{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":45,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":45,"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":"ca7aa3aa5ec9","filters":{"venue":"Learning and Instruction"}},"results":[{"id":"W2267124017","doi":"10.1016/j.learninstruc.2016.01.004","title":"How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence","year":2016,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":568,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"Eunice Kennedy Shriver National Institute of Child Health and Human Development; National Institute of Mental Health; Institute of Education Sciences; William T. Grant Foundation","keywords":"Competence (human resources); Autonomy; Psychology; Social psychology; Political science","authors":[{"name":"Erik Ruzek","is_ca":false},{"name":"Christopher A. Hafen","is_ca":false},{"name":"Joseph P. Allen","is_ca":false},{"name":"Anne Gregory","is_ca":false},{"name":"Amori Yee Mikami","is_ca":true},{"name":"Robert C. Pianta","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01251803964088522,"gpt":0.2686186953229675,"spread":0.2561006556820823,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015159,0.0002461718,0.0003861729,0.0004866333,0.0008986142,0.002176007,0.000480154,0.0008843278,0.0030836],"category_scores_gemma":[0.008366303,0.0002757911,0.0002991993,0.0002589095,0.0009554319,0.0005763398,0.001271357,0.00136254,0.0002227876],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005135657,"about_ca_system_score_gemma":0.001666916,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002508203,"about_ca_topic_score_gemma":0.006242297,"domain_scores_codex":[0.9987943,0.0006263708,0.0000354151,0.0001250498,0.0002141862,0.0002046439],"domain_scores_gemma":[0.9931495,0.002940035,0.001235259,0.0003045077,0.0003271296,0.002043626],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0008559448,0.01043553,0.9173841,0.0001765626,0.0004030412,0.0003375189,0.01527806,0.0007141446,0.009579205,0.002963841,0.0008562717,0.04101576],"study_design_scores_gemma":[0.00007798585,0.0003968827,0.9897941,0.00004730388,0.0001600808,0.00009102014,0.005432284,0.001042513,0.001022517,0.001052125,0.0008659717,0.00001719673],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9984498,0.00004157079,0.00006881254,0.0001384807,0.000004789382,0.000005489227,0.000005803443,0.000002092867,0.001283195],"genre_scores_gemma":[0.9993407,0.00005844019,0.00009311076,0.000020921,0.000003410612,0.000008332664,0.0000118856,0.000002888096,0.0004603786],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0030836,"threshold_uncertainty_score":0.0103156,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2141176783","doi":"10.1016/j.learninstruc.2010.07.004","title":"Improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system","year":2010,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Intelligent Tutoring Systems and Adaptive Learning","field":"Computer Science","cited_by":364,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"TUTOR; Metacognition; Psychology; Intelligent tutoring system; Cognition; Mathematics education; Help-seeking; Intervention (counseling); Computer science; Human–computer interaction","authors":[{"name":"Ido Roll","is_ca":true},{"name":"Vincent Aleven","is_ca":false},{"name":"Bruce M. McLaren","is_ca":false},{"name":"Kenneth R. Koedinger","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01310765710517108,"gpt":0.2693780758751099,"spread":0.2562704187699388,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005742438,0.0005143856,0.0005395846,0.0004040106,0.0001829611,0.0006303678,0.0006723935,0.0006190172,0.001239586],"category_scores_gemma":[0.005816228,0.0001774774,0.0001714943,0.0002066543,0.00009949198,0.0004763685,0.0004307076,0.0003941613,0.000291688],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001471213,"about_ca_system_score_gemma":0.00031385,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006311556,"about_ca_topic_score_gemma":0.0006400744,"domain_scores_codex":[0.9996529,0.0001144055,0.00004374086,0.00008307756,0.00007717207,0.00002866042],"domain_scores_gemma":[0.9980311,0.001197758,0.0001551141,0.0001607563,0.0002774276,0.0001777629],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","study_design_scores_codex":[0.005713192,0.01213272,0.02861808,0.0003963527,0.0002029572,0.0003091733,0.001176218,0.02302501,0.187141,0.0004420884,0.002068117,0.7387751],"study_design_scores_gemma":[0.002710392,0.01551217,0.07166053,0.0001125023,0.00167188,0.0006863582,0.0004377207,0.532919,0.3678648,0.001266617,0.004991718,0.0001662521],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.978888,0.00008025761,0.01910108,0.00007885901,0.00003426314,0.00008618354,0.00002673013,0.0008147901,0.000889934],"genre_scores_gemma":[0.9810436,0.0000618898,0.01778959,0.00003856468,0.00001595908,0.00008121904,0.00003950498,0.00002276278,0.0009069644],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.001239586,"threshold_uncertainty_score":0.004146874,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2899573127","doi":"10.1016/j.learninstruc.2018.08.002","title":"Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments","year":2018,"lang":"en","type":"review","venue":"Learning and Instruction","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":363,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Boredom; Psychology; Anger; Curiosity; Social psychology; Value (mathematics); Control (management); Cognitive psychology","authors":[{"name":"Kristina Loderer","is_ca":false},{"name":"Reinhard Pekrun","is_ca":false},{"name":"James C. Lester","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0332085230724373,"gpt":0.3403612181551832,"spread":0.3071526950827458,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01095087,0.001925824,0.01145103,0.007660809,0.0008218869,0.00530873,0.002020154,0.002519011,0.003197098],"category_scores_gemma":[0.04276081,0.0009510144,0.01214303,0.008014424,0.001227241,0.003781126,0.00299677,0.002030413,0.0002388913],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002594411,"about_ca_system_score_gemma":0.008777469,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005175812,"about_ca_topic_score_gemma":0.02199977,"domain_scores_codex":[0.9905103,0.003208315,0.003647155,0.0009488483,0.001388379,0.0002970081],"domain_scores_gemma":[0.9746267,0.01965644,0.003561861,0.0005058386,0.00136011,0.0002890558],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"systematic_review","study_design_gemma":"meta_analysis","study_design_scores_codex":[0.0004930085,0.00006753943,0.001949048,0.883224,0.062247,0.0001379386,0.0006089179,0.0001147244,0.0002600935,0.0003060731,0.0007593652,0.04983223],"study_design_scores_gemma":[0.0006450512,0.0004132467,0.009194382,0.4709115,0.5018539,0.0004507643,0.001137979,0.0001151552,0.0003120469,0.0009622167,0.01390551,0.00009816014],"study_design_candidate":"meta_analysis","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.001857902,0.9972407,0.0002265015,0.0001517336,0.00007404517,0.0001753954,0.0001212928,0.000004161795,0.0001483388],"genre_scores_gemma":[0.04299483,0.9533746,0.001444814,0.001089546,0.0001233908,0.0006043943,0.0002064454,0.00001005906,0.0001519234],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.01145103,"threshold_uncertainty_score":0.05791438,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W881780776","doi":"10.1016/j.learninstruc.2015.06.003","title":"The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning","year":2015,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":280,"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","keywords":"Boredom; Psychology; Epistemology; Social psychology","authors":[{"name":"Krista R. Muis","is_ca":true},{"name":"Reinhard Pekrun","is_ca":false},{"name":"Gale M. Sinatra","is_ca":false},{"name":"Roger Azevedo","is_ca":false},{"name":"Gregory Trevors","is_ca":true},{"name":"Elisabeth Meier","is_ca":false},{"name":"Benjamin C. Heddy","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.09408641011948811,"gpt":0.3483910866700763,"spread":0.2543046765505882,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004469456,0.0004338438,0.000413457,0.0006886356,0.002079091,0.004728885,0.001450104,0.002928136,0.00482173],"category_scores_gemma":[0.02827482,0.000241503,0.0005625981,0.0008052149,0.01193269,0.007407981,0.004555186,0.003957211,0.0002488457],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001655788,"about_ca_system_score_gemma":0.001942555,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002260153,"about_ca_topic_score_gemma":0.002279724,"domain_scores_codex":[0.9974721,0.001704769,0.00004740922,0.0002612142,0.0002770214,0.0002374015],"domain_scores_gemma":[0.9725901,0.02360361,0.001318129,0.001581527,0.0004323151,0.0004742493],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.0002868079,0.0007439968,0.0130696,0.0004131308,0.0001146204,0.0006426474,0.05111502,0.0076737,0.001437876,0.8960509,0.001883813,0.026568],"study_design_scores_gemma":[0.0001580883,0.0001469098,0.01033533,0.0002452597,0.0001298696,0.0002526563,0.03685246,0.02137368,0.001886724,0.9200135,0.008542544,0.0000628963],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7780983,0.000827629,0.04266649,0.02822537,0.0002072425,0.0001039842,0.00005141448,0.00006115359,0.1497584],"genre_scores_gemma":[0.9968957,0.0001969269,0.002129268,0.0003439698,0.0000140589,0.00003159213,0.000006287626,0.000007218002,0.0003750907],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.00482173,"threshold_uncertainty_score":0.023637,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2046743507","doi":"10.1016/j.learninstruc.2008.11.002","title":"Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries","year":2008,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":203,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Mathematics education; Competence (human resources); Multilevel model; Socioeconomic status; Psychology; Mathematics; Social psychology; Statistics; Sociology; Demography","authors":[{"name":"Ming Ming Chiu","is_ca":false},{"name":"Robert M. Klassen","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0162612225673272,"gpt":0.2675910282077356,"spread":0.2513298056404084,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001011894,0.0003372322,0.0003876579,0.001053617,0.0006414436,0.001064368,0.0003655349,0.0004288741,0.0009993232],"category_scores_gemma":[0.003005994,0.00030483,0.0004575876,0.0009320461,0.0008918539,0.0004705839,0.0008049683,0.0008224432,0.0002210232],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004391223,"about_ca_system_score_gemma":0.0003934248,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0219592,"about_ca_topic_score_gemma":0.0196986,"domain_scores_codex":[0.9996104,0.0000894903,0.00005281212,0.00007552379,0.00007430654,0.00009750462],"domain_scores_gemma":[0.9974253,0.0006063323,0.0007595801,0.0001693255,0.0003932456,0.0006463256],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009805454,0.00006358407,0.9954998,0.000004960869,0.00005570268,0.00005807534,0.002502986,0.00003531502,0.0003521309,0.00005451278,0.00002980089,0.001245137],"study_design_scores_gemma":[0.000003097699,0.0000899783,0.9965031,0.00000395983,0.00001718101,0.0000717917,0.003022322,0.00006526823,0.0000985007,0.00002178688,0.00009846303,0.000004515261],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9998004,0.0000455567,0.0000081314,0.00000669316,0.00000185889,8.635254e-7,0.00001973571,3.568523e-7,0.0001163251],"genre_scores_gemma":[0.9997751,0.00003754251,0.0000177957,0.000005963666,0.000001002195,0.000001368944,0.00005587334,5.32545e-7,0.0001048317],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0219592,"threshold_uncertainty_score":0.04366279,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2082208270","doi":"10.1016/s0959-4752(01)00008-1","title":"Gender and interest processes in response to literary texts: situational and individual interest","year":2002,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":162,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Situational ethics; Psychology; Persistence (discontinuity); Interest group; Social psychology; Political science; Politics; Engineering","authors":[{"name":"Mary Ainley","is_ca":false},{"name":"Kylie Hillman","is_ca":false},{"name":"Suzanne Hidi","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07428452490136542,"gpt":0.3326579245940108,"spread":0.2583733996926454,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001459921,0.0002157979,0.0003462924,0.0006183627,0.0006373628,0.002605979,0.0003576188,0.0009369869,0.006237939],"category_scores_gemma":[0.02079451,0.0002197593,0.0001983971,0.0004098626,0.000924827,0.001106032,0.0009721345,0.001220139,0.0004485389],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004528398,"about_ca_system_score_gemma":0.0002876603,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006322291,"about_ca_topic_score_gemma":0.0009906966,"domain_scores_codex":[0.9992243,0.000344185,0.00002886302,0.0001314364,0.0001799308,0.00009122627],"domain_scores_gemma":[0.9854487,0.01072139,0.001680236,0.0005402697,0.0006630051,0.000946475],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.01422601,0.003171023,0.3810953,0.001072034,0.0004207232,0.002827825,0.2626926,0.001372917,0.1856464,0.02523535,0.002792419,0.1194473],"study_design_scores_gemma":[0.000142358,0.000790965,0.9558926,0.0001205948,0.00009283915,0.0006556587,0.02559527,0.001031582,0.004847328,0.007578466,0.003206679,0.0000455807],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.980977,0.0001805938,0.0005183711,0.0002178774,0.00003577294,0.00004437378,0.00005814057,0.0000119387,0.01795593],"genre_scores_gemma":[0.9977034,0.00008866532,0.0003043033,0.0000781608,0.00003240668,0.00004096847,0.00004464082,0.00002199175,0.001685575],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006237939,"threshold_uncertainty_score":0.02086794,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1999787736","doi":"10.1016/s0959-4752(01)00023-8","title":"Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts","year":2002,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":146,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Gesture; Cognition; Psychology; Bridge (graph theory); Feature (linguistics); Linguistics; Nonverbal communication; Communication; Cognitive science; Philosophy","authors":[{"name":"W.-M. Roth","is_ca":true},{"name":"Daniel Lawless","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0419820366722004,"gpt":0.3166316436203971,"spread":0.2746496069481967,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002136431,0.0003729584,0.0002474119,0.002075139,0.001092048,0.003824367,0.0005701401,0.001921509,0.003785159],"category_scores_gemma":[0.02868387,0.0002713258,0.0002820437,0.001024966,0.007679769,0.003899278,0.002415718,0.002639906,0.0002660582],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005633184,"about_ca_system_score_gemma":0.001104073,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005453962,"about_ca_topic_score_gemma":0.0005536336,"domain_scores_codex":[0.9982522,0.0009188794,0.00008336731,0.000138218,0.0004699989,0.0001372207],"domain_scores_gemma":[0.983493,0.01162999,0.002557855,0.001008456,0.0005892698,0.0007214107],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.001018119,0.0005157884,0.04087456,0.00171754,0.000126167,0.005995638,0.1442466,0.002119625,0.06780308,0.5288429,0.004775524,0.2019645],"study_design_scores_gemma":[0.0002336437,0.0007078325,0.16168,0.0009353896,0.0001520174,0.01111389,0.07025402,0.006366503,0.01390558,0.6950514,0.03929175,0.0003080037],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8470143,0.006222937,0.01858827,0.004280249,0.0001661821,0.00005910101,0.00009176259,0.0002069192,0.1233703],"genre_scores_gemma":[0.9933055,0.001014294,0.004082859,0.0001634518,0.00002642082,0.00003322907,0.00003001618,0.00001931212,0.001324868],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003824367,"threshold_uncertainty_score":0.01266265,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2061584731","doi":"10.1016/s0959-4752(00)00034-7","title":"Fostering conceptual change by analogies—between Scylla and Charybdis","year":2001,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Science Education and Pedagogy","field":"Social Sciences","cited_by":143,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"Deutsche Forschungsgemeinschaft","keywords":"Analogy; Chaotic; Conceptual change; Concept learning; Cognitive science; Key (lock); Function (biology); Predictability; Conceptual framework; Affordance; Computer science; Epistemology; Psychology; Mathematics education; Artificial intelligence; Mathematics; Human–computer interaction","authors":[{"name":"Reinders Duit","is_ca":false},{"name":"Wolff‐Michael Roth","is_ca":true},{"name":"Michael Komorek","is_ca":false},{"name":"Jens Wilbers","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1690980691669549,"gpt":0.3981891744580397,"spread":0.2290911052910848,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001936818,0.0003194514,0.0003617814,0.0006684485,0.0006380308,0.00265203,0.001015268,0.0007463685,0.007788418],"category_scores_gemma":[0.01595822,0.0002258434,0.0003306441,0.00039528,0.002414979,0.004436151,0.00401628,0.002367453,0.0006586071],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001105242,"about_ca_system_score_gemma":0.001667683,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001327438,"about_ca_topic_score_gemma":0.001461382,"domain_scores_codex":[0.9977888,0.0008683538,0.0001306854,0.0004375573,0.0006426397,0.0001318707],"domain_scores_gemma":[0.9899266,0.005999834,0.0007492926,0.001838496,0.0006393338,0.000846521],"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":[0.00248958,0.003826643,0.01853886,0.0005160615,0.00013211,0.0004537791,0.02040815,0.004007852,0.01925337,0.2673473,0.007147205,0.6558791],"study_design_scores_gemma":[0.001493428,0.003529446,0.06066854,0.0003440888,0.0003671221,0.002091215,0.01789893,0.05156452,0.03328144,0.7325432,0.09592952,0.0002885622],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8202918,0.0006480836,0.05087117,0.003288165,0.0003417311,0.000264861,0.0001669149,0.00106435,0.1230629],"genre_scores_gemma":[0.9804336,0.0001014235,0.0141644,0.000265055,0.00002331627,0.0000720674,0.00009651762,0.00006321997,0.004780416],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007788418,"threshold_uncertainty_score":0.02605486,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2040564228","doi":"10.1016/j.learninstruc.2010.06.005","title":"Revisiting the home literacy model of reading development in an orthographically consistent language","year":2010,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Reading and Literacy Development","field":"Psychology","cited_by":127,"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":"Fluency; Reading (process); Literacy; Psychology; Reading comprehension; Phonological awareness; Vocabulary; Comprehension; Developmental psychology; Early literacy; Mathematics education; Linguistics; Pedagogy","authors":[{"name":"George Manolitsis","is_ca":false},{"name":"George K. Georgiou","is_ca":true},{"name":"Rauno Parrila","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01140773415811452,"gpt":0.2933955802124111,"spread":0.2819878460542966,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008860831,0.0005320266,0.0003696793,0.001066309,0.0004685377,0.002585521,0.001221043,0.001111084,0.004397196],"category_scores_gemma":[0.002691479,0.0002960339,0.0005871771,0.0004678768,0.003160958,0.004365544,0.001230177,0.001603601,0.001017121],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001252253,"about_ca_system_score_gemma":0.001925932,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006730227,"about_ca_topic_score_gemma":0.007190679,"domain_scores_codex":[0.9993123,0.000291101,0.00002931395,0.0001563774,0.0001393213,0.00007156638],"domain_scores_gemma":[0.9980345,0.001056042,0.0001368224,0.0002746636,0.0003811613,0.0001166992],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.0001123103,0.0004009014,0.03933671,0.0001936704,0.00004669928,0.002113777,0.01264774,0.009126698,0.004621858,0.8273168,0.002729489,0.1013532],"study_design_scores_gemma":[0.00006131225,0.0006214489,0.06460324,0.0002640794,0.0001277532,0.003248137,0.01380013,0.07604814,0.01148811,0.8077859,0.02185892,0.00009277336],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5458925,0.001491009,0.1829945,0.008421474,0.000190614,0.0001128177,0.0003204156,0.0007626904,0.259814],"genre_scores_gemma":[0.9662949,0.0003897865,0.02250351,0.0002613708,0.0000179516,0.00005311578,0.00007936511,0.00006185005,0.0103381],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006730227,"threshold_uncertainty_score":0.01471007,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2955084120","doi":"10.1016/j.learninstruc.2019.05.006","title":"Exploring the antecedents and consequences of epistemic emotions","year":2019,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":112,"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; Canada Research Chairs","keywords":"Psychology; Curiosity; Need for cognition; Surprise; Epistemology; Metacognition; Reading (process); Mediation; Presupposition; Social psychology; Cognition; Cognitive psychology; Sociology","authors":[{"name":"Marianne Chevrier","is_ca":true},{"name":"Krista R. Muis","is_ca":true},{"name":"Gregory Trevors","is_ca":false},{"name":"Reinhard Pekrun","is_ca":false},{"name":"Gale M. Sinatra","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07498826524973265,"gpt":0.3155437508808525,"spread":0.2405554856311198,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004743495,0.0002959786,0.0003255696,0.001290357,0.001920937,0.00628537,0.0008018455,0.001824589,0.00694134],"category_scores_gemma":[0.04447674,0.0005679014,0.000423752,0.00109884,0.005813245,0.005194003,0.003025675,0.002986669,0.0002853375],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001807955,"about_ca_system_score_gemma":0.003493048,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002495934,"about_ca_topic_score_gemma":0.003964113,"domain_scores_codex":[0.9966845,0.001514493,0.00015814,0.0004365965,0.0006524255,0.0005538485],"domain_scores_gemma":[0.9265246,0.06053432,0.006068788,0.002368226,0.002388967,0.002115132],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001660962,0.005671493,0.5162371,0.0007102184,0.0003367296,0.002172413,0.06268186,0.003182065,0.007425963,0.3359019,0.00131334,0.06270591],"study_design_scores_gemma":[0.0002586,0.0004127642,0.631907,0.0005571331,0.0004512219,0.0006514938,0.07131202,0.006915641,0.004857453,0.2777058,0.00486391,0.0001067689],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9526659,0.0002819182,0.002172629,0.002060739,0.00003719332,0.00005322034,0.00004362291,0.00001333959,0.04267142],"genre_scores_gemma":[0.998886,0.0001440212,0.0004515268,0.00007033531,0.000008026238,0.00001999621,0.00001493186,0.00000710688,0.0003980972],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.00694134,"threshold_uncertainty_score":0.02508634,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W946457430","doi":"10.1016/j.learninstruc.2015.06.002","title":"Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction","year":2015,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":110,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Social emotional learning; Perception; Job satisfaction; Emotional support; Social support; School teachers; Developmental psychology; Job stress; Social psychology; Mathematics education","authors":[{"name":"Rebecca J. Collie","is_ca":false},{"name":"Jennifer D. Shapka","is_ca":true},{"name":"Nancy E. Perry","is_ca":true},{"name":"Andrew J. Martin","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02088170641698305,"gpt":0.2832154968772977,"spread":0.2623337904603146,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001330076,0.0002185198,0.000283338,0.001091245,0.001113739,0.001566667,0.0003073953,0.0005473308,0.001768372],"category_scores_gemma":[0.006013119,0.0003298916,0.0003975146,0.0009253403,0.0006877479,0.0006013566,0.0009606649,0.0009225893,0.0004017077],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006112066,"about_ca_system_score_gemma":0.0007669587,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007574943,"about_ca_topic_score_gemma":0.01563583,"domain_scores_codex":[0.9992418,0.0002361257,0.0001163074,0.00005878166,0.0001724366,0.0001744869],"domain_scores_gemma":[0.9934661,0.001900149,0.002527731,0.0002046467,0.0007321905,0.001169237],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00004093611,0.0001519701,0.9951771,0.000006563659,0.00000851502,0.00002891653,0.002907244,0.00001589179,0.0002177137,0.00001917311,0.00002569806,0.00140014],"study_design_scores_gemma":[0.000002640692,0.00006285313,0.9901757,0.000006489992,0.000006554882,0.00004396547,0.009407999,0.00008005818,0.00009424661,0.00002544893,0.00009092064,0.000003234215],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9995302,0.0000220805,0.00002757785,0.00002767272,0.000001971572,0.000004642161,0.00002181084,7.063375e-7,0.0003634011],"genre_scores_gemma":[0.9996804,0.00002776057,0.0000365976,0.000008103454,0.000002015848,0.000005963544,0.00003998539,8.53663e-7,0.0001983547],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007574943,"threshold_uncertainty_score":0.01506174,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2751233568","doi":"10.1016/j.learninstruc.2017.08.005","title":"Using sequence mining to reveal the efficiency in scientific reasoning during STEM learning with a game-based learning environment","year":2017,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Educational Games and Gamification","field":"Psychology","cited_by":104,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Metacognition; Psychology; Sequence (biology); Sequence learning; Game based learning; Cognitive psychology; Artificial intelligence; Cognition; Social psychology; Computer science; Mathematics education; Biology","authors":[{"name":"Michelle Taub","is_ca":false},{"name":"Roger Azevedo","is_ca":false},{"name":"Amanda E. Bradbury","is_ca":false},{"name":"Garrett C. Millar","is_ca":false},{"name":"James C. Lester","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03913573109323335,"gpt":0.3136714459632247,"spread":0.2745357148699913,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00125778,0.0004359274,0.0003169511,0.001809503,0.0003349389,0.0008085927,0.0005080233,0.0004706337,0.0008784161],"category_scores_gemma":[0.01009075,0.0002066972,0.0003834451,0.001031089,0.000268058,0.0009418327,0.0005418014,0.0006002437,0.0002527589],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003779381,"about_ca_system_score_gemma":0.000911603,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003279484,"about_ca_topic_score_gemma":0.004391261,"domain_scores_codex":[0.9993269,0.0002602556,0.00007213232,0.0001538724,0.0001358085,0.00005104972],"domain_scores_gemma":[0.9906254,0.007472559,0.0005669069,0.0003653187,0.0006938622,0.0002758055],"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":[0.004445729,0.002505549,0.2388097,0.0007056218,0.0005084212,0.0007237529,0.0032726,0.04381099,0.07979306,0.004804754,0.001562491,0.6190574],"study_design_scores_gemma":[0.0001387554,0.001569368,0.142699,0.00009035991,0.0002793455,0.0009003411,0.001266834,0.7846228,0.04877149,0.01697092,0.002591985,0.0000987861],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9228477,0.0001381101,0.07439715,0.0001227748,0.00001938317,0.0001609352,0.0005841967,0.0004344206,0.001295377],"genre_scores_gemma":[0.9380592,0.00007878551,0.06045859,0.00002166408,0.000005356102,0.00009384258,0.0005929176,0.00002904325,0.0006607122],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003279484,"threshold_uncertainty_score":0.006651819,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2000704726","doi":"10.1016/s0959-4752(99)00018-3","title":"Building models of adult second-language writing instruction","year":2000,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":102,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Antecedent (behavioral psychology); Explanatory power; Psychology; Mathematics education; Second language writing; Multivariate statistics; Process (computing); Second language; Language proficiency; Writing process; Exploratory research; Linguistics; Computer science; Sociology; Developmental psychology","authors":[{"name":"Alister Cumming","is_ca":false},{"name":"A. Mehdi Riazi","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01156066193330638,"gpt":0.2304278798007319,"spread":0.2188672178674255,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004548916,0.0004479568,0.0002921765,0.0005414307,0.0005675518,0.00168397,0.001369273,0.001002781,0.008033416],"category_scores_gemma":[0.002287764,0.0004048144,0.0007332863,0.0003425642,0.00107699,0.002610972,0.0009594264,0.00101342,0.001079681],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001094364,"about_ca_system_score_gemma":0.001149707,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008130459,"about_ca_topic_score_gemma":0.009440484,"domain_scores_codex":[0.9997191,0.0001029148,0.0000149933,0.00005930984,0.00006768695,0.0000359495],"domain_scores_gemma":[0.998828,0.0007351393,0.00008579008,0.0001334692,0.0001390958,0.00007844676],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00006094115,0.0001447198,0.001783609,0.0001012921,0.00003584254,0.0001558975,0.001283175,0.3037737,0.001683773,0.6511065,0.001658103,0.03821227],"study_design_scores_gemma":[0.00001855293,0.00005328348,0.0003527085,0.00003304561,0.00002077386,0.00005779467,0.0001868003,0.7067174,0.001134542,0.282376,0.00903472,0.00001436531],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.05430771,0.0002724568,0.9024605,0.0006171468,0.00003472167,0.0001084415,0.000267952,0.0007223935,0.0412087],"genre_scores_gemma":[0.6771812,0.0004208047,0.3043319,0.000102648,0.00001884302,0.000380402,0.0004356479,0.0001307065,0.01699779],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.008130459,"threshold_uncertainty_score":0.02687448,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1982013428","doi":"10.1016/j.learninstruc.2014.11.001","title":"Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher-level learning","year":2014,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":99,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"York University","funders":"York University","keywords":"Test (biology); Psychology; Curriculum; Mathematics education; Term (time); Medical education; Pedagogy; Medicine","authors":[{"name":"Irina V. Kapler","is_ca":true},{"name":"Tina Weston","is_ca":true},{"name":"Melody Wiseheart","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03957760569659793,"gpt":0.3256705554728417,"spread":0.2860929497762438,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004477301,0.0004180743,0.0006982952,0.0002641948,0.0003007671,0.0006572799,0.0006548523,0.000681614,0.002833134],"category_scores_gemma":[0.003813566,0.0001877793,0.0002869419,0.0002086729,0.0003852061,0.0005915556,0.0009743126,0.0009583379,0.0004289741],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003146824,"about_ca_system_score_gemma":0.0008135302,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009185068,"about_ca_topic_score_gemma":0.0009659644,"domain_scores_codex":[0.9995919,0.00006540364,0.00003721083,0.0001429731,0.00009382203,0.00006875185],"domain_scores_gemma":[0.9966293,0.0009127668,0.0004521127,0.0004871045,0.0001562389,0.001362524],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"simulation_or_modeling","study_design_scores_codex":[0.2059075,0.1303244,0.03345782,0.0006674503,0.0003833035,0.000790605,0.002125364,0.0117904,0.3548176,0.001207961,0.001226038,0.2573016],"study_design_scores_gemma":[0.01928932,0.472107,0.2009137,0.0002538284,0.0009859561,0.001329415,0.002412305,0.04810448,0.237895,0.01011301,0.006234498,0.0003615572],"study_design_candidate":"simulation_or_modeling","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9994432,0.00003207805,0.0002668251,0.00001681982,0.00001715313,0.0000141659,0.00003375748,0.00003048955,0.00014547],"genre_scores_gemma":[0.9980678,0.00004985778,0.0008927319,0.00001943807,0.00001655492,0.0000404218,0.00009187862,0.0000118575,0.0008094261],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002833134,"threshold_uncertainty_score":0.009477735,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2010766864","doi":"10.1016/j.learninstruc.2015.02.001","title":"The effects of technology-mediated immediate feedback on kindergarten students' attitudes, emotions, engagement and learning outcomes during literacy skills development","year":2015,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":86,"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","keywords":"Boredom; Psychology; Perception; Context (archaeology); Literacy; Mathematics education; Developmental psychology; Medical education; Pedagogy; Social psychology; Medicine","authors":[{"name":"Krista R. Muis","is_ca":true},{"name":"John Ranellucci","is_ca":true},{"name":"Gregory Trevors","is_ca":true},{"name":"Melissa Duffy","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.007966484680312863,"gpt":0.2789865790729018,"spread":0.271020094392589,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000752099,0.0004516334,0.0004075236,0.0002246904,0.0002560604,0.00083353,0.0002984594,0.0004140796,0.003720735],"category_scores_gemma":[0.007680696,0.0002072978,0.0002259926,0.0001706601,0.0003906798,0.0003235108,0.0007719616,0.000817706,0.0002293969],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003536356,"about_ca_system_score_gemma":0.0005079575,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002351513,"about_ca_topic_score_gemma":0.003622001,"domain_scores_codex":[0.9994099,0.0001597083,0.00003515412,0.000120825,0.0001353503,0.0001390864],"domain_scores_gemma":[0.9948265,0.003827851,0.0004513327,0.0001357183,0.0002189822,0.0005394641],"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":[0.06155178,0.04523721,0.2650811,0.001047746,0.0004306199,0.001048662,0.03293704,0.002325198,0.2732681,0.0006270235,0.000891816,0.3155536],"study_design_scores_gemma":[0.0007756412,0.02815681,0.921759,0.0001021928,0.0003862805,0.000164463,0.00615739,0.001347286,0.03990187,0.0002220525,0.0009530364,0.00007403333],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9994826,0.00001424525,0.00005661754,0.00000694266,0.000004336588,0.00000882277,0.00001116504,0.000004719039,0.0004105566],"genre_scores_gemma":[0.9986073,0.00004820841,0.0002787372,0.00001444206,0.000004141405,0.0000479606,0.00002413538,0.000004149565,0.0009709022],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003720735,"threshold_uncertainty_score":0.01244706,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2893591122","doi":"10.1016/j.learninstruc.2018.07.001","title":"Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments","year":2018,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Emotional Intelligence and Performance","field":"Psychology","cited_by":85,"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; Irish Research Council for the Humanities and Social Sciences","keywords":"Valence (chemistry); Novelty; Psychology; Scale (ratio); Context (archaeology); Social psychology; Applied psychology; Clinical psychology","authors":[{"name":"Melissa Duffy","is_ca":false},{"name":"Susanne P. Lajoie","is_ca":true},{"name":"Reinhard Pekrun","is_ca":false},{"name":"Kevin Lachapelle","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03297625259005488,"gpt":0.3565098250361258,"spread":0.3235335724460709,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003824041,0.0002635995,0.0003500574,0.0009414272,0.0009227682,0.001993433,0.0004769903,0.0007715946,0.0008981331],"category_scores_gemma":[0.01883767,0.0002853182,0.0004049416,0.0004949348,0.001250688,0.001130073,0.002601057,0.001447098,0.0001890397],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00076618,"about_ca_system_score_gemma":0.0007336308,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001507261,"about_ca_topic_score_gemma":0.002425864,"domain_scores_codex":[0.997659,0.0008405741,0.0002071126,0.0002296641,0.0008335994,0.0002301074],"domain_scores_gemma":[0.990429,0.004134201,0.002619339,0.0005329286,0.001038192,0.001246357],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0007670264,0.002494334,0.9403073,0.0001009971,0.0001771959,0.0001293113,0.0158126,0.0006079181,0.003518691,0.0008531529,0.0003968676,0.03483471],"study_design_scores_gemma":[0.00002456452,0.000479659,0.9909252,0.0000258372,0.00002486475,0.00008393982,0.006491664,0.0007268866,0.0005176901,0.0002404149,0.0004434202,0.00001581925],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9987871,0.00002996249,0.000119747,0.00004501065,0.000008006285,0.00001657209,0.00001388363,0.000001297007,0.0009784509],"genre_scores_gemma":[0.9993901,0.00003980921,0.000186623,0.0000387982,0.000005261262,0.00003481067,0.00003251495,0.000002346801,0.0002697478],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003824041,"threshold_uncertainty_score":0.02022368,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2890933856","doi":"10.1016/j.learninstruc.2018.09.001","title":"Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts","year":2018,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Psychological and Educational Research Studies","field":"Psychology","cited_by":67,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University; Alberta Advanced Education; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Curiosity; Augmented reality; Psychology; Contrast (vision); Value (mathematics); Task (project management); Protocol (science); Empirical research; Cognitive psychology; Social psychology; Computer science; Epistemology; Human–computer interaction; Artificial intelligence; Medicine","authors":[{"name":"Jason M. Harley","is_ca":true},{"name":"Susanne P. Lajoie","is_ca":true},{"name":"Tara Tressel","is_ca":true},{"name":"Amanda Jarrell","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07969199989622633,"gpt":0.3882008886307712,"spread":0.3085088887345449,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003210433,0.0002356617,0.0001598039,0.0001730227,0.0001834948,0.0005415998,0.000261594,0.0003707688,0.007650017],"category_scores_gemma":[0.002831715,0.0001116341,0.0001551566,0.000115516,0.0002425552,0.0005412481,0.0007265083,0.0004192974,0.0004859016],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001171288,"about_ca_system_score_gemma":0.0002504937,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000242732,"about_ca_topic_score_gemma":0.0006721959,"domain_scores_codex":[0.9998019,0.00007964594,0.0000086036,0.00003264856,0.00004999864,0.00002712824],"domain_scores_gemma":[0.9989392,0.0006963473,0.0001093023,0.00009143642,0.00004754507,0.0001162089],"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":[0.009228846,0.01801452,0.0206168,0.001673047,0.00009514685,0.0007319109,0.01583502,0.003095374,0.2089935,0.004553786,0.006444623,0.7107174],"study_design_scores_gemma":[0.004034599,0.05796625,0.5244172,0.001228069,0.001144298,0.003644699,0.03372061,0.03634087,0.2358938,0.01714629,0.08397222,0.0004910134],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9834688,0.0001153356,0.006794893,0.0002031676,0.00004308807,0.0001213127,0.00004995887,0.0003753468,0.008828116],"genre_scores_gemma":[0.9820917,0.0001377561,0.01347425,0.00008053073,0.00001310917,0.000110735,0.00004293961,0.00002563513,0.004023389],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007650017,"threshold_uncertainty_score":0.02559185,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2955075895","doi":"10.1016/j.learninstruc.2019.101219","title":"Examining the interplay of affect and self regulation in the context of clinical reasoning","year":2019,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Emotional Intelligence and Performance","field":"Psychology","cited_by":61,"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","keywords":"Affect (linguistics); Psychology; Context (archaeology); Task (project management); Self-regulated learning; Think aloud protocol; Cognitive psychology; Cognition; Goal orientation; Developmental psychology; Social psychology; Computer science; Communication","authors":[{"name":"Susanne P. Lajoie","is_ca":true},{"name":"Juan Zheng","is_ca":true},{"name":"Shan Li","is_ca":true},{"name":"Amanda Jarrell","is_ca":true},{"name":"Maren Gube","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0375807472240768,"gpt":0.3745858888086904,"spread":0.3370051415846136,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001410309,0.0001529099,0.0002029732,0.0003211407,0.0004593801,0.002562928,0.0002287107,0.0004483756,0.00128348],"category_scores_gemma":[0.008445842,0.0001790129,0.0001414838,0.0002182745,0.00098812,0.0004688679,0.0007472774,0.000957076,0.0001152677],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004674296,"about_ca_system_score_gemma":0.0006278322,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001207851,"about_ca_topic_score_gemma":0.002059232,"domain_scores_codex":[0.9990237,0.000535141,0.00002643965,0.0001243606,0.0001769792,0.0001134225],"domain_scores_gemma":[0.9961091,0.002464723,0.0006963143,0.0002195679,0.0002087162,0.0003015295],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.003338237,0.004166339,0.5937963,0.0004203197,0.000454319,0.001141591,0.05180299,0.006315553,0.1425512,0.0170969,0.001476912,0.1774395],"study_design_scores_gemma":[0.0000418385,0.0005575239,0.9778717,0.00004658653,0.0001088591,0.0001810072,0.007163751,0.003198043,0.004534088,0.004642708,0.00162022,0.00003365225],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9930235,0.0001057826,0.0007136161,0.0001615696,0.00001128222,0.00001365551,0.00001204394,0.000004592065,0.005953976],"genre_scores_gemma":[0.9990625,0.00005802966,0.0004277358,0.00004594483,0.000006785296,0.00001172329,0.000008314517,0.000004395094,0.0003746988],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002562928,"threshold_uncertainty_score":0.007458508,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2884189423","doi":"10.1016/j.learninstruc.2018.06.005","title":"Does it matter if students procrastinate more in some courses than in others? A multilevel perspective on procrastination and academic achievement","year":2018,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Perfectionism, Procrastination, Anxiety Studies","field":"Psychology","cited_by":54,"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; Faculty of Arts and Social Sciences, Carleton University","keywords":"Procrastination; Psychology; Perspective (graphical); Multilevel model; Mathematics education; Multilevel modelling; Sample (material); Academic achievement; Social psychology; Mathematics; Statistics; Chemistry","authors":[{"name":"Kristina Kljajić","is_ca":true},{"name":"Patrick Gaudreau","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01566299377601655,"gpt":0.3523273908856931,"spread":0.3366643971096766,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001796942,0.0002936904,0.0008447925,0.00164788,0.001352913,0.004497807,0.0008673399,0.001052204,0.005633579],"category_scores_gemma":[0.009850395,0.0003052261,0.0008992536,0.001532446,0.003046801,0.00216925,0.002030776,0.003318013,0.0004213344],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001025141,"about_ca_system_score_gemma":0.001389312,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007517096,"about_ca_topic_score_gemma":0.008487036,"domain_scores_codex":[0.9975962,0.0007134826,0.00009111611,0.000541795,0.0004750064,0.0005823842],"domain_scores_gemma":[0.9830661,0.006084322,0.005719383,0.00114435,0.0008969114,0.003088991],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002196758,0.0005757607,0.9573015,0.00008291486,0.0007059159,0.0001608722,0.003881849,0.0005280923,0.001323248,0.01249594,0.0004594939,0.02226478],"study_design_scores_gemma":[0.00001677043,0.0003284877,0.9824305,0.00007442142,0.0001953058,0.00008018537,0.002718049,0.0008998233,0.0004087776,0.01199949,0.0008220078,0.00002632335],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.98897,0.0006213745,0.0008789841,0.002753523,0.00002951976,0.0000143622,0.00009727927,0.00001487642,0.006620156],"genre_scores_gemma":[0.9988468,0.0001715949,0.0002744324,0.0001490756,0.00002401071,0.000008385553,0.00003104699,0.000004424413,0.0004900439],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007517096,"threshold_uncertainty_score":0.01884627,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3215658058","doi":"10.1016/j.learninstruc.2021.101564","title":"When students show some initiative: Two experiments on the benefits of greater agentic engagement","year":2021,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":54,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université Laval","funders":"","keywords":"Psychology; Student engagement; Autonomy; Psychological intervention; Social psychology; Learning environment; Applied psychology; Developmental psychology; Pedagogy","authors":[{"name":"Johnmarshall Reeve","is_ca":false},{"name":"Hye-Ryen Jang","is_ca":false},{"name":"Stephanie Hyewon Shin","is_ca":false},{"name":"Jiseul Sophia Ahn","is_ca":true},{"name":"Lennia Matos","is_ca":false},{"name":"Rafael Gargurevich","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06697712986531709,"gpt":0.3402134774685062,"spread":0.2732363476031892,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001961492,0.00111537,0.000982495,0.0004491409,0.001067963,0.002470071,0.001526267,0.003063453,0.009768615],"category_scores_gemma":[0.01023377,0.0007859924,0.0005557219,0.0003524685,0.001869815,0.002048171,0.002143831,0.004435495,0.0009447468],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004679798,"about_ca_system_score_gemma":0.000748325,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008908343,"about_ca_topic_score_gemma":0.0009158192,"domain_scores_codex":[0.9987344,0.0003694099,0.0001525206,0.0003268253,0.0001763537,0.0002405051],"domain_scores_gemma":[0.9880612,0.006748791,0.00121777,0.001051113,0.0002577286,0.002663359],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"nonrandomized_trial","study_design_gemma":"randomized_trial","study_design_scores_codex":[0.158649,0.5047608,0.01859628,0.001503382,0.0007865149,0.0006511437,0.012977,0.003183648,0.2294464,0.005400097,0.002255622,0.06179028],"study_design_scores_gemma":[0.1004414,0.4840383,0.1851784,0.0004299268,0.001724486,0.0006230078,0.009847352,0.02231623,0.1602111,0.02182341,0.01255165,0.0008146799],"study_design_candidate":"randomized_trial","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9985915,0.00002809627,0.0002590149,0.000125976,0.00003339928,0.0001266574,0.00004129617,0.00001812022,0.0007758784],"genre_scores_gemma":[0.995304,0.00005097321,0.0015419,0.0001446959,0.00002586791,0.0006895869,0.0001008643,0.00002436381,0.002117811],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.009768615,"threshold_uncertainty_score":0.03267926,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2017145527","doi":"10.1016/j.learninstruc.2007.09.006","title":"The role of writing in learning from analogies","year":2007,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":46,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Analogy; Motion (physics); Mathematics education; Psychology; Think aloud protocol; Process (computing); Test (biology); Transfer of training; Simple (philosophy); Cognitive psychology; Epistemology; Computer science; Human–computer interaction; Artificial intelligence; Philosophy","authors":[{"name":"Perry D. Klein","is_ca":true},{"name":"Sabrina Piacente-Cimini","is_ca":true},{"name":"Laura A. Williams","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01847385167156921,"gpt":0.3407115180475296,"spread":0.3222376663759604,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003734675,0.0006081229,0.0004145648,0.0008311297,0.001052945,0.006286958,0.001339557,0.001357445,0.01016862],"category_scores_gemma":[0.04119673,0.0004462244,0.0004849781,0.0006664085,0.006016793,0.01143679,0.002393377,0.002300699,0.001032725],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005440794,"about_ca_system_score_gemma":0.0009050583,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003161441,"about_ca_topic_score_gemma":0.0002425132,"domain_scores_codex":[0.9961932,0.002396435,0.0001250235,0.0005066922,0.0006713778,0.0001073347],"domain_scores_gemma":[0.9633624,0.03134169,0.000976219,0.002542706,0.00114281,0.0006341223],"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":[0.0004382044,0.0004108196,0.004490726,0.0008589647,0.00003598246,0.0004076253,0.01170469,0.002067618,0.01036993,0.4578258,0.002999413,0.5083904],"study_design_scores_gemma":[0.0001301927,0.0005318815,0.00709426,0.0005294129,0.00007788426,0.001424308,0.003280165,0.01427265,0.0159651,0.9156204,0.04099672,0.0000769487],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.2703975,0.007650679,0.2106477,0.006191326,0.001099992,0.000197801,0.00007825102,0.0004854694,0.5032512],"genre_scores_gemma":[0.9294093,0.002274905,0.04776842,0.0003752355,0.0002881456,0.0001508775,0.00005377166,0.0001530777,0.01952619],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01016862,"threshold_uncertainty_score":0.03401738,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1975636249","doi":"10.1016/j.learninstruc.2013.09.004","title":"The paradoxical effect of controlling context on intrinsic motivation in another activity","year":2013,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":43,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"","keywords":"Autonomy; Intrinsic motivation; Task (project management); Context (archaeology); Psychology; Self-determination theory; Class (philosophy); Social psychology; Cognitive psychology; Computer science; Political science; Engineering","authors":[{"name":"Rémi Radel","is_ca":true},{"name":"Luc G. Pelletier","is_ca":true},{"name":"D. Baxter","is_ca":true},{"name":"Marion Fournier","is_ca":false},{"name":"Philippe Sarrazin","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01095237217060656,"gpt":0.2625191606698626,"spread":0.2515667884992561,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001922102,0.0003450715,0.0005458822,0.0003904641,0.0004543616,0.001296787,0.0007155491,0.0008557751,0.00489636],"category_scores_gemma":[0.01653684,0.0003634785,0.0003236925,0.0002733164,0.0007694051,0.0008279202,0.001192905,0.001584882,0.0002665465],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002756644,"about_ca_system_score_gemma":0.0004161607,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001272331,"about_ca_topic_score_gemma":0.002064141,"domain_scores_codex":[0.9988109,0.0005252444,0.00005120611,0.0002765791,0.0002475163,0.00008858944],"domain_scores_gemma":[0.966818,0.02467767,0.001756257,0.003523216,0.0008104011,0.002414484],"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":[0.03666759,0.0107538,0.333298,0.001418073,0.001947868,0.001112721,0.005566977,0.007717208,0.4077571,0.03223938,0.001890955,0.1596303],"study_design_scores_gemma":[0.0005053083,0.002482465,0.9670587,0.00006314158,0.0004867517,0.0002723743,0.0004797357,0.003941305,0.01138895,0.01184449,0.001413255,0.00006369498],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.993705,0.0002739513,0.0009873526,0.0001873333,0.00003565549,0.000008607186,0.00004091822,0.0000182416,0.004742928],"genre_scores_gemma":[0.9988127,0.00004932231,0.000602357,0.00006711033,0.00001678859,0.00001115067,0.00002240859,0.00002329367,0.000394916],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.00489636,"threshold_uncertainty_score":0.01638001,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1989981019","doi":"10.1016/j.learninstruc.2012.05.007","title":"A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment","year":2012,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":43,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Dialog box; Odds; Psychology; Computer-mediated communication; Social psychology; Computer science; Logistic regression; The Internet; World Wide Web","authors":[{"name":"Yongchao Shi","is_ca":true},{"name":"Carl H. Frederiksen","is_ca":true},{"name":"Krista R. Muis","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02006216586643555,"gpt":0.3518268344440318,"spread":0.3317646685775963,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004876412,0.0004907795,0.0004921324,0.001681712,0.004386579,0.003630598,0.0009992736,0.0008096027,0.001060814],"category_scores_gemma":[0.011464,0.0003551429,0.000469791,0.001248687,0.003088278,0.001451066,0.002686835,0.001423507,0.0002723334],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001354699,"about_ca_system_score_gemma":0.001201314,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01306519,"about_ca_topic_score_gemma":0.01921252,"domain_scores_codex":[0.9967573,0.001820396,0.0001556845,0.0003841842,0.0005807303,0.000301726],"domain_scores_gemma":[0.9891043,0.005786988,0.0008646669,0.001080569,0.001788342,0.00137521],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0005453296,0.004772738,0.134365,0.0001759425,0.0001398547,0.001936733,0.8179584,0.0002734451,0.007750131,0.002514807,0.0004288158,0.02913877],"study_design_scores_gemma":[0.0001042566,0.003760784,0.3056515,0.000136471,0.0001359425,0.003080628,0.6698785,0.001188652,0.005443897,0.0007010961,0.009778701,0.0001396319],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9988682,0.00003070063,0.0001145734,0.00001499475,0.000004784586,0.0000175689,0.000005363354,0.000001195232,0.0009427705],"genre_scores_gemma":[0.9981428,0.00009288844,0.0004264623,0.0000538755,0.000004163678,0.00003206874,0.00002801084,0.000008023694,0.00121183],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01306519,"threshold_uncertainty_score":0.02597827,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2801835972","doi":"10.1016/j.learninstruc.2018.04.008","title":"Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology","year":2018,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":41,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"Deutsche Forschungsgemeinschaft","keywords":"Layperson; Reciprocal; Epistemology; Psychology; Context (archaeology); Empirical research; Mathematics education; Linguistics","authors":[{"name":"Samuel Merk","is_ca":false},{"name":"Tom Rosman","is_ca":false},{"name":"Krista R. Muis","is_ca":true},{"name":"Augustin Kelava","is_ca":false},{"name":"Thorsten Bohl","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02567698617279916,"gpt":0.3028416633241697,"spread":0.2771646771513706,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006001149,0.0005998022,0.0007522036,0.003328892,0.001564697,0.007860692,0.001886625,0.002256423,0.005062128],"category_scores_gemma":[0.02502409,0.0005375507,0.0012942,0.002485987,0.01539175,0.02081647,0.007524784,0.004017959,0.0005963092],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001744614,"about_ca_system_score_gemma":0.002510565,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001154267,"about_ca_topic_score_gemma":0.0009864127,"domain_scores_codex":[0.9960525,0.002373483,0.0002203603,0.000496069,0.000589585,0.0002680569],"domain_scores_gemma":[0.9782724,0.01546497,0.001185705,0.002973323,0.001417798,0.0006857845],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00003403291,0.00007646592,0.001967915,0.0001452911,0.00003336795,0.00007838496,0.01275543,0.0008940411,0.000274044,0.9529707,0.0002292157,0.03054106],"study_design_scores_gemma":[0.00001391555,0.00001768261,0.0008532453,0.00009114519,0.00002547308,0.00007546991,0.002514304,0.002035705,0.0002331064,0.9915965,0.002534212,0.000009298149],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.1383642,0.001885133,0.6706629,0.007486235,0.0001764358,0.0002010493,0.0001344899,0.0001683341,0.1809211],"genre_scores_gemma":[0.9346651,0.0008547347,0.06122679,0.0002941215,0.0001015752,0.0001791905,0.0000922186,0.00004560452,0.002540659],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.007860692,"threshold_uncertainty_score":0.03173745,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2135272520","doi":"10.1016/j.learninstruc.2015.08.001","title":"Selfish learning: The impact of self-referential encoding on children's literacy attainment","year":2015,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":30,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"University of Oxford; Society for Research in Child Development","keywords":"Spelling; Psychology; Vocabulary; Referent; Sentence; Encoding (memory); Copying; Nonsense; Vocabulary development; Cognitive psychology; Linguistics; Developmental psychology; Computer science; Natural language processing; Mathematics education; Teaching method","authors":[{"name":"David J. Turk","is_ca":false},{"name":"Karri Gillespie‐Smith","is_ca":false},{"name":"Olave E. Krigolson","is_ca":true},{"name":"Catriona Havard","is_ca":false},{"name":"Martin Conway","is_ca":false},{"name":"Sheila J. Cunningham","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02543791747313856,"gpt":0.3437228545318731,"spread":0.3182849370587345,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002324683,0.0002255051,0.0001896988,0.0004913714,0.0002699999,0.002622188,0.000456025,0.0004478949,0.002569054],"category_scores_gemma":[0.02561625,0.0001974303,0.0002024693,0.000321538,0.001348659,0.00258564,0.001963743,0.001015567,0.0002074431],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004525619,"about_ca_system_score_gemma":0.001008879,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001076135,"about_ca_topic_score_gemma":0.0009662129,"domain_scores_codex":[0.9985682,0.0005662406,0.00009301306,0.0002411913,0.0004050523,0.0001263467],"domain_scores_gemma":[0.9831679,0.0110712,0.002459889,0.001803308,0.0007736551,0.0007240743],"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":[0.004908617,0.004591831,0.3504956,0.0006843035,0.0002469559,0.001333601,0.04797997,0.005469004,0.08770026,0.1119144,0.001384937,0.3832906],"study_design_scores_gemma":[0.0004549808,0.003265939,0.7306457,0.0003833872,0.0005182761,0.001549671,0.02038936,0.01900975,0.08822521,0.1277555,0.007617848,0.0001843638],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9943314,0.0000714573,0.001169513,0.0000985493,0.000005268777,0.000006760974,0.00001606722,0.00001787896,0.00428321],"genre_scores_gemma":[0.9984131,0.00004774989,0.001045022,0.00001074115,0.000001969969,0.000008447048,0.00001718685,0.00001146958,0.0004442286],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002622188,"threshold_uncertainty_score":0.01229423,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4213022147","doi":"10.1016/j.learninstruc.2022.101593","title":"Examining the contribution of student anxiety and opposition-defiance to the internal dynamics of affective, Cognitive and Behavioural Engagement in Math","year":2022,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Early Childhood Education and Development","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":"Concordia University; Université de Montréal","funders":"","keywords":"Opposition (politics); Psychology; Anxiety; Cognition; Student engagement; Social psychology; Developmental psychology; Mathematics education; Politics; Political science","authors":[{"name":"Isabelle Archambault","is_ca":true},{"name":"Sophie Pascal","is_ca":true},{"name":"Élizabeth Olivier","is_ca":true},{"name":"Véronique Dupéré","is_ca":true},{"name":"Michel Janosz","is_ca":true},{"name":"Sophie Parent","is_ca":true},{"name":"Linda S. Pagani","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0176383469613632,"gpt":0.2944445256845046,"spread":0.2768061787231414,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009206824,0.0002347066,0.0002151602,0.0005103686,0.000533391,0.001754455,0.0003408359,0.0004321052,0.001655529],"category_scores_gemma":[0.008173123,0.0002818881,0.0003931357,0.0005047945,0.0007972782,0.0005297715,0.001036452,0.001470937,0.0001799751],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000680471,"about_ca_system_score_gemma":0.0009431281,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009216412,"about_ca_topic_score_gemma":0.02103006,"domain_scores_codex":[0.9993387,0.0002131578,0.00003318808,0.00008305826,0.0001559206,0.0001759422],"domain_scores_gemma":[0.9956632,0.002167874,0.001056846,0.0002346898,0.0002395139,0.0006378004],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001793749,0.0005220356,0.9859542,0.00001514859,0.00006513161,0.00005992639,0.003828379,0.000150712,0.001765501,0.0002683595,0.00005849127,0.007132763],"study_design_scores_gemma":[0.000002309278,0.00005783248,0.9977142,0.000002926778,0.00001149051,0.00002141282,0.001767815,0.0001859391,0.0001122308,0.00006197854,0.00005894939,0.00000295397],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9994318,0.00001165102,0.00003451925,0.0000236044,0.00000143526,0.000002856861,0.00001099305,8.443172e-7,0.0004823418],"genre_scores_gemma":[0.9996976,0.00001762855,0.00004816623,0.000008672108,0.000001839623,0.000006191603,0.0000309543,0.000001338806,0.0001876754],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.009216412,"threshold_uncertainty_score":0.01832551,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4393965151","doi":"10.1016/j.learninstruc.2024.101904","title":"Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms","year":2024,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"University of British Columbia; Killam Trusts","keywords":"Translanguaging; Code-switching; Sociology; Multilingualism; Linguistics; Pedagogy; Nepali; Ethnic group; Pidgin; Creole language","authors":[{"name":"Pramod K. Sah","is_ca":false},{"name":"Guofang Li","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03376835015750872,"gpt":0.4035755572188339,"spread":0.3698072070613251,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01164992,0.0003329574,0.0006890161,0.001423135,0.02606826,0.01145058,0.002604461,0.003298481,0.005046525],"category_scores_gemma":[0.04028474,0.0003535299,0.0004667072,0.0010462,0.01907993,0.01242815,0.02191831,0.005948988,0.0004193258],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004500776,"about_ca_system_score_gemma":0.02445872,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03141675,"about_ca_topic_score_gemma":0.05985147,"domain_scores_codex":[0.9846896,0.006215925,0.0005296438,0.00153271,0.002158194,0.004873957],"domain_scores_gemma":[0.9718071,0.0138544,0.002901054,0.001511621,0.004272908,0.005652869],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0004230118,0.00119031,0.0719014,0.0002331319,0.00003896323,0.001277171,0.6116329,0.0003438752,0.001835816,0.2275672,0.003997629,0.07955872],"study_design_scores_gemma":[0.00007279582,0.0002311153,0.05029281,0.0005056344,0.00008340018,0.0003848868,0.794791,0.0008342844,0.004812947,0.1256798,0.02223535,0.00007595093],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9257167,0.0003091347,0.001428302,0.02281165,0.0001062804,0.00004283604,0.00001895967,0.00002088606,0.04954517],"genre_scores_gemma":[0.9976418,0.00006623877,0.0003118744,0.0006584359,0.00001497691,0.00003216294,0.000003785322,0.000007403086,0.001263382],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03141675,"threshold_uncertainty_score":0.06246775,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2898524883","doi":"10.1016/j.learninstruc.2018.10.003","title":"Explaining school entry math and reading achievement in Canadian children using the Opportunity-Propensity framework","year":2018,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Concordia University; Université Sainte-Anne","funders":"","keywords":"Antecedent (behavioral psychology); Propensity score matching; Context (archaeology); Psychology; Literacy; Developmental psychology; Variance (accounting); Academic achievement; Reading (process); Population; Longitudinal study; Sample (material); Structural equation modeling; Demography; Sociology; Statistics; Geography; Mathematics; Political science; Pedagogy; Economics","authors":[{"name":"Andrew Ribner","is_ca":false},{"name":"Elizabeth A. Harvey","is_ca":true},{"name":"Roger Gervais","is_ca":true},{"name":"Caroline Fitzpatrick","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02654426269789211,"gpt":0.2951937408607628,"spread":0.2686494781628707,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001905735,0.00110847,0.0008305656,0.002420811,0.003706941,0.003700473,0.001739254,0.001017608,0.008580544],"category_scores_gemma":[0.006587019,0.0005248492,0.002025229,0.003549531,0.001489471,0.001086821,0.0022029,0.001578498,0.0003986082],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02272467,"about_ca_system_score_gemma":0.04879175,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9933214,"about_ca_topic_score_gemma":0.9936818,"domain_scores_codex":[0.9983572,0.000256529,0.00005919505,0.000357188,0.0002651092,0.0007046988],"domain_scores_gemma":[0.9962753,0.001399642,0.00054477,0.0002767832,0.0007489657,0.0007546246],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001339534,0.0001671599,0.9270106,0.00007898047,0.0003771945,0.0003526915,0.002568221,0.01549751,0.0004236134,0.02985036,0.002827717,0.02071206],"study_design_scores_gemma":[0.00003493586,0.00006546691,0.9481316,0.0001109491,0.000332999,0.00009730976,0.003586808,0.02891225,0.0003939733,0.01024644,0.008010898,0.00007646079],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9800526,0.001013145,0.00412479,0.001501981,0.00003405179,0.000071709,0.003211405,0.0001357296,0.009854589],"genre_scores_gemma":[0.9937633,0.0002878828,0.001434325,0.00003460609,0.000007354709,0.00002304564,0.0008460038,0.0000206473,0.003582902],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02272467,"threshold_uncertainty_score":0.1648798,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4296126623","doi":"10.1016/j.learninstruc.2022.101684","title":"Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors","year":2022,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Montréal; Concordia University","funders":"Social Sciences and Humanities Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Closeness; Psychology; Developmental psychology; Social psychology; Mathematics education; Mathematics","authors":[{"name":"Angela Gallo","is_ca":true},{"name":"Élizabeth Olivier","is_ca":true},{"name":"Isabelle Archambault","is_ca":true},{"name":"Alexandre J. S. Morin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0131731068889798,"gpt":0.303571755338134,"spread":0.2903986484491542,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009292925,0.0001862499,0.000318645,0.0004386026,0.0005244474,0.001045747,0.0002966529,0.0003288334,0.001365712],"category_scores_gemma":[0.005052162,0.0001545722,0.0002242414,0.0002989746,0.0001658965,0.0003298029,0.0007479143,0.0008383112,0.0002231885],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004029271,"about_ca_system_score_gemma":0.001316257,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003179024,"about_ca_topic_score_gemma":0.007556568,"domain_scores_codex":[0.9993002,0.0003895125,0.00003918805,0.00007687311,0.0001231662,0.00007105073],"domain_scores_gemma":[0.9976797,0.0005708521,0.0005590172,0.0000796973,0.0002391321,0.0008716575],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0007057855,0.005374922,0.9527243,0.00004831063,0.0001434619,0.0000742281,0.001147266,0.0003625136,0.002519609,0.0004902069,0.0004735285,0.03593589],"study_design_scores_gemma":[0.00004900192,0.0007910622,0.994424,0.00002324316,0.0001352281,0.00009652922,0.001105867,0.001128448,0.001313569,0.0002677386,0.000658221,0.000007000626],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9982211,0.0001056435,0.0002899493,0.00009130632,0.000004397914,0.00000874527,0.00002032757,0.000009707524,0.001248886],"genre_scores_gemma":[0.9986798,0.0001002318,0.0004712404,0.00001349309,0.000002514176,0.000009177942,0.00004403636,0.000005963801,0.0006735914],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003179024,"threshold_uncertainty_score":0.006321013,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2898858791","doi":"10.1016/j.learninstruc.2018.10.002","title":"Response sentences, examples, and authenticity do not help children solve real wor(l)d problems","year":2018,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":16,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Memorial University of Newfoundland","funders":"Social Sciences and Humanities Research Council of Canada; Natural Sciences and Engineering Research Council of Canada","keywords":"Variety (cybernetics); Replicate; Word (group theory); Sentence; Computer science; Intervention (counseling); Psychological intervention; Sample (material); Psychology; Cognitive psychology; Mathematics education; Artificial intelligence; Linguistics; Mathematics; Statistics","authors":[{"name":"Cheryll L. Fitzpatrick","is_ca":true},{"name":"Darcy Hallett","is_ca":true},{"name":"Kyle Morrissey","is_ca":true},{"name":"Nadine R. Yıldız","is_ca":true},{"name":"Rutanya Wynes","is_ca":true},{"name":"Felix Ayesu","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0245611300618863,"gpt":0.2768522740337336,"spread":0.2522911439718473,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002401089,0.0005671035,0.0006042064,0.0004054794,0.0001861471,0.0006977069,0.0008621263,0.001308057,0.008020215],"category_scores_gemma":[0.02811918,0.000174662,0.000435556,0.0001651083,0.0004526571,0.002060866,0.0009787611,0.000940631,0.002189871],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001870082,"about_ca_system_score_gemma":0.0005658694,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004422132,"about_ca_topic_score_gemma":0.0007840444,"domain_scores_codex":[0.9982096,0.0006811889,0.0002435576,0.0002913413,0.0004823618,0.00009187013],"domain_scores_gemma":[0.9834841,0.01062712,0.002189927,0.00167597,0.0009113426,0.001111563],"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":[0.006176629,0.01027074,0.07633064,0.005650274,0.0005515259,0.00464765,0.01143986,0.002713701,0.1346696,0.007913835,0.04516715,0.6944684],"study_design_scores_gemma":[0.007572101,0.03549835,0.3820194,0.00555545,0.002555157,0.02238227,0.04211403,0.02900611,0.1825272,0.04139667,0.2487844,0.0005887553],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9684198,0.0004814636,0.004958658,0.001350767,0.0002134071,0.0001664433,0.0005384525,0.00100233,0.02286864],"genre_scores_gemma":[0.97751,0.0003926473,0.01403432,0.0008122744,0.00004428223,0.0002495611,0.0007041286,0.0001581627,0.006094577],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008020215,"threshold_uncertainty_score":0.02683032,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4398208957","doi":"10.1016/j.learninstruc.2024.101939","title":"Acquiring competence from both extrinsic and intrinsic rewards","year":2024,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Competence (human resources); Psychology; Intrinsic motivation; Cognitive psychology; Social psychology","authors":[{"name":"Patrick Anselme","is_ca":false},{"name":"Suzanne Hidi","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01475986315643206,"gpt":0.3087663632134637,"spread":0.2940065000570316,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007128796,0.0002156755,0.0002247346,0.0004121576,0.0002808513,0.0009497069,0.0002088005,0.000271427,0.006584109],"category_scores_gemma":[0.002718396,0.00008439676,0.0001593298,0.0001422025,0.001067348,0.0005353066,0.00172123,0.0008063667,0.0006469492],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004853413,"about_ca_system_score_gemma":0.0006612448,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002910153,"about_ca_topic_score_gemma":0.0007988749,"domain_scores_codex":[0.9994764,0.0001427429,0.00003574416,0.00006295399,0.0001759352,0.0001062717],"domain_scores_gemma":[0.9980526,0.0003463851,0.0005273756,0.0001474223,0.0003475565,0.0005786608],"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":[0.0004807565,0.0006286851,0.3643493,0.001587667,0.0002018504,0.001990367,0.004811939,0.002385634,0.1021909,0.1505285,0.00441658,0.3664279],"study_design_scores_gemma":[0.00002945767,0.00109241,0.8534249,0.0004229211,0.00008307093,0.004068603,0.001801756,0.002943498,0.02889438,0.07514017,0.03202235,0.00007638684],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9132727,0.001040567,0.01105469,0.001444947,0.00003548879,0.00004149487,0.0002027347,0.00007813809,0.07282921],"genre_scores_gemma":[0.9942448,0.0002028129,0.002898349,0.0000954869,0.00001488753,0.00001164302,0.00006274989,0.00001219923,0.002457088],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006584109,"threshold_uncertainty_score":0.02202606,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2735597783","doi":"10.1016/j.learninstruc.2011.11.005","title":"Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?","year":2011,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Visual and Cognitive Learning Processes","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Saskatchewan","funders":"National Institute of General Medical Sciences; National Institute of Mental Health","keywords":"Elaboration; Associative property; Psychology; Differential (mechanical device); Associative learning; Cognitive psychology; Computer science; Mathematics","authors":[{"name":"Brenda Hannon","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1015057587236849,"gpt":0.351779655441702,"spread":0.2502738967180171,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004461515,0.0007452314,0.0009203421,0.001035546,0.0005125309,0.004544882,0.001948874,0.002374202,0.008283352],"category_scores_gemma":[0.03224546,0.0005875069,0.001032116,0.001183971,0.002822952,0.01526969,0.002750004,0.003176834,0.001902468],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005003866,"about_ca_system_score_gemma":0.001076479,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005341241,"about_ca_topic_score_gemma":0.0006026211,"domain_scores_codex":[0.9982111,0.0005878342,0.0001546441,0.0005425988,0.0003626256,0.0001411475],"domain_scores_gemma":[0.9914969,0.004296177,0.001115486,0.001851877,0.0007043341,0.000535165],"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":[0.001210149,0.0007196604,0.01694113,0.001181299,0.0003223122,0.0002100154,0.00390835,0.001751413,0.04350224,0.2171777,0.00524883,0.7078269],"study_design_scores_gemma":[0.000258864,0.0005929722,0.01909666,0.0003975933,0.0003224839,0.001455849,0.00317571,0.04759683,0.04073223,0.8754457,0.01071145,0.0002136446],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.4421058,0.003177326,0.4836844,0.01032908,0.0005281396,0.0004056956,0.0003869816,0.001110609,0.05827205],"genre_scores_gemma":[0.8675269,0.001661377,0.1263915,0.0007163365,0.0001252333,0.0001689752,0.0003827156,0.000265703,0.002761154],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.008283352,"threshold_uncertainty_score":0.02771056,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4395108883","doi":"10.1016/j.learninstruc.2024.101930","title":"Relationships with teachers and sense of belonging in school: Inter- and intra-individual variations according to adolescent immigrant background","year":2024,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":12,"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 de Montréal","funders":"Canada Research Chairs","keywords":"Closeness; Immigration; Socioeconomic status; Psychology; Developmental psychology; Social psychology; Demography; Mathematics; Geography; Sociology","authors":[{"name":"Isabelle Archambault","is_ca":true},{"name":"Sophie Pascal","is_ca":true},{"name":"Élizabeth Olivier","is_ca":true},{"name":"Kristel Tardif‐Grenier","is_ca":true},{"name":"Véronique Dupéré","is_ca":true},{"name":"Michel Janosz","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03867478894593525,"gpt":0.3152277205012239,"spread":0.2765529315552887,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001734594,0.0003037271,0.0004583926,0.001300243,0.002394588,0.002339289,0.0004807867,0.0006597376,0.00186094],"category_scores_gemma":[0.004972648,0.000292252,0.0005521468,0.0009678557,0.001241015,0.0008524123,0.001912333,0.001313709,0.000205324],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000718509,"about_ca_system_score_gemma":0.0008654497,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01632664,"about_ca_topic_score_gemma":0.03117506,"domain_scores_codex":[0.9990162,0.0003574278,0.00009616911,0.0001162312,0.0001540314,0.0002598944],"domain_scores_gemma":[0.9964972,0.001011076,0.0009675089,0.0001749527,0.0004364828,0.0009128143],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00007789832,0.0001290838,0.967293,0.00001150185,0.00004250051,0.0001349955,0.02948651,0.00002694128,0.0003268186,0.0001426891,0.00003862135,0.002289453],"study_design_scores_gemma":[0.000002396399,0.00007702409,0.9283441,0.00001858436,0.00002167785,0.0001031043,0.07093458,0.00008208412,0.00008106764,0.00005366497,0.0002723256,0.000009394567],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9995368,0.00003993282,0.00001172498,0.00002086162,0.000002687881,0.000002682647,0.00001108362,5.251923e-7,0.0003737727],"genre_scores_gemma":[0.9997196,0.00003667731,0.00002408993,0.000007744178,0.000001592143,0.000004169277,0.0000219985,8.274325e-7,0.0001832339],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01632664,"threshold_uncertainty_score":0.03246319,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2975255491","doi":"10.1016/j.learninstruc.2019.101248","title":"Using a picture-embedded method to support acquisition of sight words","year":2019,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Reading and Literacy Development","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"National Natural Science Foundation of China","keywords":"Phonics; Phrase; Sight; Word (group theory); Psychology; Test (biology); Primary education; Linguistics; Computer science; Mathematics education; Natural language processing","authors":[{"name":"Chris Strauber","is_ca":false},{"name":"Piya Sorcar","is_ca":false},{"name":"Claire Howlett","is_ca":false},{"name":"Shelley Goldman","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01872822265978808,"gpt":0.3509577175279234,"spread":0.3322294948681354,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002830726,0.0003065802,0.0002818207,0.0002534549,0.0001647263,0.0002047465,0.0003110678,0.0002050736,0.001986669],"category_scores_gemma":[0.001236061,0.0001220633,0.0001761074,0.0001344358,0.000304113,0.0003848277,0.000463775,0.000319572,0.0002726314],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000215271,"about_ca_system_score_gemma":0.0006857041,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002146652,"about_ca_topic_score_gemma":0.006399835,"domain_scores_codex":[0.9997616,0.00004783824,0.00002320458,0.00005012544,0.00008300637,0.00003418988],"domain_scores_gemma":[0.9996372,0.0001354808,0.00009328399,0.00003205256,0.00003944483,0.00006243708],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"bench_or_experimental","study_design_scores_codex":[0.003948936,0.01448292,0.05453585,0.001257155,0.00007971359,0.002134106,0.005146373,0.0005298756,0.371679,0.0007214477,0.000882596,0.544602],"study_design_scores_gemma":[0.001943852,0.06732712,0.6644807,0.0003419479,0.0004800654,0.005624112,0.006276303,0.002486815,0.2275744,0.001130826,0.02219043,0.0001434724],"study_design_candidate":"bench_or_experimental","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9972235,0.0001061422,0.001799726,0.00002772238,0.00001002692,0.00009846319,0.00002971365,0.000032466,0.0006723873],"genre_scores_gemma":[0.9769157,0.0004456451,0.0198431,0.00005462999,0.000009585736,0.0001731026,0.0001235476,0.00001203874,0.002422659],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002146652,"threshold_uncertainty_score":0.006646097,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2991584397","doi":"10.1016/j.learninstruc.2019.101295","title":"People who cheat on tests accurately predict their performance on future tests","year":2020,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Memory Processes and Influences","field":"Neuroscience","cited_by":8,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Kwantlen Polytechnic University; University of Victoria","funders":"Social Sciences and Humanities Research Council of Canada; Canada Research Chairs","keywords":"Cheating; Overconfidence effect; Harm; Psychology; Test (biology); Affect (linguistics); Social psychology; Incentive; Cognition; Econometrics; Cognitive psychology; Economics; Microeconomics","authors":[{"name":"Monika Undorf","is_ca":false},{"name":"Eric Y. Mah","is_ca":true},{"name":"Dawn-Leah L. McDonald","is_ca":true},{"name":"Zachariah I. Hamzagic","is_ca":true},{"name":"Ryan Burnell","is_ca":false},{"name":"Maryanne Garry","is_ca":false},{"name":"Daniel M. Bernstein","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03495604285124995,"gpt":0.2658245615512934,"spread":0.2308685187000435,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.001476829,0.0006719743,0.0006266847,0.00112999,0.0004820095,0.002036776,0.0004409162,0.001745852,0.003727321],"category_scores_gemma":[0.0163087,0.0003121357,0.000527004,0.0006091366,0.0007271394,0.001361749,0.0005981683,0.001378418,0.001983452],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004093924,"about_ca_system_score_gemma":0.0002471596,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003888782,"about_ca_topic_score_gemma":0.006588876,"domain_scores_codex":[0.9991007,0.0002022973,0.00006963042,0.0001354052,0.0003241315,0.0001679335],"domain_scores_gemma":[0.9835329,0.006073468,0.005601508,0.001711592,0.001728297,0.001352211],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002287494,0.0004971356,0.9817604,0.00002617372,0.0001423106,0.00009394916,0.0003163225,0.0003373149,0.001532764,0.0001666039,0.0006869847,0.01421125],"study_design_scores_gemma":[0.00002167233,0.000292634,0.995007,0.00001645603,0.00008600824,0.0002060002,0.0002802947,0.001621953,0.0009639785,0.0008986459,0.000587569,0.00001761659],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9918011,0.0001695438,0.0004809486,0.0002451173,0.00004592638,0.00001917427,0.0001184488,0.00003374297,0.007085952],"genre_scores_gemma":[0.9968941,0.0001819293,0.0005219688,0.0002498883,0.00003211426,0.00001278738,0.0002406485,0.00001613466,0.001850421],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9982541,"threshold_uncertainty_score":0.01246911,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4390242275","doi":"10.1016/j.learninstruc.2023.101869","title":"Classroom emotions in civic education: A multilevel approach to antecedents and effects","year":2023,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Grit, Self-Efficacy, and Motivation","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Shame; Psychology; Boredom; Social psychology; Multilevel model; Mediation; Structural equation modeling; Operationalization; Context (archaeology); Value (mathematics); Anxiety; Sociology; Social science","authors":[{"name":"Elisabeth Graf","is_ca":false},{"name":"Lisa Stempfer","is_ca":false},{"name":"Krista R. Muis","is_ca":true},{"name":"Thomas Goetz","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01824598952969165,"gpt":0.3094502022434914,"spread":0.2912042127137998,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003922553,0.000660428,0.001032693,0.002270271,0.001665274,0.002513869,0.001041888,0.000930484,0.004425113],"category_scores_gemma":[0.007671288,0.0004767937,0.002688883,0.001447368,0.00139876,0.001541823,0.003849356,0.00274296,0.0001422224],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001445466,"about_ca_system_score_gemma":0.001672503,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01278213,"about_ca_topic_score_gemma":0.008294999,"domain_scores_codex":[0.9967675,0.001939783,0.0001236642,0.0004711111,0.0002497704,0.000448156],"domain_scores_gemma":[0.9932729,0.00432536,0.0008657759,0.0005495822,0.0002786699,0.0007077297],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002868053,0.001045198,0.9583514,0.0001966306,0.001847263,0.0002147976,0.003737472,0.001812447,0.001116606,0.006891643,0.0004446289,0.02405503],"study_design_scores_gemma":[0.00005163594,0.0009408848,0.9620737,0.0002720339,0.001418201,0.0001052251,0.003270145,0.01892453,0.0008863565,0.01060664,0.001399014,0.00005182113],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9882328,0.00104487,0.00655973,0.0009311752,0.00004562271,0.0002033442,0.0003262317,0.00004615367,0.002610091],"genre_scores_gemma":[0.995747,0.0002207594,0.003191335,0.00005931117,0.0000217685,0.0002760435,0.0001252768,0.000008330959,0.0003502177],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01278213,"threshold_uncertainty_score":0.02541548,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4399845704","doi":"10.1016/j.learninstruc.2024.101966","title":"Tests of moderation of the big-fish-little-pond effect across students with and without special educational needs in regular versus special education schools","year":2024,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University; Université du Québec à Rimouski","funders":"Social Sciences and Humanities Research Council of Canada; Concordia University","keywords":"Moderation; Fish <Actinopterygii>; Psychology; Mathematics education; Social psychology; Fishery; Biology","authors":[{"name":"Annette Lohbeck","is_ca":false},{"name":"William Gilbert","is_ca":true},{"name":"Aleksander Kocaj","is_ca":false},{"name":"Malte Jansen","is_ca":false},{"name":"Alexandre J. S. Morin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.009120626421991594,"gpt":0.3204032380516187,"spread":0.3112826116296271,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01187394,0.001391653,0.00197426,0.001160516,0.002874612,0.002102845,0.003636859,0.002854059,0.02550401],"category_scores_gemma":[0.04227871,0.0008409827,0.003255404,0.0009963537,0.003185837,0.003106196,0.00584871,0.004245192,0.001013374],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001154376,"about_ca_system_score_gemma":0.00238413,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01238385,"about_ca_topic_score_gemma":0.01438164,"domain_scores_codex":[0.9805087,0.01028879,0.001117641,0.004384232,0.001267579,0.002432966],"domain_scores_gemma":[0.9181843,0.06587934,0.004329301,0.004644399,0.001584838,0.005377823],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0364179,0.004392889,0.9052415,0.0004361358,0.007627398,0.0007281054,0.01695009,0.0004419237,0.007402128,0.004757807,0.002158272,0.01344578],"study_design_scores_gemma":[0.001371029,0.003652608,0.972409,0.0001082719,0.002422777,0.0002109543,0.01138088,0.001629006,0.001973124,0.002424069,0.002360877,0.000057341],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9958732,0.0002798786,0.000828958,0.0005025943,0.0001989241,0.00009709147,0.0005240982,0.00002193379,0.001673343],"genre_scores_gemma":[0.9970598,0.00004094446,0.0004479936,0.000153544,0.00003579129,0.0001869423,0.0003007874,0.00002366068,0.001750593],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02550401,"threshold_uncertainty_score":0.08531946,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4388742347","doi":"10.1016/j.learninstruc.2023.101843","title":"The role of autonomy support from teachers in young learners’ self-regulation in dyadic contexts: An examination through three-level multilevel analysis","year":2023,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Diverse Music Education Insights","field":"Arts and Humanities","cited_by":4,"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":"Society for Education, Music and Psychology Research","keywords":"Dyad; Autonomy; Psychology; Multilevel model; Learner autonomy; Developmental psychology; Observational study; Social psychology; Mathematics education; Political science","authors":[{"name":"Antonia Zachariou","is_ca":false},{"name":"Arielle Bonneville‐Roussy","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03302535615110694,"gpt":0.2501876433091821,"spread":0.2171622871580752,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005508346,0.0003566747,0.001306789,0.0009508735,0.003271202,0.004651093,0.001419474,0.000840159,0.004006368],"category_scores_gemma":[0.01178877,0.000412058,0.001383206,0.001308427,0.001912393,0.002539221,0.006635434,0.0022489,0.0002267124],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001380348,"about_ca_system_score_gemma":0.003213227,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02514242,"about_ca_topic_score_gemma":0.03663578,"domain_scores_codex":[0.9950233,0.002690579,0.0002359161,0.0008228689,0.0004289196,0.0007984799],"domain_scores_gemma":[0.9882841,0.008098165,0.001012838,0.0008761139,0.0007600382,0.0009687053],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0004874713,0.0004265239,0.8827952,0.0001972204,0.001056971,0.0003986038,0.08844149,0.0006133076,0.001658046,0.00539806,0.0003196144,0.01820755],"study_design_scores_gemma":[0.0000310459,0.0003747095,0.9075015,0.0001573753,0.0006502841,0.0001150304,0.0807133,0.004759352,0.0006665475,0.003605045,0.001371763,0.00005402915],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9967539,0.0001751591,0.001613675,0.0001791134,0.000009241919,0.00003639832,0.00007630446,0.000007970088,0.00114818],"genre_scores_gemma":[0.9991155,0.00003166091,0.000564079,0.0000162887,0.000002784448,0.00004976041,0.00004394651,0.000004181112,0.0001719197],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02514242,"threshold_uncertainty_score":0.04999214,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4408742959","doi":"10.1016/j.learninstruc.2025.102120","title":"A complex dynamical system approach to student engagement","year":2025,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Mental Health Research Topics","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"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; Peking University","keywords":"Student engagement; Psychology; Mathematics education; Dynamical systems theory; Computer science; Sociology; Physics","authors":[{"name":"Shan Li","is_ca":false},{"name":"Tingting Wang","is_ca":false},{"name":"Juan Zheng","is_ca":false},{"name":"Susanne P. Lajoie","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06938781612065008,"gpt":0.4374158620150133,"spread":0.3680280458943632,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001298245,0.0006879803,0.0004508228,0.001521274,0.0004034042,0.001802952,0.0006406371,0.0009946395,0.003326431],"category_scores_gemma":[0.0062711,0.0002460296,0.0007804233,0.000922326,0.001485828,0.001702261,0.001739507,0.001271207,0.0002082809],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001335758,"about_ca_system_score_gemma":0.0006048333,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003675041,"about_ca_topic_score_gemma":0.002073501,"domain_scores_codex":[0.9989735,0.0005369232,0.00004561993,0.0002341034,0.0001392221,0.00007068476],"domain_scores_gemma":[0.997694,0.001672277,0.000265514,0.0001324556,0.0001464386,0.0000893592],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00008192124,0.0001812877,0.04094679,0.0004265128,0.0003767418,0.0005016767,0.003507407,0.3353998,0.005600706,0.5415108,0.002161374,0.06930486],"study_design_scores_gemma":[0.000009841112,0.00008896315,0.01038732,0.00005365438,0.00002775876,0.0000993286,0.0006182959,0.8307334,0.0003411481,0.1529046,0.004692401,0.00004326441],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.09060309,0.001306407,0.889861,0.002547933,0.000118771,0.0001948347,0.0005489417,0.0001506814,0.01466823],"genre_scores_gemma":[0.9366693,0.0009939029,0.05786043,0.000169464,0.0001727774,0.0003799788,0.0001717609,0.00003092397,0.003551485],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.003675041,"threshold_uncertainty_score":0.01112807,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4407559807","doi":"10.1016/j.learninstruc.2025.102086","title":"A play-based integrated curriculum with synchronous music efficiently enhance Children's fundamental movement skills (FMS)","year":2025,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Children's Physical and Motor Development","field":"Psychology","cited_by":3,"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":"Ministry of Education of the People's Republic of China","keywords":"Movement (music); Curriculum; Psychology; Computer science; Mathematics education; Communication; Pedagogy; Art; Aesthetics","authors":[{"name":"Yue Ji","is_ca":false},{"name":"Xiaoman Li","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.002317307649475683,"gpt":0.2274501978821755,"spread":0.2251328902326998,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001912627,0.0006121499,0.0004280166,0.0005181761,0.0002374104,0.0002643444,0.0005070589,0.0002734911,0.005714159],"category_scores_gemma":[0.0004129321,0.0001251877,0.0003894438,0.0001872585,0.0001553457,0.0002292823,0.0008203733,0.000416791,0.0005883188],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002415308,"about_ca_system_score_gemma":0.001156377,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001446222,"about_ca_topic_score_gemma":0.00336837,"domain_scores_codex":[0.9998025,0.00001590148,0.00001490098,0.00005647203,0.00005639781,0.00005389344],"domain_scores_gemma":[0.9998719,0.00001812067,0.00001536802,0.000007221292,0.00001207109,0.0000754111],"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":[0.005704298,0.04116714,0.007297046,0.001622108,0.0001574611,0.0006030346,0.0008003868,0.002338091,0.2774494,0.002426279,0.0032134,0.6572214],"study_design_scores_gemma":[0.008125641,0.08545659,0.5628226,0.001211219,0.001617649,0.003784086,0.001856378,0.02805105,0.2391012,0.005136217,0.06265748,0.0001799518],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9791648,0.0003389291,0.01296672,0.0001070796,0.0001082604,0.0005469723,0.00021587,0.0004410906,0.006110254],"genre_scores_gemma":[0.9267177,0.0005370728,0.06110754,0.0000981484,0.0000564416,0.001067038,0.0003424373,0.00007087597,0.01000276],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005714159,"threshold_uncertainty_score":0.01911575,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4221083811","doi":"10.1016/j.learninstruc.2022.101615","title":"Early childcare enrollment and the pursuit of higher education: A Canadian longitudinal study","year":2022,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Université de Sherbrooke","funders":"Canada Research Chairs","keywords":"Disadvantaged; Propensity score matching; Attendance; Odds; Selection bias; Psychology; Demography; Early childhood education; Early childhood; Matching (statistics); Medicine; Logistic regression; Developmental psychology; Sociology; Economic growth; Economics","authors":[{"name":"Gabrielle Garon‐Carrier","is_ca":true},{"name":"Arya Ansari","is_ca":false},{"name":"Marie‐Josée Letarte","is_ca":true},{"name":"Caroline Fitzpatrick","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01486901657693807,"gpt":0.2889066334799784,"spread":0.2740376169030403,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002910856,0.0009189615,0.0009626926,0.003232388,0.009003947,0.003298437,0.004233917,0.002443062,0.003893413],"category_scores_gemma":[0.005449254,0.001443067,0.001905958,0.01117025,0.001488354,0.001916306,0.002830664,0.004527596,0.0006219688],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.04028594,"about_ca_system_score_gemma":0.07147627,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9968371,"about_ca_topic_score_gemma":0.9981517,"domain_scores_codex":[0.9975286,0.0002255915,0.0001317837,0.0003607673,0.0006403411,0.001112889],"domain_scores_gemma":[0.9908367,0.0004710182,0.001563868,0.0004082076,0.004162086,0.002558125],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001105905,0.0002349317,0.9918593,0.00003124126,0.00009334267,0.00008217532,0.002791259,0.00007291754,0.00009698996,0.0003252925,0.001644769,0.002657204],"study_design_scores_gemma":[0.00001075615,0.00002797996,0.9953495,0.00006289442,0.00003838588,0.00003109929,0.002885947,0.0001191004,0.00002641455,0.0000433886,0.001380707,0.00002390716],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9817991,0.002852673,0.0001537918,0.001584153,0.00005945809,0.000108401,0.009439086,0.00001523897,0.003988104],"genre_scores_gemma":[0.988434,0.002314989,0.000405992,0.000412403,0.0000190276,0.0001094691,0.004585486,0.00001911802,0.003699511],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.04028594,"threshold_uncertainty_score":0.2922964,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4410420269","doi":"10.1016/j.learninstruc.2025.102136","title":"Rewards and competition in education","year":2025,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"Nemzeti Kutatási, Fejlesztési és Innovaciós Alap","keywords":"Competition (biology); Psychology; Social psychology","authors":[{"name":"Suzanne Hidi","is_ca":true},{"name":"K. Ann Renninger","is_ca":false},{"name":"Márta Fülöp","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.007459238155972651,"gpt":0.2931641203965699,"spread":0.2857048822405973,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00117755,0.0002072719,0.000316325,0.0006320935,0.001141708,0.003059474,0.000341227,0.001057979,0.004291215],"category_scores_gemma":[0.003140208,0.0001232725,0.0001062981,0.0007028587,0.003046114,0.001317431,0.0009559186,0.001409633,0.0002596881],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001633558,"about_ca_system_score_gemma":0.002105722,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004377523,"about_ca_topic_score_gemma":0.009217009,"domain_scores_codex":[0.9994524,0.0003217171,0.00001403433,0.00004390979,0.00009816608,0.00006976995],"domain_scores_gemma":[0.9977925,0.001332626,0.0001754239,0.00004442412,0.0001626772,0.0004922992],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001652275,0.0005503644,0.01939808,0.0002538694,0.00003210849,0.000153709,0.00413666,0.001981793,0.0002936895,0.810506,0.01131453,0.151214],"study_design_scores_gemma":[0.00007776175,0.000286786,0.1647088,0.0005756039,0.00004508521,0.0003605763,0.006037613,0.002641825,0.0002551952,0.6994073,0.1255457,0.00005771339],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.3631778,0.1287571,0.005970066,0.06094848,0.00246758,0.00006376125,0.0001654759,0.00004019017,0.4384095],"genre_scores_gemma":[0.9754284,0.008621701,0.0004589067,0.0006470196,0.0004350293,0.00002503853,0.00002113148,0.000006670897,0.01435616],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.004377523,"threshold_uncertainty_score":0.01435554,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4408195867","doi":"10.1016/j.learninstruc.2025.102105","title":"The growth trajectories of oral and silent word reading fluency before and after COVID-19","year":2025,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Reading and Literacy Development","field":"Psychology","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":"","keywords":"Fluency; Coronavirus disease 2019 (COVID-19); Psychology; Reading (process); 2019-20 coronavirus outbreak; Linguistics; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Word (group theory); Cognitive psychology; Medicine; Virology; Philosophy; Mathematics education","authors":[{"name":"George K. Georgiou","is_ca":true},{"name":"Tomohiro Inoue","is_ca":false},{"name":"Michael McMann","is_ca":false},{"name":"Rauno Parrila","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.007202110989506876,"gpt":0.2889955037854894,"spread":0.2817933927959826,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009692407,0.000272282,0.0004363469,0.00138579,0.0005315416,0.001790794,0.0005056442,0.0009396028,0.005898353],"category_scores_gemma":[0.005416884,0.0002310176,0.0005036449,0.0009609524,0.0005348557,0.001291409,0.001265922,0.0008056613,0.002138524],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001016562,"about_ca_system_score_gemma":0.001738657,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03402631,"about_ca_topic_score_gemma":0.03025478,"domain_scores_codex":[0.9992749,0.00006896879,0.00004343001,0.0001758843,0.0001660173,0.000270731],"domain_scores_gemma":[0.995557,0.001146255,0.0006456899,0.0002218181,0.001361308,0.001067998],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.01387551,0.002890848,0.762939,0.0002064395,0.000139956,0.002610889,0.009716025,0.0008680796,0.0267577,0.00213536,0.004117831,0.1737423],"study_design_scores_gemma":[0.00002309852,0.0009719593,0.9872562,0.00003586971,0.00004118153,0.0003063997,0.00312942,0.0004228437,0.004786034,0.0003252057,0.002675979,0.00002573076],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9957569,0.0003273132,0.0001650975,0.0001138427,0.00002082475,0.00001393998,0.001039107,0.00004137202,0.002521636],"genre_scores_gemma":[0.9931229,0.0001294291,0.00009397963,0.00002078623,0.000006005053,0.00002737687,0.0008530881,0.00001826797,0.005728195],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03402631,"threshold_uncertainty_score":0.06765646,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4416035723","doi":"10.1016/j.learninstruc.2025.102259","title":"Using the reading sciences and technology for teaching and learning in the Global South","year":2025,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Reading and Literacy Development","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Wilfrid Laurier University; Concordia University","funders":"National Commission for Science, Technology and Innovation; International Development Research Centre","keywords":"Reading (process); Literacy; Intervention (counseling); Professional development; Numeracy; Teacher education; Control (management); Teaching method","authors":[{"name":"Larysa Lysenko","is_ca":true},{"name":"Philip C. Abrami","is_ca":true},{"name":"Alexandra Gottardo","is_ca":true},{"name":"Eileen Wood","is_ca":true},{"name":"Anne Wade","is_ca":true},{"name":"Enos Kiforo","is_ca":false},{"name":"Jean Baptiste Maniraguha","is_ca":false},{"name":"Abraham Shivachi","is_ca":false},{"name":"Rose Iminza","is_ca":false},{"name":"Clifford Ghaa","is_ca":false},{"name":"Nancy Del Col","is_ca":false},{"name":"Maina WaGĩokõ","is_ca":false},{"name":"Egidia Umutesi","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01915320286033976,"gpt":0.3444744764512714,"spread":0.3253212735909317,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001618588,0.0002705444,0.0002217978,0.0004014395,0.002330991,0.001990693,0.0004259329,0.0005688065,0.003055329],"category_scores_gemma":[0.001563843,0.000195766,0.0002271464,0.0005675201,0.003051185,0.001890834,0.003416248,0.001100355,0.0003824286],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001067502,"about_ca_system_score_gemma":0.003474382,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004553802,"about_ca_topic_score_gemma":0.01903168,"domain_scores_codex":[0.9990375,0.0006542203,0.00002287577,0.00009155014,0.00009116356,0.0001027371],"domain_scores_gemma":[0.9990937,0.0004826596,0.0001408751,0.0001026478,0.00003205881,0.0001480839],"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":[0.0004098804,0.001189247,0.06708827,0.002659583,0.0000691949,0.002051414,0.2109981,0.0005863997,0.03100664,0.02277947,0.003441565,0.6577204],"study_design_scores_gemma":[0.000431677,0.004840406,0.3472394,0.004103073,0.000318686,0.003431573,0.3359457,0.0007604953,0.02379157,0.02393623,0.2550539,0.0001472655],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9672114,0.002949125,0.001033667,0.003371514,0.00003557255,0.0000722895,0.00001796472,0.00002668375,0.02528172],"genre_scores_gemma":[0.9908279,0.002677866,0.003150018,0.0004483736,0.00001113168,0.00006415947,0.0000110438,0.000009656766,0.002799963],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004553802,"threshold_uncertainty_score":0.01022112,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4416351864","doi":"10.1016/j.learninstruc.2025.102225","title":"Beyond specific impact of a morphological program on spelling in French?","year":2025,"lang":"en","type":"article","venue":"Learning and Instruction","topic":"Reading and Literacy Development","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":"Université du Québec en Abitibi-Témiscamingue; Université du Québec à Montréal","funders":"Fonds de Recherche du Québec-Société et Culture","keywords":"Spelling; Morpheme; Orthography; Phonology; Control (management); Comprehension; Morphophonology; Extant taxon; Lexicon","authors":[{"name":"Anila Fejzo","is_ca":true},{"name":"Rihab Saidane","is_ca":true},{"name":"Kathleen Whissell-Turner","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01390272095107026,"gpt":0.3307547913208694,"spread":0.3168520703697991,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000661956,0.00053789,0.0005070384,0.0004282993,0.0005019265,0.001423857,0.0006035089,0.001092688,0.0125104],"category_scores_gemma":[0.005151565,0.0001986284,0.0006240499,0.0003612608,0.0006783156,0.001047553,0.0008683064,0.0007899845,0.001003193],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007704738,"about_ca_system_score_gemma":0.001754359,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01420736,"about_ca_topic_score_gemma":0.02289166,"domain_scores_codex":[0.9991027,0.0002514598,0.00004302622,0.0002358804,0.0001702327,0.0001967651],"domain_scores_gemma":[0.9960466,0.001698706,0.0005320958,0.0004725588,0.0005005926,0.0007494124],"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":[0.009427493,0.007197873,0.1797738,0.001471166,0.001234704,0.003955807,0.006767182,0.003381846,0.2997411,0.01246607,0.003015126,0.4715678],"study_design_scores_gemma":[0.000207436,0.003574408,0.953072,0.0003145256,0.0007402469,0.0005928499,0.002761168,0.001015295,0.02631762,0.003861821,0.007486592,0.00005601778],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9808258,0.0005793799,0.0006776613,0.0005583241,0.00005151153,0.00002733733,0.0002413122,0.0001209292,0.01691765],"genre_scores_gemma":[0.9931921,0.0003883452,0.000765782,0.000202767,0.00002909189,0.00002338252,0.0001700133,0.00008758304,0.005140876],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01420736,"threshold_uncertainty_score":0.0418514,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}