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List of Contributors

2014· other· en· W4240893385 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

Venuenot available
Typeother
Languageen
FieldPsychology
TopicPsychological Testing and Assessment
Canadian institutionsnot available
Fundersnot available
KeywordsLibrary scienceMemphisPublishingMedia studiesArtSociologyGeology

Abstract

fetched live from OpenAlex

Citation (2014), "List of Contributors", Motivational Interventions (Advances in Motivation and Achievement, Vol. 18), Emerald Group Publishing Limited, Bingley, pp. vii-viii. https://doi.org/10.1108/S0749-742320140000018013 Publisher: Emerald Group Publishing Limited Copyright © 2014 Emerald Group Publishing Limited Lily Austin Swarthmore College, Swarthmore, PA, USA Jessica E. Bachrach Swarthmore College, Swarthmore, PA, USA Matthew L. Bernacki University of Nevada, Las Vegas, NV, USA Elizabeth Canning University of Wisconsin–Madison, Madison, WI, USA Alpha Chau Swarthmore College, Swarthmore, PA, USA Sung Hyeon Cheon Kangwon National University, Gangwon-do, South Korea Judith G. Chipperfield University of Manitoba, Winnipeg, Canada Geoffrey Cohen Stanford University, Stanford, CA, USA Melissa S. Emmerson Swarthmore College, Swarthmore, PA, USA Hanoch Flum Ben Gurion University of the Negev, Beer Sheva, Israel John T. Guthrie University of Maryland, College Park, MD, USA Jeremy M. Hamm University of Manitoba, Winnipeg, Canada Judith M. Harackiewicz University of Wisconsin–Madison, Madison, WI, USA Steve Hladkyj University of Manitoba, Winnipeg, Canada Amy N. Ho University of Maryland, College Park, MD, USA Janet S. Hyde University of Wisconsin–Madison, Madison, WI, USA Avi Kaplan Temple University, Philadelphia, PA, USA Brian R. King Swarthmore College, Swarthmore, PA, USA Amanda Mason-Singh University of Maryland, College Park, MD, USA Daphna Oyserman University of Southern California, Los Angeles, CA, USA Reinhard Pekrun University of Munich, Munich, Germany Raymond P. Perry University of Manitoba, Winnipeg, Canada Johnmarshall Reeve Korea University, Seoul, South Korea K. Ann Renninger Swarthmore College, Swarthmore, PA, USA Kathryn R. Riley Swarthmore College, Swarthmore, PA, USA Robert W. Roeser Portland State University, Portland, OR, USA Arielle Silverman University of Colorado – Boulder, Boulder, CO, USA Mirit Sinai Ben Gurion University of the Negev, Beer Sheva, Israel Samantha J. Stevens Swarthmore College, Swarthmore, PA, USA Yoi Tibbetts University of Wisconsin–Madison, Madison, WI, USA Julianne C. Turner University of Notre Dame, Notre Dame, IN, USA Candace Walkington Southern Methodist University, Dallas, TX, USA Allan Wigfield University of Maryland, College Park, MD, USA Book Chapters Motivational Interventions Advances in Motivation and Achievement Advances in Motivation and Achievement Copyright Page List of Contributors Preface Attribution-Based Treatment Interventions in Some Achievement Settings Intervening to Improve Children’s Reading Motivation and Comprehension: Concept-Oriented Reading Instruction Harnessing Values to Promote Motivation in Education Going Beyond the “Whoa! That’s Cool!” of Inquiry: Achieving Science Interest and Learning with the ICAN Intervention Motivating Students by “Personalizing” Learning around Individual Interests: A Consideration of Theory, Design, and Implementation Issues Fostering Positive Narratives: Social-Psychological Interventions to Maximize Motivation in the Classroom and Beyond Identity-Based Motivation: Core Processes and Intervention Examples Design-Based Interventions for Promoting Students’ Identity Exploration within the School Curriculum An Intervention-Based Program of Research on Teachers’ Motivating Styles Theory-Based Interventions with Middle-School Teachers to Support Student Motivation and Engagement The Emergence of Mindfulness-Based Interventions in Educational Settings

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesInsufficient payload (model declined to judge)
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Other · Consensus signal: Other
Teacher disagreement score0.104
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.1050.001

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.032
GPT teacher head0.379
Teacher spread0.347 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Quick stats

Citations0
Published2014
Admission routes1
Has abstractyes

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