0.001610085,0.00003322978,0.0006674751,0.0001942049,0.00008785274,6.600611e-7,0.000003680505,0.03024545],"genre_scores_gemma":[0.9979663,0.001143429,0.0006254391,0.00005267377,0.00006790184,5.258249e-7,3.380679e-7,0.000005369871,0.0001380075],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1583864,"threshold_uncertainty_score":0.216225,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3173124342","doi":"10.1007/s10212-021-00565-x","title":"Cognitive engagement in self-regulated learning: an integrative model","year":2021,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":96,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Psychology; Educational psychology; Cognition; Context (archaeology); Cognitive psychology; Cognitive science; Self-regulated learning; Social psychology; Mathematics education","authors":[{"name":"Shan Li","is_ca":true},{"name":"Susanne P. Lajoie","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.08004977325415766,"gpt":0.4533473961719499,"spread":0.3732976229177922,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006217941,0.0001446773,0.000291701,0.0004453754,0.00006660703,0.00001184324,0.0002002085,0.00005967657,0.0004323095],"category_scores_gemma":[0.0008668392,0.000134002,0.00007779503,0.0004425732,0.0001000553,0.0001166776,0.00002078498,0.001306826,0.00002742636],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004605963,"about_ca_system_score_gemma":0.0002478442,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000003905567,"about_ca_topic_score_gemma":0.000001611277,"domain_scores_codex":[0.9856633,0.013058,0.0007158327,0.000252208,0.0001320642,0.0001786152],"domain_scores_gemma":[0.9979157,0.0002362619,0.0008185701,0.0001879462,0.0007763699,0.00006511439],"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":[0.001144986,0.009382108,0.05330113,0.00003235201,0.0007655222,0.0002757884,0.3934521,0.001609899,0.03692836,0.008512091,0.006909559,0.4876861],"study_design_scores_gemma":[0.00354012,0.002503954,0.9346614,0.0004864075,0.000136001,0.0004783762,0.04772587,0.0002866577,0.001120173,0.001719348,0.006999834,0.0003418029],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8834831,0.0003186528,0.03453897,0.0004889954,0.001246546,0.00006496432,8.256605e-7,0.00001755865,0.07984045],"genre_scores_gemma":[0.9735287,0.00001689571,0.02412222,0.0003983647,0.0001917651,0.000001872931,0.00001652027,0.00002996924,0.00169371],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8813604,"threshold_uncertainty_score":0.567758,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2060106105","doi":"10.1007/s10212-012-0129-2","title":"A multidimensional model of school dropout from an 8-year longitudinal study in a general high school population","year":2012,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":87,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université Laval; Université du Québec à Trois-Rivières; Université du Québec à Montréal; Université de Sherbrooke","funders":"","keywords":"Dropout (neural networks); School dropout; Psychology; Educational psychology; Structural equation modeling; Academic achievement; Longitudinal study; Developmental psychology; Population; Clinical psychology; Demography; Medicine; Statistics; Sociology","authors":[{"name":"Laurier Fortin","is_ca":true},{"name":"Diane Marcotte","is_ca":true},{"name":"Thierno Diallo","is_ca":true},{"name":"Pierre Potvin","is_ca":true},{"name":"Égide Royer","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07302494423953229,"gpt":0.4056015807749403,"spread":0.332576636535408,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00218084,0.00009374259,0.0002089669,0.0003423405,0.00008099212,0.00001210734,0.0002163467,0.00004112152,0.0004527195],"category_scores_gemma":[0.000364856,0.0000916992,0.00005238145,0.0002156013,0.00007483217,0.0004968398,0.00001756021,0.0002086165,0.00003132467],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001127335,"about_ca_system_score_gemma":0.0007266118,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001042022,"about_ca_topic_score_gemma":0.0001492366,"domain_scores_codex":[0.997549,0.001043386,0.0007335297,0.0001449225,0.0003538847,0.0001752837],"domain_scores_gemma":[0.9985287,0.00003976693,0.0006675018,0.000172719,0.0003211446,0.0002701672],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00007694179,0.002128022,0.9762233,0.000001573204,0.00002698975,5.290124e-7,0.01721149,0.0001439548,0.000550336,0.0007985396,0.001015943,0.001822401],"study_design_scores_gemma":[0.0007633024,0.0001744552,0.9923504,0.00003650664,0.00002178526,0.000002129577,0.005899867,0.0000110053,0.00001786083,0.0005607076,0.0000799221,0.00008207495],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9954996,0.000126587,0.0003074186,0.0008103169,0.00152115,0.000174198,0.00000228994,0.000005109324,0.001553381],"genre_scores_gemma":[0.9741091,0.00002423019,0.02471592,0.0001772562,0.0008068109,0.000001506045,0.00001182718,0.00001237343,0.0001410108],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0244085,"threshold_uncertainty_score":0.4956961,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1977676994","doi":"10.1007/bf03173199","title":"Students’ transition from elementary to high school and changes of the relationship between motivation and academic performance","year":2001,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":77,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychology; Educational psychology; Academic achievement; Self-efficacy; Mathematics education; Transition (genetics); Developmental psychology; Social psychology","authors":[{"name":"Thérèse Bouffard","is_ca":true},{"name":"Lucille Boileau","is_ca":true},{"name":"Carole Vezeau","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.08358014611891983,"gpt":0.3881375665035041,"spread":0.3045574203845842,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009919029,0.00009593581,0.0001581489,0.0002377067,0.00008052829,0.000007171004,0.0002406997,0.0000507281,0.0001262885],"category_scores_gemma":[0.0001284886,0.000081053,0.00002560309,0.000225929,0.0001019876,0.0001429663,0.00001902855,0.0002765665,0.000005603942],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002233474,"about_ca_system_score_gemma":0.00003723578,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003551969,"about_ca_topic_score_gemma":0.000006398788,"domain_scores_codex":[0.9984554,0.0005813511,0.0005324743,0.0001587409,0.0001685386,0.0001034818],"domain_scores_gemma":[0.9987562,0.0002018478,0.0006230455,0.0001951105,0.0001401393,0.00008370337],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009449745,0.0001645219,0.978137,0.00001249039,0.00005027864,1.986863e-7,0.007493477,0.000001527274,0.001238274,0.00009836615,0.001634022,0.01107531],"study_design_scores_gemma":[0.0007241192,0.0003349485,0.9949237,0.0001567211,0.00008599782,0.0000122912,0.002617467,9.859194e-8,0.0001349665,0.0005073501,0.0004374197,0.00006494591],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9900197,0.0004026671,0.0004235213,0.007407468,0.001179307,0.0001956328,0.000009383807,0.0000035617,0.0003587924],"genre_scores_gemma":[0.9977431,0.0001980747,0.000479261,0.0008130435,0.0006018752,0.000003686855,0.00002008385,0.00001357787,0.000127238],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01678663,"threshold_uncertainty_score":0.3305246,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2041392709","doi":"10.1007/bf03172753","title":"Attributional (explanatory) thinking about failure in new achievement settings","year":2008,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":57,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta; University of Manitoba","funders":"","keywords":"Attribution; Psychology; Educational psychology; Luck; Context (archaeology); Academic achievement; Developmental psychology; Locus of control; Social psychology; Cognition; Need for achievement","authors":[{"name":"Raymond P. Perry","is_ca":true},{"name":"Robert H. Stupnisky","is_ca":true},{"name":"Lia M. Daniels","is_ca":true},{"name":"Tara L. Haynes","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03822420370475602,"gpt":0.3478167446406499,"spread":0.3095925409358939,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001835712,0.0001755041,0.0002831215,0.0005468725,0.000115025,0.00001069837,0.0004926175,0.00007237384,0.001030656],"category_scores_gemma":[0.0001235432,0.000174285,0.0001178529,0.0003518672,0.000150364,0.0001885396,0.00002228417,0.0004700584,0.00009843378],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007907256,"about_ca_system_score_gemma":0.0005733841,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003270559,"about_ca_topic_score_gemma":0.00001665633,"domain_scores_codex":[0.9973405,0.0007890091,0.001046503,0.0002635866,0.0002873554,0.0002730336],"domain_scores_gemma":[0.9980367,0.0001036381,0.001089769,0.0003200404,0.0002948115,0.000154996],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001673679,0.001796024,0.5578092,0.00001746836,0.0001195114,0.00003726992,0.01889817,0.000008619179,0.0009480869,0.00478729,0.40869,0.006721018],"study_design_scores_gemma":[0.001410333,0.0002861391,0.9204994,0.0001246289,0.00002499304,0.0002724747,0.002245,1.626713e-7,0.00006082128,0.001007354,0.07392924,0.0001394237],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9675702,0.001254973,0.001375919,0.01194933,0.004758777,0.0001461247,0.000004686809,0.00001224238,0.01292771],"genre_scores_gemma":[0.9908062,0.0001162399,0.004022039,0.00224671,0.001252714,0.000002712198,0.00003463343,0.00003024058,0.0014885],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3626903,"threshold_uncertainty_score":0.9998825,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2076127453","doi":"10.1007/s10212-013-0206-1","title":"Teachers' situation-specific mastery experiences: teacher, student group and lesson effects","year":2013,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":51,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Psychology; Context (archaeology); Educational psychology; Quarter (Canadian coin); Mathematics education; Perception; Student teacher; Multilevel model; Teacher education","authors":[{"name":"Lars‐Erik Malmberg","is_ca":false},{"name":"Hazel Hagger","is_ca":false},{"name":"Sophie Webster","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0286000296723693,"gpt":0.3343172394397804,"spread":0.3057172097674111,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009855035,0.0001500353,0.0002510485,0.0002520861,0.00005902624,0.00003262759,0.0002719761,0.00006174177,0.002912591],"category_scores_gemma":[0.00004528119,0.0001317346,0.00007221281,0.0001384685,0.0001881708,0.0002339159,0.00002048553,0.0002823832,0.0001280245],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002607652,"about_ca_system_score_gemma":0.00002472205,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000005462779,"about_ca_topic_score_gemma":4.439414e-7,"domain_scores_codex":[0.9978019,0.0008551412,0.0007299882,0.0002457626,0.0001967513,0.0001704317],"domain_scores_gemma":[0.9984875,0.000106259,0.0008199891,0.0002873304,0.000168461,0.0001304919],"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":[0.00007579911,0.002150356,0.1975588,0.00001949524,0.0001232268,0.00001927423,0.3475634,9.263696e-7,0.002876349,0.001004201,0.1009203,0.3476879],"study_design_scores_gemma":[0.000950683,0.0005621787,0.9179313,0.00006680266,0.0000184142,0.0001247316,0.0617159,1.479735e-7,0.00002088418,0.0001422532,0.01835122,0.0001154661],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9684442,0.001983426,0.001376205,0.0006921374,0.004014892,0.0002352732,1.939209e-7,0.00001230469,0.02324137],"genre_scores_gemma":[0.9959828,0.000102939,0.001441819,0.000615873,0.0005371958,0.00001878569,0.000004564379,0.000023671,0.001272324],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7203725,"threshold_uncertainty_score":0.9979989,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2010651037","doi":"10.1007/s10212-010-0014-9","title":"Mothers’ reading-related activities at home and learning to read during kindergarten","year":2010,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Reading and Literacy Development","field":"Psychology","cited_by":45,"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":"Reading (process); Psychology; Developmental psychology; Learning to read; Shared reading; Longitudinal study; Pedagogy; Literacy; Medicine","authors":[{"name":"Gintautas Šilinskas","is_ca":false},{"name":"Rauno Parrila","is_ca":true},{"name":"Marja‐Kristiina Lerkkanen","is_ca":false},{"name":"Anna‐Maija Poikkeus","is_ca":false},{"name":"Pekka Niemi","is_ca":false},{"name":"Jari‐Erik Nurmi","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01195055375431122,"gpt":0.3059819663675044,"spread":0.2940314126131932,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001155145,0.000121236,0.0002079763,0.0004130081,0.000109038,0.00001768539,0.0001759224,0.00005717783,0.0008036498],"category_scores_gemma":[0.0001242714,0.0001132808,0.00005055652,0.0001354878,0.0001243588,0.0001026321,0.00002880886,0.0005733147,0.00009824461],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002601069,"about_ca_system_score_gemma":0.0000334943,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000006520127,"about_ca_topic_score_gemma":0.000001787415,"domain_scores_codex":[0.9985045,0.0004917761,0.0005114418,0.0002001046,0.0001097698,0.0001823911],"domain_scores_gemma":[0.9989142,0.00009857938,0.0005471371,0.0002062838,0.00009727272,0.0001365292],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","study_design_scores_codex":[0.001084136,0.0007975284,0.1717741,0.00004942202,0.0005179195,0.0001055565,0.2362763,0.00002003264,0.3090869,0.001095923,0.02398477,0.2552074],"study_design_scores_gemma":[0.0007806414,0.0003750912,0.9614111,0.0001006394,0.00002515889,0.001449473,0.003819668,3.802594e-7,0.0004325297,0.00009900616,0.03136,0.0001463757],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9448746,0.0001167522,0.00003956212,0.001544989,0.003347893,0.00006170334,5.708181e-7,0.00001400614,0.04999993],"genre_scores_gemma":[0.9811605,0.00001971899,0.001810042,0.0001930654,0.0002393976,0.000001567122,0.000002040478,0.00003228384,0.01654143],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7896369,"threshold_uncertainty_score":0.8799402,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1980922343","doi":"10.1007/bf03173566","title":"Academic self-concept and academic interest measurement: A multi-sample European study","year":2006,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":44,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal; McGill University; Douglas Mental Health University Institute; BC Research (Canada)","funders":"","keywords":"Psychology; Confirmatory factor analysis; Academic achievement; Sample (material); Educational psychology; Academic year; Mathematics education; Structural equation modeling; Social psychology; Statistics","authors":[{"name":"Marc Corbière","is_ca":true},{"name":"Franco Fraccaroli","is_ca":false},{"name":"V. Mbekou","is_ca":true},{"name":"Jacques Perron","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1256648770958069,"gpt":0.4079405830336922,"spread":0.2822757059378853,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004457795,0.0002457449,0.0003309569,0.0004775865,0.0001122457,0.00001858904,0.000620789,0.00007923727,0.0002214112],"category_scores_gemma":[0.0002600674,0.0002337395,0.00009130778,0.0002733995,0.0002076934,0.0002026774,0.00004776512,0.0009138664,0.00006940731],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006181003,"about_ca_system_score_gemma":0.0001228585,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00005223702,"about_ca_topic_score_gemma":0.00001869202,"domain_scores_codex":[0.9947569,0.002878733,0.001397695,0.0003944316,0.0002730424,0.0002992037],"domain_scores_gemma":[0.9973316,0.0001344634,0.001481392,0.0004047996,0.0004945251,0.0001532481],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001944697,0.006824733,0.8322831,0.00003145647,0.000378094,0.0000218131,0.05861018,0.000003992947,0.005372675,0.001059489,0.05717168,0.03804832],"study_design_scores_gemma":[0.002475614,0.0008586318,0.9746579,0.0001061844,0.0001607538,0.0001192183,0.009406392,4.363634e-7,0.00006181157,0.0002874301,0.01166973,0.0001959286],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9802613,0.003678896,0.00229863,0.001184052,0.0044941,0.0003478222,0.000006424319,0.0000322474,0.007696473],"genre_scores_gemma":[0.9957221,0.0001208321,0.001761337,0.0004921785,0.001505101,0.000004987892,0.00001070869,0.00006022855,0.0003225541],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1423748,"threshold_uncertainty_score":0.9531618,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2010901097","doi":"10.1007/s10212-009-0004-y","title":"Relations between impostor feelings and upward and downward identification and contrast among 10- to 12-year-old students","year":2010,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Perfectionism, Procrastination, Anxiety Studies","field":"Psychology","cited_by":40,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada; Government of Canada","keywords":"Feeling; Psychology; Contrast (vision); Developmental psychology; Social psychology; Identification (biology); Phenomenon","authors":[{"name":"Marie-Hélène Chayer","is_ca":true},{"name":"Thérèse Bouffard","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01844005443658703,"gpt":0.3450665955196319,"spread":0.3266265410830448,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001636999,0.0001377558,0.0002327842,0.0003324767,0.0001975146,0.00005594873,0.0001685023,0.00007073587,0.00009896413],"category_scores_gemma":[0.0004196547,0.0001390749,0.00003773061,0.0001352939,0.0002896268,0.0002187217,0.0000451269,0.0003294104,0.00003440284],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001787959,"about_ca_system_score_gemma":0.00002933574,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001586215,"about_ca_topic_score_gemma":0.00002230381,"domain_scores_codex":[0.9984474,0.0002989384,0.0006575118,0.0002830741,0.000164898,0.000148162],"domain_scores_gemma":[0.9984508,0.0001207258,0.0006520092,0.000191174,0.0004259793,0.0001593354],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00008450037,0.0001776727,0.9550295,0.00001164443,0.0001071591,0.000001107284,0.006763059,2.956043e-7,0.008021884,0.0002069612,0.01155191,0.01804429],"study_design_scores_gemma":[0.0009097072,0.0003619182,0.9919117,0.00003722481,0.0001118395,0.0001053526,0.001232924,3.326204e-7,0.00006170462,0.00023998,0.004918498,0.0001088014],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.992081,0.0003401527,0.0008685749,0.002344158,0.001622745,0.0002219285,0.000007932159,0.00001359836,0.002499899],"genre_scores_gemma":[0.9960326,0.00008646549,0.001363035,0.000150061,0.0004575189,0.000006466759,0.000005887001,0.00002339822,0.001874594],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0368822,"threshold_uncertainty_score":0.567131,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2046657014","doi":"10.1007/bf03173591","title":"The influence of familial support and dysfunctional attitudes on depression and delinquency in an adolescent population","year":2002,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":39,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Dysfunctional family; Juvenile delinquency; Psychology; Depression (economics); Population; Clinical psychology; Developmental psychology; Medicine","authors":[{"name":"Geneviève Marcotte","is_ca":true},{"name":"Diane Marcotte","is_ca":true},{"name":"Thérèse Bouffard","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03254456132461311,"gpt":0.3291252039947877,"spread":0.2965806426701746,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005366611,0.00008077247,0.0001238273,0.0001367101,0.00006809447,0.00000743411,0.0001032001,0.00003336837,0.00005480218],"category_scores_gemma":[0.00003912091,0.00005973528,0.00002900005,0.00008117588,0.0001106692,0.00009304484,0.00001065464,0.0001697347,0.000005049887],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001365639,"about_ca_system_score_gemma":0.00001777325,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00000650864,"about_ca_topic_score_gemma":0.00000571609,"domain_scores_codex":[0.9988213,0.0002848512,0.0005218344,0.0001425856,0.0001370712,0.00009241723],"domain_scores_gemma":[0.9993028,0.00004178099,0.0003726397,0.0001005488,0.0001230588,0.00005915649],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003581752,0.001303486,0.8439803,0.00002334167,0.00002184334,0.000003424673,0.001461305,0.00003544533,0.001203982,0.001108814,0.002445761,0.1480542],"study_design_scores_gemma":[0.000637418,0.0003735559,0.9972004,0.0002009088,0.0000080315,0.00005015929,0.0001673113,0.000001550483,0.000006415604,0.0003091465,0.0009918634,0.0000532985],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9955052,0.0006373954,0.00001661334,0.0009753354,0.001063929,0.00007253903,0.00000173911,0.000002164733,0.001725082],"genre_scores_gemma":[0.9985911,0.0005254007,0.0001254368,0.0004550701,0.0002091882,7.086237e-7,0.000004147243,0.000006858894,0.00008210583],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1532201,"threshold_uncertainty_score":0.2435934,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1967504435","doi":"10.1007/bf03173427","title":"Strength in numbers? Women and mathematics","year":2007,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Social and Intergroup Psychology","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"École Nationale d'Administration Publique; Université Laval; University of Ottawa; Université de Moncton","funders":"","keywords":"Stereotype threat; Optimal distinctiveness theory; Stereotype (UML); Psychology; Anxiety; Social psychology; Educational psychology; Task (project management); Developmental psychology","authors":[{"name":"Ann M. Beaton","is_ca":true},{"name":"Françine Tougas","is_ca":true},{"name":"Natalie Rinfret","is_ca":true},{"name":"Nathalie Huard","is_ca":true},{"name":"Marie-Noëlle Delisle","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02601227155372381,"gpt":0.391569059106783,"spread":0.3655567875530591,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003270046,0.00004641672,0.0001289199,0.0001784071,0.00004035559,0.000006603335,0.0001591145,0.00003554132,0.0001626758],"category_scores_gemma":[0.0002743657,0.00004446561,0.00002715507,0.0001661945,0.0002446624,0.00008965717,0.000007898509,0.0001438736,0.000009468639],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004346721,"about_ca_system_score_gemma":0.00006401692,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002195781,"about_ca_topic_score_gemma":0.00007969211,"domain_scores_codex":[0.99896,0.0002999005,0.0004194096,0.00006959141,0.00009809095,0.0001530223],"domain_scores_gemma":[0.9992715,0.0001067747,0.0003747651,0.00006532553,0.0000990086,0.00008263073],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0001997173,0.002093364,0.08207203,0.00002478247,0.00006061306,0.0000315466,0.5338,2.674789e-7,0.003958907,0.02522155,0.01799734,0.3345399],"study_design_scores_gemma":[0.0007380061,0.000441781,0.8288762,0.00006797692,0.000007763323,0.00005151719,0.09561597,1.482832e-7,0.00002546105,0.01477033,0.05930844,0.00009640795],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8377217,0.0001514174,0.0001517868,0.001180364,0.001171792,0.00003279511,1.793866e-7,0.000002535754,0.1595874],"genre_scores_gemma":[0.9964597,0.0001568196,0.002244777,0.0003588063,0.0003888055,2.588832e-7,1.948887e-7,0.000006159375,0.0003845378],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7468042,"threshold_uncertainty_score":0.1813255,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2044571386","doi":"10.1007/s10212-013-0193-2","title":"The longitudinal effects of achievement goals and perceived control on university student achievement","year":2013,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":32,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba; Alberta Advanced Education; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada; University of Manitoba","keywords":"Psychology; Educational psychology; Academic achievement; Psychological intervention; Control (management); Need for achievement; Mastery learning; Developmental psychology; Student achievement; Mathematics education; Achievement test; Social psychology; Standardized test","authors":[{"name":"Lia M. Daniels","is_ca":true},{"name":"Raymond P. Perry","is_ca":true},{"name":"Robert H. Stupnisky","is_ca":false},{"name":"Tara L. Stewart","is_ca":false},{"name":"Nancy E. Newall","is_ca":true},{"name":"Rodney A. Clifton","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01619048945072438,"gpt":0.3237971655427718,"spread":0.3076066760920474,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001338959,0.0001602564,0.0002739092,0.0002174779,0.0001600301,0.00001707404,0.0004397508,0.00003939637,0.0001491231],"category_scores_gemma":[0.00007647357,0.0001212689,0.0001015942,0.0001291701,0.0002924522,0.00009839866,0.0000277543,0.0002397037,0.00003672115],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000484969,"about_ca_system_score_gemma":0.00007228569,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003485664,"about_ca_topic_score_gemma":0.000005672675,"domain_scores_codex":[0.9972648,0.001459707,0.0006242965,0.0002177074,0.0002288085,0.0002046585],"domain_scores_gemma":[0.9976356,0.0004299614,0.001043621,0.0003771962,0.0003918869,0.0001217579],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000783034,0.007383059,0.8890333,0.00007887067,0.0009943013,0.00001196879,0.01226015,0.000007770725,0.008519564,0.007070745,0.02430983,0.04954742],"study_design_scores_gemma":[0.002244909,0.002083271,0.9858624,0.00009676039,0.0001286843,0.00001296104,0.005755198,2.465768e-7,0.00006523671,0.0001576208,0.003499697,0.0000929771],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9857166,0.0006571829,0.0004168964,0.004936473,0.002906903,0.0004415892,0.000002406005,0.000004752805,0.004917239],"genre_scores_gemma":[0.9978665,0.0002822456,0.0001792289,0.000455567,0.0002405712,0.000003965442,0.000002569101,0.00001632338,0.0009530754],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.09682915,"threshold_uncertainty_score":0.4945201,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2070242187","doi":"10.1007/bf03173142","title":"Mother’s, father’s regulation and child’s self-regulation in a computer-mediated learning situation","year":2008,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal; Université de Montréal","funders":"","keywords":"Psychology; Developmental psychology; Educational psychology; Identification (biology); Intervention (counseling); Cognition; Task (project management); Self-regulated learning; Social psychology","authors":[{"name":"Nathalie Nader‐Grosbois","is_ca":false},{"name":"Sylvie Normandeau","is_ca":true},{"name":"Marcelle Ricard-Cossette","is_ca":true},{"name":"Germain Quintal","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02152350716896535,"gpt":0.2953556307608907,"spread":0.2738321235919254,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000956874,0.00006431533,0.0001273498,0.0003709082,0.0001238381,0.00001059706,0.000105695,0.0000529647,0.00003361925],"category_scores_gemma":[0.000186777,0.00006641335,0.00002737065,0.0002803926,0.0001512882,0.0002453668,0.00001152532,0.0001534316,0.000009358666],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000451166,"about_ca_system_score_gemma":0.000114632,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001115251,"about_ca_topic_score_gemma":0.00001876601,"domain_scores_codex":[0.9988128,0.0004275604,0.000405513,0.000109601,0.0001458168,0.00009869465],"domain_scores_gemma":[0.9991833,0.00006398757,0.0004965625,0.00006423875,0.0001500975,0.00004183458],"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":[0.0002121089,0.001393903,0.4089525,0.00002830343,0.00008594798,0.00001679298,0.1301031,0.0003589651,0.002563661,0.009135847,0.004372586,0.4427763],"study_design_scores_gemma":[0.0005709874,0.0001611549,0.9894527,0.00006134818,0.000005553783,0.00006328945,0.0005675228,0.00007213683,0.00002803622,0.00125773,0.007688936,0.00007059884],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.972722,0.0001834262,0.004067675,0.002408135,0.000393849,0.00009734418,1.605944e-7,0.00002549962,0.02010189],"genre_scores_gemma":[0.9957598,0.0002786593,0.003521813,0.0001078062,0.0002107073,4.166045e-7,0.000006629681,0.000008539461,0.0001056641],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5805002,"threshold_uncertainty_score":0.2708258,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1974068921","doi":"10.1007/bf03173138","title":"The illusion of scholastic incompetence and peer acceptance in primary school","year":2008,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Social and Intergroup Psychology","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Illusion; Psychology; Perception; Social psychology; Social acceptance; Generalization; Educational psychology; Developmental psychology; Cognitive psychology","authors":[{"name":"Marie-Noëlle Larouche","is_ca":true},{"name":"Benoît Galand","is_ca":false},{"name":"Thérèse Bouffard","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02795971678080669,"gpt":0.3501321139487807,"spread":0.322172397167974,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002092934,0.0000570835,0.0001524747,0.0001301929,0.0001817145,0.000007344342,0.000353808,0.00003684466,0.00006105303],"category_scores_gemma":[0.001136668,0.00004396258,0.00004537731,0.0002340155,0.0008545942,0.0001900093,0.00002541683,0.0002559588,0.000007605961],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000383542,"about_ca_system_score_gemma":0.0002482666,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00002677714,"about_ca_topic_score_gemma":0.00002660943,"domain_scores_codex":[0.9981908,0.0008683301,0.0004984401,0.00009848637,0.0002205057,0.0001234154],"domain_scores_gemma":[0.9986691,0.000185831,0.0005662725,0.000112511,0.0003972888,0.000068939],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0009415116,0.001487349,0.5737018,0.00003417085,0.00007937389,0.00003698487,0.0759938,0.000005763688,0.03673685,0.007670064,0.04586257,0.2574497],"study_design_scores_gemma":[0.0003394143,0.000207563,0.9776369,0.00005827913,0.000004996935,0.00004351945,0.003200593,1.855774e-7,0.00001630239,0.0009233511,0.01752841,0.00004049614],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9289827,0.001115602,0.0001001039,0.004925271,0.001745816,0.00006176958,3.460807e-7,0.000002353125,0.06306598],"genre_scores_gemma":[0.9962165,0.001715434,0.00076427,0.0004303989,0.0003157698,6.177672e-7,2.963728e-7,0.000005920277,0.0005508084],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4039351,"threshold_uncertainty_score":0.3148788,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2748921529","doi":"10.1007/s10212-017-0346-9","title":"Adjustment to college and prediction of depression during post-secondary transition","year":2017,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Statistics Canada; Université du Québec à Montréal","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Depression (economics); Depressive symptoms; Path analysis (statistics); Educational psychology; Clinical psychology; Time point; Structural equation modeling; Transition (genetics); Variance (accounting); Developmental psychology; Psychiatry; Cognition; Statistics; Chemistry","authors":[{"name":"Diane Marcotte","is_ca":true},{"name":"Thierno Diallo","is_ca":true},{"name":"Marie-Laurence Paré","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01948056824691395,"gpt":0.3052226549895444,"spread":0.2857420867426305,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004252515,0.00008662217,0.0001716889,0.0001826702,0.0001325014,0.000006910444,0.0001727366,0.00003664026,0.0002082009],"category_scores_gemma":[0.00003251141,0.0000786028,0.00006803497,0.00004068514,0.00008140402,0.0001205908,0.00001879713,0.0001358839,0.00001026432],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001555007,"about_ca_system_score_gemma":0.00005953177,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00000519694,"about_ca_topic_score_gemma":0.000001189945,"domain_scores_codex":[0.99896,0.0001673106,0.000503853,0.0001500265,0.0001219777,0.00009680396],"domain_scores_gemma":[0.998881,0.00001277522,0.0006092867,0.0001890609,0.0002109102,0.00009698381],"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":[0.005328257,0.005762246,0.07638676,0.0004715432,0.000567605,0.00004457403,0.03249743,0.00001285204,0.2167479,0.002461889,0.06368855,0.5960304],"study_design_scores_gemma":[0.001282674,0.0003955681,0.9938322,0.0003682771,0.00002891494,0.0001422304,0.0007964459,1.558062e-7,0.0004669172,0.0001808833,0.002449025,0.00005674043],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9767668,0.0006722779,0.000211797,0.0031274,0.003989554,0.0001270525,0.00003796747,0.000003627028,0.01506348],"genre_scores_gemma":[0.9980893,0.0001422874,0.0005533164,0.0003619971,0.0005362258,0.000001132964,0.000007897499,0.00001053509,0.0002973558],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9174454,"threshold_uncertainty_score":0.3205329,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1979211335","doi":"10.1007/bf03173574","title":"Teachers’ recognition of children with an illusion of incompetence","year":2006,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Illusion; Psychology; Educational psychology; Competence (human resources); Developmental psychology; Mood; Social psychology; Cognitive psychology","authors":[{"name":"Marie-Hélène Fleury-Roy","is_ca":true},{"name":"Thérèse Bouffard","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02527204671915312,"gpt":0.3106092050539058,"spread":0.2853371583347527,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001016764,0.000106126,0.0002521666,0.0003066762,0.00002609588,0.000002973924,0.0002344795,0.00004995831,0.0008807912],"category_scores_gemma":[0.00003457901,0.00009038186,0.00006871636,0.0002191176,0.0002292807,0.0001449161,0.000009124463,0.0001913145,0.00001204125],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001288861,"about_ca_system_score_gemma":0.00007336376,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00004223095,"about_ca_topic_score_gemma":0.000004173621,"domain_scores_codex":[0.9980567,0.0006280515,0.000870236,0.0001627669,0.0001767736,0.0001054722],"domain_scores_gemma":[0.9973275,0.00003512025,0.001843214,0.000277083,0.0004628348,0.00005422731],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0009160269,0.005469752,0.7423666,0.00002481727,0.0001873887,0.00001331407,0.01856742,0.0000358934,0.01304881,0.001052871,0.009553916,0.2087632],"study_design_scores_gemma":[0.001037405,0.001549709,0.9938987,0.0001054352,0.00004705121,0.0002937106,0.001670267,1.699036e-7,0.0004528468,0.0003826592,0.0004778852,0.00008412384],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9676246,0.0001660118,0.001233241,0.0001951755,0.0007377428,0.0001076783,0.000004895563,0.000006285538,0.02992436],"genre_scores_gemma":[0.9919024,0.00001322877,0.007435228,0.0001228018,0.0002723164,7.787767e-7,0.00003793677,0.00001929626,0.0001959749],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2515321,"threshold_uncertainty_score":0.9644046,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1971082305","doi":"10.1007/bf03173022","title":"The solution of compare problems among first-grade students","year":2001,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":10,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Structuring; A priori and a posteriori; Educational psychology; Meaning (existential); Character (mathematics); Function (biology); Computer science; Foundation (evidence); Mathematics education; Mathematics; Psychology; Epistemology","authors":[{"name":"Jacinthe Giroux","is_ca":true},{"name":"Anik Ste-Marie","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06361044348230456,"gpt":0.3782242289133692,"spread":0.3146137854310646,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001344441,0.00009034054,0.0002117366,0.000091238,0.00008382268,0.00001253762,0.0003714211,0.00001693349,0.00007958199],"category_scores_gemma":[0.0004800352,0.00006120249,0.00009159787,0.0001362404,0.0001863976,0.00008881174,0.00004096078,0.0001422829,0.00001582661],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002260624,"about_ca_system_score_gemma":0.00003471902,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00000180753,"about_ca_topic_score_gemma":0.00001118319,"domain_scores_codex":[0.9984944,0.0002419084,0.0007749013,0.00008459817,0.0002817135,0.0001224132],"domain_scores_gemma":[0.9981235,0.0003704026,0.0009545435,0.000157622,0.0003359353,0.0000579697],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0008873614,0.02492393,0.4856443,0.0009375092,0.001533313,0.0000893601,0.02850138,0.00001829845,0.00787427,0.01762663,0.2777234,0.1542403],"study_design_scores_gemma":[0.001241974,0.0005296894,0.9007654,0.0009329871,0.00009494998,0.0002469531,0.001529922,0.000003893595,0.0007382914,0.08902833,0.004742288,0.000145293],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9775186,0.0002583072,0.003085382,0.00121708,0.0004997292,0.0001706889,8.114281e-7,0.000005337067,0.01724404],"genre_scores_gemma":[0.99568,0.0001692199,0.003628505,0.00005462298,0.000105263,0.000001559289,0.000001145733,0.00001297709,0.0003467326],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4151212,"threshold_uncertainty_score":0.2495765,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2971947249","doi":"10.1007/s10212-019-00428-6","title":"An explicit multicomponent alphabet writing instruction program in grade 1 to improve writing skills","year":2019,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Sherbrooke; Université du Québec à Rimouski","funders":"Fonds de Recherche du Québec-Société et Culture","keywords":"Handwriting; Spelling; Alphabet; Psychology; Mathematics education; Educational psychology; Cognition; Control (management); Computer science; Linguistics; Artificial intelligence","authors":[{"name":"Natalie Lavoie","is_ca":true},{"name":"Marie‐France Morin","is_ca":true},{"name":"Mélissa Coallier","is_ca":true},{"name":"Denis Alamargot","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02300638625596832,"gpt":0.3962347609017899,"spread":0.3732283746458215,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003315459,0.0001026301,0.0002072568,0.0004327526,0.0001203773,0.00005986344,0.0003126462,0.00005108551,0.00004437074],"category_scores_gemma":[0.0003140061,0.0001128992,0.00006430485,0.0003326568,0.00006786978,0.0003502174,0.00001341375,0.0002845764,0.00002701281],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001006001,"about_ca_system_score_gemma":0.0001873654,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000933785,"about_ca_topic_score_gemma":0.00002715548,"domain_scores_codex":[0.9975407,0.0009374647,0.0007861559,0.0002258782,0.0002465154,0.0002632837],"domain_scores_gemma":[0.9985527,0.0001083594,0.0006517514,0.0001922971,0.0003350747,0.0001598665],"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":[0.00006515572,0.003365716,0.1469443,0.00005909847,0.00002020379,0.000003772848,0.03692547,0.00005390139,0.06563449,0.001626008,0.0006355504,0.7446663],"study_design_scores_gemma":[0.001532128,0.001218731,0.9257597,0.0007209197,0.0000239078,0.00003958322,0.06261947,0.00002359045,0.001037243,0.0004130485,0.006345843,0.0002657963],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9870513,0.00006989739,0.0001066699,0.002494859,0.002242999,0.0003308434,0.000001057621,0.00002536799,0.00767699],"genre_scores_gemma":[0.9837086,0.00003040307,0.01463203,0.0002652607,0.001250308,0.00000668739,0.000005411729,0.0000209064,0.00008035527],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7788154,"threshold_uncertainty_score":0.4603897,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2756430937","doi":"10.1007/s10212-017-0350-0","title":"The harmful aspect of teacher conditional support on students’ self-perception of school competence","year":2017,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal; Université de Sherbrooke","funders":"","keywords":"Psychology; Competence (human resources); Perception; Educational psychology; Anxiety; Developmental psychology; Test anxiety; Social psychology","authors":[{"name":"Marine Hascoët","is_ca":false},{"name":"Pascal Pansu","is_ca":false},{"name":"Thérèse Bouffard","is_ca":true},{"name":"Nadia Leroy","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03930125928474958,"gpt":0.3779071796090787,"spread":0.3386059203243291,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001378939,0.0001139772,0.0002257623,0.0001233303,0.0001984624,0.00001927319,0.0007240337,0.0000401427,0.001191917],"category_scores_gemma":[0.0001145632,0.00008482392,0.0001540025,0.00005214701,0.0003010372,0.00009299923,0.00003030044,0.0002738248,0.0001179762],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003058523,"about_ca_system_score_gemma":0.0001480146,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000004020208,"about_ca_topic_score_gemma":9.590287e-7,"domain_scores_codex":[0.9981827,0.000398375,0.0007801828,0.0001563383,0.0003504967,0.0001318913],"domain_scores_gemma":[0.9974831,0.00005827133,0.001644112,0.0003431654,0.0003881165,0.00008322617],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001404522,0.009899975,0.6472878,0.00007117795,0.0007217334,0.00001549872,0.005703675,0.000004955583,0.006695429,0.02141339,0.2502327,0.05654915],"study_design_scores_gemma":[0.001027745,0.0005977853,0.9807006,0.0001609655,0.00003586557,0.00005070561,0.0009048855,1.16602e-7,0.00004839618,0.0009931487,0.01540872,0.00007112916],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9110091,0.0001054358,0.00009174451,0.004066651,0.00406879,0.0001204809,0.000009130774,0.000004368881,0.08052429],"genre_scores_gemma":[0.9970118,0.0001613358,0.0003420999,0.0003839353,0.0006535104,0.000001134055,0.00001069262,0.00001230418,0.001423175],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3334127,"threshold_uncertainty_score":0.9997211,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4391932260","doi":"10.1007/s10212-024-00796-8","title":"Latent profiling students’ emotions towards media literacy and examining its relationship to media credibility","year":2024,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Misinformation and Its Impacts","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University Health Centre; University of Alberta; McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Credibility; Media literacy; Psychology; Profiling (computer programming); Educational psychology; Media use; Literacy; Social psychology; Developmental psychology; Pedagogy; Epistemology; Computer science","authors":[{"name":"Clarissa Lau","is_ca":true},{"name":"Byunghoon “Tony” Ahn","is_ca":true},{"name":"Meagane Maurice-Ventouris","is_ca":true},{"name":"Jason M. Harley","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1466492145045696,"gpt":0.4556892980249632,"spread":0.3090400835203936,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004296537,0.00006773117,0.0001152316,0.0003555455,0.0001264052,0.0001137566,0.0002063603,0.00003305022,0.0001683742],"category_scores_gemma":[0.003233935,0.00006066325,0.0000363138,0.0003576817,0.00008718287,0.000582361,0.00002289168,0.000215874,0.00004703448],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004903976,"about_ca_system_score_gemma":0.0003128306,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000003908971,"about_ca_topic_score_gemma":0.000004285391,"domain_scores_codex":[0.998265,0.0006151341,0.0005532236,0.0001102042,0.0003319768,0.0001244434],"domain_scores_gemma":[0.9988629,0.0002785817,0.0002283374,0.000102759,0.0003075026,0.0002198957],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00004942475,0.0003002741,0.03984648,0.00007053272,0.00005023474,0.000007929787,0.7202458,0.00001809267,0.0005339133,0.009823544,0.01059983,0.218454],"study_design_scores_gemma":[0.0001591481,0.0001093059,0.9845461,0.0002230361,0.00002366387,0.00002139035,0.008774642,0.000007454285,0.00002622665,0.0006457925,0.005401435,0.00006176863],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9723111,0.0005554574,0.0009571243,0.005480156,0.003028134,0.0001177259,0.000003897921,0.00001669859,0.01752969],"genre_scores_gemma":[0.9953896,0.0001531061,0.003310923,0.0003076292,0.0005848893,3.995704e-7,0.000004695436,0.000007954817,0.0002408469],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9446996,"threshold_uncertainty_score":0.3871556,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4307728569","doi":"10.1007/s10212-022-00638-5","title":"Examining the association between procrastination and decreases in academic achievement during the transition from high school to university: a piecewise growth model","year":2022,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Perfectionism, Procrastination, Anxiety Studies","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Procrastination; Psychology; Academic achievement; Educational psychology; Association (psychology); Multilevel model; Mathematics education; Developmental psychology; Social psychology; Mathematics; Statistics","authors":[{"name":"Kristina Kljajić","is_ca":true},{"name":"Patrick Gaudreau","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03166510947205876,"gpt":0.2956863013151778,"spread":0.2640211918431191,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002270863,0.00010465,0.0001623899,0.0003208352,0.0003973016,0.00001208663,0.0002751868,0.0000327582,0.00004615048],"category_scores_gemma":[0.0003157636,0.00009036194,0.00003734783,0.00039336,0.00005235207,0.0001647633,0.00005701461,0.0005500882,0.000004502705],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003360702,"about_ca_system_score_gemma":0.00008977205,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006032476,"about_ca_topic_score_gemma":0.00001083834,"domain_scores_codex":[0.9975565,0.00138364,0.0004469999,0.0002078275,0.0002575559,0.0001474788],"domain_scores_gemma":[0.9986499,0.0002699155,0.0006806248,0.0001241014,0.0002202573,0.00005523088],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0007506232,0.0005657875,0.9285715,0.00001988257,0.0003406958,0.000006284918,0.04240203,0.001910303,0.005871646,0.0003896023,0.004654468,0.01451722],"study_design_scores_gemma":[0.0009294017,0.0002596178,0.9886819,0.00003682811,0.000103539,0.00002451533,0.008874788,0.00002604798,0.0000492876,0.0006455956,0.0002920099,0.00007648693],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9849911,0.0002426851,0.003321262,0.01004377,0.0005026967,0.0002580274,0.00001345721,0.00001006737,0.0006169507],"genre_scores_gemma":[0.9984564,0.00009200094,0.0004078101,0.0004641092,0.000289013,0.00001070707,0.00001083098,0.00001507914,0.0002540836],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06011042,"threshold_uncertainty_score":0.3684853,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4323256299","doi":"10.1007/s10212-023-00691-8","title":"Developmental trajectories of emotional school engagement from middle to late childhood in mainland China: contributions of early peer relationships and academic achievement","year":2023,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; Carleton University; McMaster University","funders":"National Natural Science Foundation of China","keywords":"Psychology; Academic achievement; Developmental psychology; Mainland China; Educational psychology; Context (archaeology); Longitudinal study; Student engagement; China; Mathematics education","authors":[{"name":"Junsheng Liu","is_ca":false},{"name":"Zhongmin Zhu","is_ca":false},{"name":"Xiaoxue Kong","is_ca":true},{"name":"Robert J. Coplan","is_ca":true},{"name":"Kedi Zhao","is_ca":true},{"name":"Dan Li","is_ca":false},{"name":"Xinyin Chen","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06120380307435445,"gpt":0.352024002501843,"spread":0.2908201994274885,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003686362,0.00008405009,0.0001915576,0.0004674318,0.0001465997,0.00001038772,0.000194571,0.0000502353,0.0001219069],"category_scores_gemma":[0.001286899,0.00008520694,0.0000423295,0.0005268265,0.0001254757,0.0001526804,0.00003077328,0.0003506471,0.00002062245],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009241774,"about_ca_system_score_gemma":0.000936817,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00009464423,"about_ca_topic_score_gemma":0.00004030464,"domain_scores_codex":[0.997683,0.0008826093,0.0007903646,0.0001365098,0.000358811,0.0001486532],"domain_scores_gemma":[0.9987828,0.0001672711,0.0004993809,0.0000691382,0.000333545,0.0001479191],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00006301444,0.0004583707,0.8261062,0.000009625701,0.00008769162,0.000001118824,0.1601689,0.00004031065,0.001969458,0.001939461,0.00536764,0.003788219],"study_design_scores_gemma":[0.0005736744,0.0001099596,0.9846756,0.000173887,0.00001449621,0.000001857089,0.01081816,1.674773e-7,0.000159649,0.001759065,0.001644651,0.00006882614],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9877012,0.00016199,0.0001619002,0.008752527,0.0006870131,0.0002035273,0.00002415118,0.000006221173,0.002301445],"genre_scores_gemma":[0.995064,0.0001835138,0.004124294,0.0001064692,0.0001733875,0.0000028723,0.00002245539,0.000008303933,0.0003147029],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1585694,"threshold_uncertainty_score":0.3474638,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1967663292","doi":"10.1007/s10212-010-0054-1","title":"Using analogy to improve abstract conditional reasoning in adolescents: not as easy as it looks","year":2010,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Analogy; Analogical reasoning; Logical reasoning; Deductive reasoning; Verbal reasoning; Qualitative reasoning; Analytic reasoning; Adaptive reasoning; Case-based reasoning; Reasoning system; Scientific reasoning; Psychology; Computer science; Cognitive science; Artificial intelligence; Model-based reasoning; Epistemology; Mathematics education; Cognition; Knowledge representation and reasoning","authors":[{"name":"Henry Markovits","is_ca":true},{"name":"Celine Doyon","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04892510940353222,"gpt":0.4276115385200462,"spread":0.378686429116514,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002365727,0.00007774692,0.0001412385,0.0002903796,0.0001148683,0.00002847087,0.0002804919,0.00005438081,0.00106144],"category_scores_gemma":[0.0014641,0.00008209483,0.00005310572,0.0001910539,0.0001944219,0.0001406168,0.00001427329,0.0004283365,0.0001726409],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006963217,"about_ca_system_score_gemma":0.0009638712,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007280342,"about_ca_topic_score_gemma":0.0000717224,"domain_scores_codex":[0.9985188,0.0003462374,0.0005336569,0.0001503508,0.000264339,0.0001865945],"domain_scores_gemma":[0.9988697,0.00005972069,0.0003399934,0.0001135723,0.0004131366,0.0002039421],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"observational","study_design_scores_codex":[0.000852632,0.007253266,0.1193992,0.0001156467,0.0001802125,0.0001516646,0.1262917,0.00006730795,0.3396287,0.2270714,0.03045673,0.1485317],"study_design_scores_gemma":[0.0008128858,0.0002805172,0.9148049,0.0005397316,0.00002655015,0.0001431685,0.01070106,0.000001400912,0.0010607,0.01437604,0.05700522,0.0002478535],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.920316,0.00002091232,0.0003777964,0.01159148,0.004058181,0.00009065384,9.49995e-7,0.000004142839,0.06353994],"genre_scores_gemma":[0.9866338,0.00000979272,0.006044907,0.006210162,0.0006979799,9.435911e-7,0.000002074848,0.00001039957,0.0003898845],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7954057,"threshold_uncertainty_score":0.9998517,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4294176636","doi":"10.1007/s10212-022-00633-w","title":"Perceived parental monitoring and school motivation during adolescence: a bidirectional model","year":2022,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec en Outaouais; Université du Québec à Montréal","funders":"Fonds de Recherche du Québec - Santé; Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Educational psychology; Psychology; Developmental psychology; Parenting styles","authors":[{"name":"Catherine Cimon‐Paquet","is_ca":true},{"name":"Olivier Gaudet","is_ca":true},{"name":"Jérémie Verner‐Filion","is_ca":true},{"name":"Marie‐Hélène Véronneau","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03142220069486465,"gpt":0.3116153806397748,"spread":0.2801931799449102,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004576868,0.00009967606,0.0001397105,0.0002510073,0.0002289,0.000009673164,0.0001547419,0.00001972704,0.000541107],"category_scores_gemma":[0.00003591305,0.0001029587,0.00007457458,0.0001518095,0.00005911009,0.00009512302,0.00003725942,0.0003324512,0.00001315123],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007116445,"about_ca_system_score_gemma":0.0001067632,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000002126359,"about_ca_topic_score_gemma":8.055483e-8,"domain_scores_codex":[0.9986944,0.00031786,0.0004640086,0.000179273,0.0002166969,0.0001277953],"domain_scores_gemma":[0.999263,0.00001871708,0.000409552,0.00009168794,0.0001181783,0.00009884554],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0009666507,0.002978553,0.8901352,0.00006241517,0.0001999937,0.00001999351,0.009914204,0.0005439377,0.04757018,0.0005745475,0.01876537,0.02826898],"study_design_scores_gemma":[0.0008196844,0.0001353879,0.9951434,0.0001007312,0.00001529365,0.0002812856,0.002277822,0.000004176798,0.00003722216,0.0003078356,0.000787001,0.00009023435],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9882104,0.0005345701,0.0001623694,0.0009155361,0.004051384,0.00007580411,0.000005119646,0.000009089204,0.006035735],"genre_scores_gemma":[0.997236,0.0001007609,0.0006581327,0.0001767473,0.0007116293,0.000003196228,0.000006448252,0.00001511047,0.001091981],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1050081,"threshold_uncertainty_score":0.5924742,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4405398813","doi":"10.1007/s10212-024-00925-3","title":"The role of leadership in medical trainee team-regulation dynamics in crisis resource management simulation education","year":2024,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Simulation-Based Education in Healthcare","field":"Medicine","cited_by":4,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; McGill University Health Centre; University of Victoria; McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Teamwork; Psychology; Medical education; Knowledge management; Medicine; Management; Computer science","authors":[{"name":"Matthew Moreno","is_ca":true},{"name":"Lucia Patino-Melo","is_ca":true},{"name":"Keerat Grewal","is_ca":true},{"name":"Reinhard Pekrun","is_ca":false},{"name":"Susanne P. Lajoie","is_ca":true},{"name":"Allyson F. Hadwin","is_ca":true},{"name":"Jeffrey Wiseman","is_ca":true},{"name":"Ryan Brydges","is_ca":true},{"name":"Gerald M. Fried","is_ca":true},{"name":"Ning‐Zi Sun","is_ca":true},{"name":"Elene Khalil","is_ca":true},{"name":"Sayed Azher","is_ca":true},{"name":"Jason M. Harley","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05306812341200909,"gpt":0.3965603300243454,"spread":0.3434922066123364,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002815469,0.0001154342,0.0002183305,0.001038403,0.00003423417,0.00001336323,0.000228895,0.00008498837,0.00005764422],"category_scores_gemma":[0.0002936457,0.00009967147,0.00008836678,0.0007838969,0.00009367647,0.000164794,0.00001209748,0.0004046006,0.000006258091],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004020468,"about_ca_system_score_gemma":0.0008711962,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001821579,"about_ca_topic_score_gemma":0.00001836329,"domain_scores_codex":[0.9972576,0.0006652471,0.001279851,0.0001972935,0.0004339579,0.0001660705],"domain_scores_gemma":[0.9982003,0.0005123217,0.0004904043,0.0003215821,0.0003703363,0.0001050463],"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":[0.000521861,0.001663967,0.1161041,0.0008057241,0.0001000816,0.000009536046,0.01285123,0.005281708,0.0001607941,0.01686263,0.005671545,0.8399668],"study_design_scores_gemma":[0.001024548,0.0003731879,0.9001052,0.002065405,0.00007790243,0.0001029126,0.06992919,0.01476132,0.00006328256,0.004389037,0.006980589,0.0001274529],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8880674,0.009203239,0.003799143,0.07480106,0.003369712,0.0008198709,0.000002293372,0.00002654728,0.01991078],"genre_scores_gemma":[0.9974998,0.0001241767,0.001160519,0.0006596464,0.0003295345,0.000007105077,0.00003302586,0.00002623465,0.0001599205],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8398394,"threshold_uncertainty_score":0.4064484,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4406604827","doi":"10.1007/s10212-025-00940-y","title":"The interplay of teachers’ passion, social support, and students’ passion for a field of study in higher education","year":2025,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Grit, Self-Efficacy, and Motivation","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal; Université de Sherbrooke","funders":"Fonds de Recherche du Québec-Société et Culture","keywords":"Passion; Educational psychology; Psychology; Field (mathematics); Pedagogy; Mathematics education; Social psychology","authors":[{"name":"Tanya Chichekian","is_ca":true},{"name":"Anna Sverdlik","is_ca":true},{"name":"Robert J. Vallerand","is_ca":true},{"name":"Catherine Maheux","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03681013516152391,"gpt":0.4340181069776898,"spread":0.3972079718161659,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001772024,0.00009855563,0.0002411009,0.000340328,0.00006230345,0.000008958596,0.0003056616,0.00006295197,0.00007705919],"category_scores_gemma":[0.0002232701,0.00007556159,0.00007989025,0.0002022654,0.00008993311,0.00006407469,0.00002976773,0.0002160194,0.00000106986],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000186585,"about_ca_system_score_gemma":0.0001503625,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001299854,"about_ca_topic_score_gemma":0.00000698356,"domain_scores_codex":[0.9978696,0.0008208206,0.0008994508,0.0001594033,0.0001325184,0.0001182619],"domain_scores_gemma":[0.9981337,0.000326149,0.0009679332,0.0001973919,0.0003426196,0.00003225975],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001484955,0.01108523,0.3978958,0.00005181697,0.0002766898,0.000001190982,0.04167936,5.595998e-7,0.002259768,0.003348468,0.2128336,0.3290825],"study_design_scores_gemma":[0.001723373,0.001430816,0.9710062,0.0001072743,0.00005755057,0.000004252046,0.01049807,8.801686e-8,0.0001257506,0.0005327776,0.0144638,0.00005005047],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9804753,0.0002857437,0.0002225448,0.007067339,0.004314024,0.0003894233,0.000001349186,0.000002718039,0.007241535],"genre_scores_gemma":[0.9970596,0.00003886225,0.0001396225,0.000476723,0.0002375783,0.0000114078,0.000003760142,0.00001132376,0.002021141],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5731104,"threshold_uncertainty_score":0.3081312,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2054092455","doi":"10.1007/bf03173224","title":"“I'm not in the best educational establishment, so what?” Effects of membership in more or less prestigious educational establishments on intergroup perceptions","year":2004,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Social and Intergroup Psychology","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Université du Québec à Montréal","keywords":"Ingroups and outgroups; Outgroup; Psychology; Social psychology; In-group favoritism; Prestige; Higher education; Distancing; Perception; Social identity theory; Social group; Political science; Linguistics","authors":[{"name":"Verena Aebischer","is_ca":false},{"name":"Dominique Oberlé","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04848762523736395,"gpt":0.3998802009108267,"spread":0.3513925756734627,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001817278,0.0001497229,0.0002646287,0.0005941959,0.0001335231,0.00007152059,0.0008058573,0.00008533193,0.0002415008],"category_scores_gemma":[0.001277704,0.0001198718,0.0001154272,0.0006511472,0.0007161831,0.0006119966,0.00002108241,0.0004340602,0.00002309044],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002204185,"about_ca_system_score_gemma":0.001034897,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004211507,"about_ca_topic_score_gemma":0.0006983256,"domain_scores_codex":[0.996841,0.001425185,0.0008339096,0.0002345775,0.0004108828,0.0002544484],"domain_scores_gemma":[0.9978151,0.0007984444,0.0007454751,0.000237988,0.0003077284,0.00009524507],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.001763501,0.03173935,0.1371551,0.0002151674,0.0001986425,0.00004330636,0.6118712,0.0002308365,0.004356051,0.07416724,0.04028956,0.09796999],"study_design_scores_gemma":[0.001788664,0.001114046,0.8950667,0.001087455,0.00003955092,0.00005406727,0.08799403,2.184462e-7,0.00007282977,0.009612621,0.003003486,0.0001663152],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9343383,0.0003296436,0.00002914111,0.04571903,0.00466367,0.0003117604,0.000002306018,0.000002815611,0.01460336],"genre_scores_gemma":[0.995297,0.0005363043,0.0005105314,0.002342097,0.0008683412,0.0000207061,0.00001047081,0.0000158757,0.0003986729],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7579116,"threshold_uncertainty_score":0.4888231,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4404766378","doi":"10.1007/s10212-024-00916-4","title":"Longitudinal associations between metalinguistic awareness, executive functions, and Chinese character reading: A network analysis","year":2024,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Neuroscience, Education and Cognitive Function","field":"Neuroscience","cited_by":1,"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":"National Natural Science Foundation of China","keywords":"Psychology; Educational psychology; Metalinguistic awareness; Character (mathematics); Reading (process); Metalinguistics; Executive functions; Phonological awareness; Linguistics; Cognitive psychology; Cognition; Developmental psychology; Teaching method; Pedagogy; Literacy; Neuroscience","authors":[{"name":"Yiwei Zhao","is_ca":false},{"name":"Guowei Wu","is_ca":false},{"name":"Xiangzhi Meng","is_ca":false},{"name":"George K. Georgiou","is_ca":true},{"name":"Xiujie Yang","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05490573688524828,"gpt":0.371203639848806,"spread":0.3162979029635577,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001177168,0.0001374714,0.0002846707,0.000737007,0.0001992511,0.00008893814,0.0001708334,0.00003049408,0.00008368967],"category_scores_gemma":[0.00153875,0.0001176883,0.0001651035,0.001834169,0.0001831142,0.0002807754,0.000022174,0.0002843775,0.00003181758],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003802975,"about_ca_system_score_gemma":0.000212881,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000003370631,"about_ca_topic_score_gemma":0.000001173351,"domain_scores_codex":[0.9979635,0.0007477914,0.0006000181,0.0003101187,0.0002139315,0.0001646084],"domain_scores_gemma":[0.9983681,0.000465886,0.0005855335,0.0001566301,0.0003121494,0.0001116725],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001103446,0.0007579577,0.9236835,0.00004358154,0.0006138567,0.0000382234,0.002716751,0.00006784689,0.02812621,0.002794964,0.01627913,0.02476763],"study_design_scores_gemma":[0.0001494137,0.0002032742,0.9912475,0.00005226382,0.0007106791,0.00008864063,0.0001526409,0.00002965517,0.0002548663,0.0008815667,0.006118206,0.0001112636],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9699741,0.0003580834,0.01173588,0.001573936,0.006864504,0.0001035684,0.00003168801,0.00002807865,0.00933013],"genre_scores_gemma":[0.9968654,0.0001066877,0.0001540773,0.0003873507,0.001386724,0.000002513325,0.00001986907,0.00001651213,0.001060898],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06756403,"threshold_uncertainty_score":0.4799189,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4392783901","doi":"10.1007/s10212-023-00790-6","title":"The impact of a global pandemic on undergraduate learning experiences: lifting the restrictions","year":2024,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Bishop's University; University of Waterloo","funders":"Fonds de recherche du Québec – Nature et technologies; Natural Sciences and Engineering Research Council of Canada","keywords":"Affect (linguistics); Psychology; Pandemic; Perception; Educational psychology; Coronavirus disease 2019 (COVID-19); Developmental psychology; Applied psychology; Social psychology; Medicine","authors":[{"name":"Emilie E. Caron","is_ca":true},{"name":"Allison C. Drody","is_ca":true},{"name":"Jonathan S. A. Carriere","is_ca":true},{"name":"Daniel Smilek","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.09264879314608913,"gpt":0.4969793596171836,"spread":0.4043305664710945,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00158296,0.00008871397,0.0001223406,0.00008880642,0.0001774406,0.00001938822,0.0002882367,0.00002610617,0.00006990283],"category_scores_gemma":[0.0001869755,0.00004853782,0.0001609243,0.0003843574,0.0001874231,0.00005109779,0.00001501571,0.000408309,0.0000372072],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000164177,"about_ca_system_score_gemma":0.0005304037,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001101911,"about_ca_topic_score_gemma":0.00000882241,"domain_scores_codex":[0.9979683,0.001059453,0.000544521,0.0001318713,0.0001302987,0.0001655329],"domain_scores_gemma":[0.9986497,0.0004927102,0.0004970397,0.0002087136,0.00008805603,0.00006381029],"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":[0.001142817,0.00125843,0.1670822,0.00005948795,0.0005912001,0.00003701561,0.08344962,0.0004148508,0.001276869,0.01521503,0.112713,0.6167594],"study_design_scores_gemma":[0.000584196,0.003682218,0.9116899,0.0003586391,0.00006506347,0.0006814382,0.04248672,0.00002402649,0.00001044932,0.002086792,0.03822365,0.0001069233],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9624135,0.002793523,0.0004527176,0.003914517,0.004034461,0.00008830475,0.00000162918,0.00001194545,0.02628943],"genre_scores_gemma":[0.9985118,0.0003951033,0.00003519499,0.0001855543,0.0003975392,0.000003163466,8.348574e-7,0.00001124206,0.0004595897],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7446076,"threshold_uncertainty_score":0.1979315,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4411413263","doi":"10.1007/s10212-025-00969-z","title":"Evaluating an animated, story-driven media literacy video to improve media credibility accuracy and understand the role of epistemic emotions in credibility ratings ","year":2025,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Misinformation and Its Impacts","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University Health Centre; University of Toronto; Montreal General Hospital","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Credibility; Media literacy; Psychology; Educational psychology; Literacy; Social psychology; Cognitive psychology; Epistemology; Pedagogy","authors":[{"name":"Jason M. Harley","is_ca":true},{"name":"Byunghoon “Tony” Ahn","is_ca":true},{"name":"Clarissa Lau","is_ca":true},{"name":"Matthew Moreno","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0652515149186522,"gpt":0.4473611341673635,"spread":0.3821096192487112,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.00835231,0.00008195125,0.0001945792,0.0002635915,0.0001719727,0.00004281538,0.0003213357,0.0000407364,0.00006699303],"category_scores_gemma":[0.01075607,0.00006622069,0.00004408365,0.0004062389,0.0003177467,0.0006076376,0.00003010252,0.0002646672,0.000001905924],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001032248,"about_ca_system_score_gemma":0.0006285682,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006028701,"about_ca_topic_score_gemma":0.000134747,"domain_scores_codex":[0.9966596,0.002041617,0.0007482005,0.0001443545,0.0002630351,0.000143176],"domain_scores_gemma":[0.9973208,0.0008781809,0.0007967468,0.0002493631,0.0006244439,0.0001304674],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0002768814,0.0004829577,0.01450294,0.00005629996,0.00003038461,5.282384e-7,0.6542665,0.00006786128,0.02117496,0.003915398,0.001836462,0.3033888],"study_design_scores_gemma":[0.0007083329,0.0003016224,0.8649071,0.0002360833,0.00003152482,0.00000571835,0.1245892,0.0002066704,0.0001771632,0.007870565,0.000886847,0.00007915327],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9835172,0.0002316487,0.0004405957,0.009061715,0.000764948,0.0002393381,0.000007064457,0.000005536093,0.00573191],"genre_scores_gemma":[0.9972808,0.00006731973,0.002135288,0.0003491096,0.0001357735,5.625085e-7,0.000003015268,0.000004766963,0.00002332673],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8504041,"threshold_uncertainty_score":0.9975768,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4414400127","doi":"10.1007/s10212-025-01013-w","title":"Preschool teachers’ and children’s experiences and changes regarding in-school practices since the COVID-19 pandemic: what do teachers and children say?","year":2025,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Educational psychology; Qualitative research; Preschool education; Class (philosophy); Semi-structured interview; Duration (music); Period (music)","authors":[{"name":"Merve Gangal","is_ca":false},{"name":"Şengül PALA","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04207896791575494,"gpt":0.3891971715639702,"spread":0.3471182036482152,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003725133,0.0001064472,0.0001617718,0.0002477557,0.0003172756,0.000220152,0.0002575197,0.00005199888,0.00003564668],"category_scores_gemma":[0.002235079,0.0000826418,0.00002193158,0.0002165273,0.0004740527,0.0006088253,0.00004231979,0.0003388116,0.00000100789],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007065814,"about_ca_system_score_gemma":0.0006950832,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001935514,"about_ca_topic_score_gemma":0.0001847102,"domain_scores_codex":[0.9978059,0.001286925,0.0003515611,0.0002301342,0.0001709408,0.0001545245],"domain_scores_gemma":[0.9985918,0.0002662598,0.0007355882,0.0001319588,0.00008217825,0.0001921885],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000210715,0.00006881561,0.709451,0.000003950618,0.00003683266,4.152466e-7,0.2369024,4.389045e-7,0.00003243214,0.0001666471,0.004778368,0.04853763],"study_design_scores_gemma":[0.0003999637,0.00005946939,0.8386953,0.0001254288,0.00002328194,0.00007067309,0.1463829,5.581836e-8,0.000004518922,0.0002539223,0.01391118,0.0000732918],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9285277,0.01640539,0.00002546293,0.05191869,0.0006658577,0.0002293843,3.37962e-7,0.000007342795,0.002219801],"genre_scores_gemma":[0.9804572,0.01469406,0.0005083779,0.003740353,0.0002702092,0.000006065948,9.539057e-7,0.000006568846,0.0003162403],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1292443,"threshold_uncertainty_score":0.3370035,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4391542405","doi":"10.1007/s10212-024-00794-w","title":"Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance","year":2024,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":0,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"National Research Foundation Singapore","keywords":"Numeracy; Psychology; Pleasure; Outcome (game theory); Developmental psychology; Educational psychology; Association (psychology); Persistence (discontinuity); Cognitive psychology; Literacy; Pedagogy","authors":[{"name":"T Lee","is_ca":false},{"name":"Lit Wee Sim","is_ca":false},{"name":"Mohamed Syukri Bin Mohamed Anwar","is_ca":false},{"name":"Pierina Cheung","is_ca":false},{"name":"Kerry Lee","is_ca":false},{"name":"Daniel Ansari","is_ca":true},{"name":"Gianluca Esposito","is_ca":false},{"name":"Anne Rifkin‐Graboi","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04634648920690264,"gpt":0.3379196600435443,"spread":0.2915731708366416,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001853793,0.0001301148,0.0003056549,0.0004944238,0.00002127241,0.0000149025,0.0001901626,0.00005063153,0.0003595611],"category_scores_gemma":[0.0006133349,0.0001115918,0.00009361382,0.000403951,0.00008462572,0.0002050265,0.00003113298,0.0003028505,0.00005490431],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006290271,"about_ca_system_score_gemma":0.00007842097,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":6.041622e-7,"about_ca_topic_score_gemma":5.182665e-7,"domain_scores_codex":[0.9979153,0.0002684537,0.001255574,0.0001605428,0.0002649234,0.0001351974],"domain_scores_gemma":[0.9986522,0.0004572099,0.0004510788,0.0001628468,0.0001923051,0.0000843544],"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":[0.001562188,0.01887853,0.1209854,0.004020974,0.0009144385,0.0003075676,0.1175656,0.0001002883,0.07345691,0.3060668,0.0482454,0.3078959],"study_design_scores_gemma":[0.0007688209,0.0007695609,0.7511712,0.004563977,0.00008152948,0.000219556,0.001571923,0.00001972177,0.002705281,0.2375915,0.0003058449,0.0002311075],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9639114,0.00007713472,0.007975983,0.0008025112,0.0004351483,0.0002046206,0.000002772483,0.00001098312,0.02657942],"genre_scores_gemma":[0.9641776,0.00001145449,0.03542966,0.00004124801,0.00006921325,0.000001485071,0.000004036388,0.00002492804,0.0002403524],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6301858,"threshold_uncertainty_score":0.455058,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4413735599","doi":"10.1007/s10212-025-01001-0","title":"Examining socially shared regulation of learning in medical training: the interplay of heart rate change points on regulatory interactions","year":2025,"lang":"en","type":"article","venue":"European Journal of Psychology of Education","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council; Fonds de Recherche du Québec-Société et Culture","keywords":"Educational psychology; Psychology; Cognitive psychology; Training (meteorology); Developmental psychology","authors":[{"name":"Xiaoshan Huang","is_ca":true},{"name":"Andy Nguyen","is_ca":false},{"name":"Susanne P. Lajoie","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1329336424979302,"gpt":0.4657034294366242,"spread":0.332769786938694,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01231064,0.000108264,0.0003346591,0.0007619531,0.00006148966,0.000005053828,0.000296383,0.00007104747,0.0004742185],"category_scores_gemma":[0.002320723,0.00009070962,0.00009136433,0.0004622185,0.0002401474,0.00008283254,0.0000236754,0.0009955376,0.000005529932],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004077627,"about_ca_system_score_gemma":0.0002352029,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000009646871,"about_ca_topic_score_gemma":0.000003281862,"domain_scores_codex":[0.9907793,0.007660248,0.00106125,0.0001697381,0.0001916225,0.0001377786],"domain_scores_gemma":[0.9971624,0.0008984464,0.001373637,0.0002290973,0.0003046652,0.00003172517],"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":[0.001818242,0.001691797,0.08317024,0.00008434924,0.0004220814,0.00001032672,0.2152031,0.0001050865,0.05630958,0.01479188,0.01909778,0.6072955],"study_design_scores_gemma":[0.0007493099,0.000572903,0.9837071,0.0009318503,0.00002358122,0.0000383126,0.008286942,0.00001303358,0.0001839856,0.000464758,0.004971124,0.00005705049],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9544267,0.000131666,0.003049362,0.008260056,0.003005573,0.0001019038,7.912193e-7,0.000008011327,0.03101591],"genre_scores_gemma":[0.996074,0.000005434326,0.002040552,0.0008106882,0.0002826898,0.000003003767,0.000004576576,0.00001722166,0.0007618336],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9005369,"threshold_uncertainty_score":0.519236,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}