Claims: G 1

A 1 · A 2 · A 3 · A 4 · A 5 · A 6 · A 7 · A 8 · B 1 · B 2 · C 1 · C 2 · C 3 · C 4 · C 5 · C 6 · D 1 · D 2 · D 3 · E 1 · E 2 · E 3 · E 4 · F 1 · F 2 · F 3 · G 1 · G 2 · H 1 · H 2 · I 1 · I 2 · I 3 · I 4 · I 5 · J · K · L 1 · L 2 · L 3 · M 1 · M 2 · M 3 · M 4 · N 1 · N 2 · O 1 · O 2 · P 1 · P 2 · P 3 · P 4 · P 5 · Q · R 1 · R 2 · R 3 · S 1 · S 2 · S 3 · S 4 · S 5 · S 6 · S 7 · S 8 · T 1 · T 2 · T 3 · T 4 · T 5 · T 6 · T 7 · T 8 · T 9 · T 10 · U · V · W 1 · W 2 · X · Y · Z · 0-9

• GA accuracy — alignment of perceived group cognitions with actual group characteristics — is a research target whose role is not confirmed and awaits direct measurement - GA accuracy — alignment of perceived group cognitions with actual group characteristics — is a research target whose role is not confirmed and awaits direct measurement
• GAA-LS scores correlate positively with feedback engagement, academic integrity intention, and responsible AI use intention, and differ across known groups - GAA-LS scores correlate positively with feedback engagement, academic integrity intention, and responsible AI use intention, and differ across known groups
• GAI in K-12 education offers opportunities to personalize learning, motivate students, improve assessment, and introduce innovative teaching practices - GAI in K-12 education offers opportunities to personalize learning, motivate students, improve assessment, and introduce innovative teaching practices
• GAI is rated highly effective for supporting cognitive presence by 85.71% of surveyed marketing educators - GAI is rated highly effective for supporting cognitive presence by 85.71% of surveyed marketing educators
• GAI use appears as a core condition only in a supplementary autonomy–relatedness configuration with low unique coverage - GAI use appears as a core condition only in a supplementary autonomy–relatedness configuration with low unique coverage
• GAI use is weakly positively associated with basic psychological need satisfaction among medical undergraduates - GAI use is weakly positively associated with basic psychological need satisfaction among medical undergraduates
• GAI-assisted DST creation produced significantly better team creativity performance than traditional methods, particularly in novelty and user experience - GAI-assisted DST creation produced significantly better team creativity performance than traditional methods, particularly in novelty and user experience
• GAI-assisted DST creation produced significantly higher collaborative problem-solving skills than traditional methods among university students - GAI-assisted DST creation produced significantly higher collaborative problem-solving skills than traditional methods among university students
• GAI-assisted DST creation significantly enhanced all five CPS sub-dimensions compared to traditional methods - GAI-assisted DST creation significantly enhanced all five CPS sub-dimensions compared to traditional methods
• GAI-related and GAI-unrelated AI tools show no significant difference in their moderating effects on K-12 STEM learning outcomes - GAI-related and GAI-unrelated AI tools show no significant difference in their moderating effects on K-12 STEM learning outcomes
• Gain-effective time constant product is slightly superior to forcing function amplitude as an adaptive variable - Gain-effective time constant product is slightly superior to forcing function amplitude as an adaptive variable
• Gaining access to state test data involves FERPA constraints and data-request processes typically taking one to six months for review and approval - Gaining access to state test data involves FERPA constraints and data-request processes typically taking one to six months for review and approval
• Gains from an intensive period of second-language study persist for weeks without rehearsal. - A one-week intensive Italian course raised verbal fluency by 17.17 words, and the gain was still 17.11 words above baseline three weeks later with no practice in between.
• Gains from automated scoring concentrated in linguistic accuracy and logical coherence but were absent in information fidelity and delivery fluency - Gains from automated scoring concentrated in linguistic accuracy and logical coherence but were absent in information fidelity and delivery fluency
• Gains from verified AI materials are concentrated in the bottom quintile, which accounts for roughly three-quarters of the average effect - Gains from verified AI materials are concentrated in the bottom quintile, which accounts for roughly three-quarters of the average effect
• Gains in counting and cardinality during the preschool year are associated with roughly half a standard deviation higher fifth grade mathematics achievement - Gains in counting and cardinality during the preschool year are associated with roughly half a standard deviation higher fifth grade mathematics achievement
• Gains in critical-thinking competences from dialogic lessons did not come at the expense of Biology subject-matter knowledge - Gains in critical-thinking competences from dialogic lessons did not come at the expense of Biology subject-matter knowledge
• Gains in emotion knowledge during preschool mediate the association between preschool relationships and kindergarten achievement - Gains in emotion knowledge during preschool mediate the association between preschool relationships and kindergarten achievement
• Gains in sophomore performance were unequal: about one in five Latino and Black young men were off-track at the end of sophomore year - Gains in sophomore performance were unequal: about one in five Latino and Black young men were off-track at the end of sophomore year
• Gains in source evaluation held regardless of the order in which students took the two assessment forms - Gains in source evaluation held regardless of the order in which students took the two assessment forms
• Galperin argued objective psychological study requires abandoning mere observation in favor of active construction and guided transformation of actions - Galperin argued objective psychological study requires abandoning mere observation in favor of active construction and guided transformation of actions
• Galperin-based geometry instruction enabled poorly performing sixth graders to identify geometric items correctly, with 93% giving conceptual explanations - Galperin-based geometry instruction enabled poorly performing sixth graders to identify geometric items correctly, with 93% giving conceptual explanations
• Game benefits are similar in magnitude for cognitive and intrapersonal outcomes, while the single interpersonal outcome was not significant - Game benefits are similar in magnitude for cognitive and intrapersonal outcomes, while the single interpersonal outcome was not significant
• Game design, not learner age or linguistic background, determines DGBL effectiveness; adventure games outperform non-adventure games - Game design, not learner age or linguistic background, determines DGBL effectiveness; adventure games outperform non-adventure games
• Game jam activity unfolds in five phases (brainstorming, conceptualization, prototype creation, testing, pitch), each linked to different 4C skills - Game jam activity unfolds in five phases (brainstorming, conceptualization, prototype creation, testing, pitch), each linked to different 4C skills
• Game learning analytics showed significant age and gender differences in interests, skills, achievement, and progression through attempts - Game learning analytics showed significant age and gender differences in interests, skills, achievement, and progression through attempts
• Game mechanics difficulty positively predicts persistence in Physics Playground problems - Game mechanics difficulty positively predicts persistence in Physics Playground problems
• Game structures, role playing, and the physical environment are identified as factors shaping students' thinking in AR game play - Game structures, role playing, and the physical environment are identified as factors shaping students' thinking in AR game play
• Game-based learning improved pharmacy students' literature searching course scores in one reported study - Game-based learning improved pharmacy students' literature searching course scores in one reported study
• Game-based learning in primary and early secondary STEM education shows moderate positive effects on cognition, motivation, and behaviour compared to traditional classrooms - Game-based learning in primary and early secondary STEM education shows moderate positive effects on cognition, motivation, and behaviour compared to traditional classrooms
• Game-based vocabulary practice produced larger gains than traditional instruction for newly arrived migrant children. - Ukrainian children aged 6–7 taught Italian vocabulary by games reached 171.91 words against 139.29 for traditional instruction over four weeks — a strong result in a population that transfers to almos
• Game-oriented engagement declines with grade level while assessment-driven engagement peaks in Grade 8 - Game-oriented engagement declines with grade level while assessment-driven engagement peaks in Grade 8
• Gameplay changed students' perceptions of themselves as learners and their learning practice - Gameplay changed students' perceptions of themselves as learners and their learning practice
• Gameplay increased participants' willingness to communicate in English - Gameplay increased participants' willingness to communicate in English
• Gameplay lowered participants' affective barriers to learning English in a fifteen-week game-based program - Gameplay lowered participants' affective barriers to learning English in a fifteen-week game-based program
• Gamers' collaboration skills are specialized to the game environment and do not straightforwardly transfer to school learning - Gamers' collaboration skills are specialized to the game environment and do not straightforwardly transfer to school learning
• Games with irrelevant story context show significantly larger learning effects than games with relevant story context, and games with no story show a larger, untested mean effect - Games with irrelevant story context show significantly larger learning effects than games with relevant story context, and games with no story show a larger, untested mean effect
• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes - Adding game design elements to instruction produced small positive pooled effects on cognitive, motivational and behavioral learning outcomes; only the cognitive effect held among the more rigorous st
• Gamification produces a statistically significant small-to-moderate positive effect on motivation in secondary and higher education mathematics (g = .383) - Gamification produces a statistically significant small-to-moderate positive effect on motivation in secondary and higher education mathematics (g = .383)
• Gamified design and interactive AI features sustain learners' motivation for oral practice (Motivational Propensity Pathway) - Gamified design and interactive AI features sustain learners' motivation for oral practice (Motivational Propensity Pathway)
• Gamified mobile question-asking elicits more basic information questions and fewer off-topic, incomplete or nonsense questions than a basic version in museums - Gamified mobile question-asking elicits more basic information questions and fewer off-topic, incomplete or nonsense questions than a basic version in museums
• Gamified robotics studies favor project-based learning while GBL studies favor constructivist pedagogy - Gamified robotics studies favor project-based learning while GBL studies favor constructivist pedagogy
• Gamified robotics studies skew toward higher programming/software development skill tiers than GBL studies - Gamified robotics studies skew toward higher programming/software development skill tiers than GBL studies
• Gaming participants did not report the negative consequences of task failure; low-stakes experimentation and regeneration supported perseverance - Gaming participants did not report the negative consequences of task failure; low-stakes experimentation and regeneration supported perseverance
• Gaming the system in the self-explanation step predicts delayed posttest scores beyond pretest, adding 3 percent of variance - Gaming the system in the self-explanation step predicts delayed posttest scores beyond pretest, adding 3 percent of variance
• Gaming the system is significantly negatively correlated with test performance in the digital learning game - Gaming the system is significantly negatively correlated with test performance in the digital learning game
• Gap analysis comparing observed to predicted DFW rates recasts course rankings, revealing courses that exceed or fall below expectations in a way raw DFW ranking does not - Gap analysis comparing observed to predicted DFW rates recasts course rankings, revealing courses that exceed or fall below expectations in a way raw DFW ranking does not
• Gaps between Cohen's κ and QWK indicate GradeOpt often assigned codes adjacent to human codes rather than entirely discrepant ones - Gaps between Cohen's κ and QWK indicate GradeOpt often assigned codes adjacent to human codes rather than entirely discrepant ones
• Gaps in academic skills between children narrowed at kindergarten entry, per the article's abstract - Gaps in academic skills between children narrowed at kindergarten entry, per the article's abstract
• Gaps in reflective training: 42.9 per cent of trainees had not experienced on-line collaborative talk and 42 per cent had not been asked to produce written assignments about ELT in Oman - Gaps in reflective training: 42.9 per cent of trainees had not experienced on-line collaborative talk and 42 per cent had not been asked to produce written assignments about ELT in Oman
• Gaps in source knowledge hinder source-credibility judgments, particularly inferences about benevolence - Gaps in source knowledge hinder source-credibility judgments, particularly inferences about benevolence
• Gaps in the scale's sample range produce distribution anomalies, with fewer ratings in the 4 to 4.99 band than in the 3 to 3.99 band - Gaps in the scale's sample range produce distribution anomalies, with fewer ratings in the 4 to 4.99 band than in the 3 to 3.99 band
• Gardner holds intelligences are not interchangeable, so one intelligence cannot substitute for another in learning a domain - Gardner holds intelligences are not interchangeable, so one intelligence cannot substitute for another in learning a domain
• Gatekeeper course completion rates were slightly lower for CBE participants than for comparison students, and credential completion differences varied by college - Gatekeeper course completion rates were slightly lower for CBE participants than for comparison students, and credential completion differences varied by college
• Gateway math students benefit from a balance of social, active learning and independent practice, but faculty constraints limit active learning - Gateway math students benefit from a balance of social, active learning and independent practice, but faculty constraints limit active learning
• Gateway middle and high school students met or exceeded state standards at higher rates than students statewide on CAASPP tests in most years and subjects - Gateway middle and high school students met or exceeded state standards at higher rates than students statewide on CAASPP tests in most years and subjects
• Gateway students graduate at high rates, including 100% of African American, Latina/o, and students with disabilities - Gateway students graduate at high rates, including 100% of African American, Latina/o, and students with disabilities
• GATs produced no reliable immediate learning-experience effects on frustration, cognitive load, or situational interest at either institution - GATs produced no reliable immediate learning-experience effects on frustration, cognitive load, or situational interest at either institution
• Gaussian Mixture Modeling identifies two latent clusters of delayed start behavior, outperforming three-cluster and unimodal models - Gaussian Mixture Modeling identifies two latent clusters of delayed start behavior, outperforming three-cluster and unimodal models
• Gaze feedback and PCA suggestions interact on proportional learning gains, with synergy favoring the visible-gaze/visible-agent condition - Gaze feedback and PCA suggestions interact on proportional learning gains, with synergy favoring the visible-gaze/visible-agent condition
• Gaze feedback and PCA suggestions show no interaction effect on the collaborative process ratings - Gaze feedback and PCA suggestions show no interaction effect on the collaborative process ratings
• Gaze outcome measures showed the highest relative rates of positive EMME effects among the outcome categories reviewed - Gaze outcome measures showed the highest relative rates of positive EMME effects among the outcome categories reviewed
• Gaze transitions show integrative cross-pane viewing, with most participants beginning on memory and cycling between code and memory - Gaze transitions show integrative cross-pane viewing, with most participants beginning on memory and cycling between code and memory
• Gaze-based assistance led children to fixate the narrated primary AOI significantly longer than LLM-baseline assistance - Gaze-based assistance led children to fixate the narrated primary AOI significantly longer than LLM-baseline assistance
• Gaze-based assistance produced a significantly higher follow-up fixation rate on the spoken secondary AOI than the baseline - Gaze-based assistance produced a significantly higher follow-up fixation rate on the spoken secondary AOI than the baseline
• Gaze-based assistance supported a smoother attention transition between narrated regions, while baseline assistance elicited more abrupt reorientation - Gaze-based assistance supported a smoother attention transition between narrated regions, while baseline assistance elicited more abrupt reorientation
• GBL and gamified approaches show comparable rates of quantifiable learning gains and affective outcomes in robotics education - GBL and gamified approaches show comparable rates of quantifiable learning gains and affective outcomes in robotics education
• GBL approaches are more prevalent in informal settings while gamification dominates formal classrooms in robotics education - GBL approaches are more prevalent in informal settings while gamification dominates formal classrooms in robotics education
• GBSRI significantly improved Thai undergraduates' overall English paragraph writing scores after eight weeks - GBSRI significantly improved Thai undergraduates' overall English paragraph writing scores after eight weeks
• GCL ratings move opposite to the hypothesised pattern, decreasing in the increasing-complexity condition and increasing in the decreasing-complexity condition - GCL ratings move opposite to the hypothesised pattern, decreasing in the increasing-complexity condition and increasing in the decreasing-complexity condition
• GCL-raising activations did not improve learning outcomes: neither prompted imagination nor disfluency produced a significant task-performance advantage - GCL-raising activations did not improve learning outcomes: neither prompted imagination nor disfluency produced a significant task-performance advantage
• GCLA does not bolster motivational aspects of SRL: traditional ChatGPT users showed higher intrinsic motivation and higher amotivation than GCLA users - GCLA does not bolster motivational aspects of SRL: traditional ChatGPT users showed higher intrinsic motivation and higher amotivation than GCLA users
• GCLA use enhances higher-order thinking skills—critical thinking, problem-solving, and creativity—compared with traditional ChatGPT use - GCLA use enhances higher-order thinking skills—critical thinking, problem-solving, and creativity—compared with traditional ChatGPT use
• GCLA use improves chemistry knowledge construction, including two-week retention, compared with traditional ChatGPT use - GCLA use improves chemistry knowledge construction, including two-week retention, compared with traditional ChatGPT use
• GCLA use improves cognitive and behavioral engagement and self-efficacy compared with traditional ChatGPT use in blended learning - GCLA use improves cognitive and behavioral engagement and self-efficacy compared with traditional ChatGPT use in blended learning
• GD groups wrote essays significantly better in total grounds quality, total conceptual quality, and average conceptual quality, but did not cover more topics and were not better in average grounds quality. - GD groups wrote essays significantly better in total grounds quality, total conceptual quality, and average conceptual quality, but did not cover more topics and were not better in average grounds qua
• GED takers had higher grade 8 test scores and were more likely White and less likely lunch-eligible than HiSET and TASC takers - GED takers had higher grade 8 test scores and were more likely White and less likely lunch-eligible than HiSET and TASC takers
• Gee justified games' pedagogical improvement via a Darwinian market process linking learning principles to sales - Gee justified games' pedagogical improvement via a Darwinian market process linking learning principles to sales
• Gee's engagement with game studies was instrumental multidisciplinarity, not substantive interdisciplinarity - Gee's engagement with game studies was instrumental multidisciplinarity, not substantive interdisciplinarity
• Gemini 2.0 Flash validated as a reliable LLM annotator of feedback focus types - Gemini 2.0 Flash validated as a reliable LLM annotator of feedback focus types
• Gemini and Gemini Pro show the highest internal grading consistency across file upload volumes, with no clear monotonic lost-in-the-middle effect - Gemini and Gemini Pro show the highest internal grading consistency across file upload volumes, with no clear monotonic lost-in-the-middle effect
• Gemini Flash 2.0 was selected for production over GPT-4o-mini and Llama 3.1 for its superior faithfulness and speed-to-cost ratio - Gemini Flash 2.0 was selected for production over GPT-4o-mini and Llama 3.1 for its superior faithfulness and speed-to-cost ratio
• Gemini frequently corrects board-written math errors with correction logs, but still shows case-consistency and notation-substitution failures - Gemini frequently corrects board-written math errors with correction logs, but still shows case-consistency and notation-substitution failures
• Gemini-2.5-Pro can effectively replicate human expert judgments when answering SLM-generated MCQs - Gemini-2.5-Pro can effectively replicate human expert judgments when answering SLM-generated MCQs
• Gemini-3-flash achieved the highest rubric-item accuracy, ranging from 89% on Course 2 to over 99% on Course 1 - Gemini-3-flash achieved the highest rubric-item accuracy, ranging from 89% on Course 2 to over 99% on Course 1
• Gemini-3.1-Pro-Preview is the strongest MLLM on SVLAT, exceeding the human mean, while the three open-source models remain below the human baseline - Gemini-3.1-Pro-Preview is the strongest MLLM on SVLAT, exceeding the human mean, while the three open-source models remain below the human baseline
• Gemma and LLaMA produce higher-quality responses than GPT-2 by TIGERSCORE, with accuracy and comprehension gaps remaining - Gemma and LLaMA produce higher-quality responses than GPT-2 by TIGERSCORE, with accuracy and comprehension gaps remaining
• GEMS® Space Science Sequence produces a statistically significant positive immediate-posttest effect on the Space Science Content test for grades 4–5 students - GEMS® Space Science Sequence produces a statistically significant positive immediate-posttest effect on the Space Science Content test for grades 4–5 students
• Gen AI usage duration longer than one year is associated with higher perceived academic assistance, skill development, psychological and emotional support, and daily life benefits - Gen AI usage duration longer than one year is associated with higher perceived academic assistance, skill development, psychological and emotional support, and daily life benefits
• Gen Z students report high agreement on AI adoption constructs, with performance expectancy highest and social influence lowest - Gen Z students report high agreement on AI adoption constructs, with performance expectancy highest and social influence lowest
• Gen-AI hallucinates sources and values and produces convincing but incorrect explanations, risking student misinformation - Gen-AI hallucinates sources and values and produces convincing but incorrect explanations, risking student misinformation
• Gen-AI has a moderate positive overall effect on students' higher-order thinking (g = 0.609) across 29 experimental and quasi-experimental studies - Gen-AI has a moderate positive overall effect on students' higher-order thinking (g = 0.609) across 29 experimental and quasi-experimental studies
• Gen-AI's effect on HOT is strongest for problem-solving ability (g = 0.745), followed by critical thinking (g = 0.691), with a smaller effect on creativity (g = 0.444) - Gen-AI's effect on HOT is strongest for problem-solving ability (g = 0.745), followed by critical thinking (g = 0.691), with a smaller effect on creativity (g = 0.444)
• GenAI access reduces perceived difficulty of the assisted reasoning task - GenAI access reduces perceived difficulty of the assisted reasoning task
• GenAI assistance shows no statistically significant pooled effect on programming learning outcomes (g = 0.14, 95% CI [-0.18, 0.47]), with substantial heterogeneity. - GenAI assistance shows no statistically significant pooled effect on programming learning outcomes (g = 0.14, 95% CI [-0.18, 0.47]), with substantial heterogeneity.
• GenAI availability produced no significant differential effect on final grades in more GenAI-susceptible courses relative to less susceptible ones - GenAI availability produced no significant differential effect on final grades in more GenAI-susceptible courses relative to less susceptible ones
• GenAI can foster psychologically safe team interaction while risking reduced human interaction over time - GenAI can foster psychologically safe team interaction while risking reduced human interaction over time
• GenAI can help students overcome contextual constraints when eliciting feedback - GenAI can help students overcome contextual constraints when eliciting feedback
• GenAI can provide personalised feedback in group work, but the depth of personalisation is contested - GenAI can provide personalised feedback in group work, but the depth of personalisation is contested
• GenAI can support learner agency through self-regulated learning, self-efficacy, and feedback literacy under appropriate conditions - GenAI can support learner agency through self-regulated learning, self-efficacy, and feedback literacy under appropriate conditions
• GenAI chemistry outputs can be fluent and locally persuasive while chemically invalid across representations - GenAI chemistry outputs can be fluent and locally persuasive while chemically invalid across representations
• GenAI coding assistance produces a statistically significant moderate positive effect on developer productivity (g = 0.33), with substantial heterogeneity across settings. - GenAI coding assistance produces a statistically significant moderate positive effect on developer productivity (g = 0.33), with substantial heterogeneity across settings.
• GenAI communication benefits depend on integration: embedded agents enhance communication more than external tools, but efficiency can reduce the need for human communication - GenAI communication benefits depend on integration: embedded agents enhance communication more than external tools, but efficiency can reduce the need for human communication
• GenAI compresses traditional sysadmin expertise pathways by shortcutting hands-on practice, mentorship, and iterative problem solving - GenAI compresses traditional sysadmin expertise pathways by shortcutting hands-on practice, mentorship, and iterative problem solving
• GenAI consolidates multiple core pedagogical functions within a single technological interface, a scaling effect qualitatively distinct from prior educational tools - GenAI consolidates multiple core pedagogical functions within a single technological interface, a scaling effect qualitatively distinct from prior educational tools
• GenAI dependence is negatively associated with both self-reported critical-thinking disposition and self-perceived employability - GenAI dependence is negatively associated with both self-reported critical-thinking disposition and self-perceived employability
• GenAI dependence weakens the positive association between GenAI use and both student outcomes, attenuating it to statistical non-significance at high dependence - GenAI dependence weakens the positive association between GenAI use and both student outcomes, attenuating it to statistical non-significance at high dependence
• GenAI education discourse on Reddit spans 17 themes across 5 clusters, with Academic Integrity the largest at 37.1% of records - GenAI education discourse on Reddit spans 17 themes across 5 clusters, with Academic Integrity the largest at 37.1% of records
• GenAI effects on externally assessed learning are highly heterogeneous and conditional on prior knowledge, scaffolding, verification, and task design, with pooled effects unstable under publication-bias correction - GenAI effects on externally assessed learning are highly heterogeneous and conditional on prior knowledge, scaffolding, verification, and task design, with pooled effects unstable under publication-bi
• GenAI feedback limitations require students to exercise evaluative judgement - GenAI feedback limitations require students to exercise evaluative judgement
• GenAI feedback literacy mediates the association between GenAI use and critical thinking, with near-complete mediation - GenAI feedback literacy mediates the association between GenAI use and critical thinking, with near-complete mediation
• GenAI feedback perceptions, pronunciation self-efficacy, and WTC are all positively intercorrelated, and learners report positive feedback perceptions and moderate self-efficacy and WTC - GenAI feedback perceptions, pronunciation self-efficacy, and WTC are all positively intercorrelated, and learners report positive feedback perceptions and moderate self-efficacy and WTC
• GenAI feedback quality correlates with initial essay quality while teacher feedback quality does not - GenAI feedback quality correlates with initial essay quality while teacher feedback quality does not
• GenAI fluency corrupts metacognitive monitoring by producing cognitive ease that is misread as comprehension, weakening the regulation needed to keep offloading beneficial - GenAI fluency corrupts metacognitive monitoring by producing cognitive ease that is misread as comprehension, weakening the regulation needed to keep offloading beneficial
• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect - GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect
• GenAI functions as productive self-scaffolding when students retain executive control, and becomes unproductive when reasoning is outsourced - GenAI functions as productive self-scaffolding when students retain executive control, and becomes unproductive when reasoning is outsourced
• GenAI guidelines at top U.S. universities cluster into four topics: learning and assessment integration, visual/multimodal media, security and ethics, and academic integrity - GenAI guidelines at top U.S.
• GenAI implementation in Global South higher education faces significant barriers including infrastructure, human capital, ethical, policy and contextual challenges - GenAI implementation in Global South higher education faces significant barriers including infrastructure, human capital, ethical, policy and contextual challenges
• GenAI improves administrative coordination of group work but its analyses of team members can be inaccurate and hallucinated - GenAI improves administrative coordination of group work but its analyses of team members can be inaccurate and hallucinated
• GenAI in CS education is argued to enhance student engagement, support equitable learning, and relieve instructional burden - GenAI in CS education is argued to enhance student engagement, support equitable learning, and relieve instructional burden
• GenAI in education presents a dual profile of potential benefits and significant concerns - GenAI in education presents a dual profile of potential benefits and significant concerns
• GenAI is argued to create an opportunity to move assessment away from sorting and ranking students toward recognising diverse ways of knowing - GenAI is argued to create an opportunity to move assessment away from sorting and ranking students toward recognising diverse ways of knowing
• GenAI is reframed from a threat to academic integrity into a catalyst for more equitable assessment - GenAI is reframed from a threat to academic integrity into a catalyst for more equitable assessment
• GenAI is reshaping assessment practices in computer science education through automation, scalability, and personalized feedback - GenAI is reshaping assessment practices in computer science education through automation, scalability, and personalized feedback
• GenAI learning outcomes depend more on use quality (capability, reflective engagement, retained agency) than on frequency of use - GenAI learning outcomes depend more on use quality (capability, reflective engagement, retained agency) than on frequency of use
• GenAI literacy dimensions predict critical monitoring beyond traits, use frequency, and perceptions, with critical-ethical awareness the strongest predictor - GenAI literacy dimensions predict critical monitoring beyond traits, use frequency, and perceptions, with critical-ethical awareness the strongest predictor
• GenAI literacy is positively associated with GenAI-assisted self-regulated learning behaviors among special education undergraduates - GenAI literacy is positively associated with GenAI-assisted self-regulated learning behaviors among special education undergraduates
• GenAI literacy predicted immediate independent writing performance after AI removal for Visual Data Integration, Critical Thinking, and overall Composite Score - GenAI literacy predicted immediate independent writing performance after AI removal for Visual Data Integration, Critical Thinking, and overall Composite Score
• GenAI lowers the barrier to advanced tasks, letting less-experienced practitioners achieve outcomes once requiring formal training or mentorship - GenAI lowers the barrier to advanced tasks, letting less-experienced practitioners achieve outcomes once requiring formal training or mentorship
• GenAI models span multiple agent types, mainly model-based and goal-based, but categorisation is difficult without model specifics - GenAI models span multiple agent types, mainly model-based and goal-based, but categorisation is difficult without model specifics
• GenAI models' grades differ significantly across models, with GPTo1 grading more leniently than Llama2, Mistral7B and Cohere - GenAI models' grades differ significantly across models, with GPTo1 grading more leniently than Llama2, Mistral7B and Cohere
• GenAI novices develop prompting strategies through trial and error, starting from zero-shot prompts and refining them after unsatisfactory outputs - GenAI novices develop prompting strategies through trial and error, starting from zero-shot prompts and refining them after unsatisfactory outputs
• GenAI offers transformative possibilities for personalised learning, research support and administrative efficiency in Global South higher education - GenAI offers transformative possibilities for personalised learning, research support and administrative efficiency in Global South higher education
• GenAI raises privacy, transparency, bias and accuracy concerns in group work, though empirical evidence remains limited - GenAI raises privacy, transparency, bias and accuracy concerns in group work, though empirical evidence remains limited
• GenAI reconfigures group knowledge development from individual to distributed, AI-co-constructed processes - GenAI reconfigures group knowledge development from individual to distributed, AI-co-constructed processes
• GenAI shows a dual-mechanism profile: meta-analytic learning benefits coexist with dependence-related costs to critical thinking - GenAI shows a dual-mechanism profile: meta-analytic learning benefits coexist with dependence-related costs to critical thinking
• GenAI shows positive effects on both intrinsic and extrinsic motivation, with no reliable difference between the two (H-1c not supported) - GenAI shows positive effects on both intrinsic and extrinsic motivation, with no reliable difference between the two (H-1c not supported)
• GenAI students collaboratively phrased and troubleshooted questions, with collaborative problem-solving varying substantially between the two genAI groups - GenAI students collaboratively phrased and troubleshooted questions, with collaborative problem-solving varying substantially between the two genAI groups
• GenAI support is distributed across four interlocking units: teaching and learning centers, libraries, IT/security units, and academic integrity offices - GenAI support is distributed across four interlocking units: teaching and learning centers, libraries, IT/security units, and academic integrity offices
• GenAI tools are already widely used in the academic work of the surveyed undergraduates - GenAI tools are already widely used in the academic work of the surveyed undergraduates
• GenAI tools are largely Global North products that have spread rapidly worldwide, including into Global South higher education - GenAI tools are largely Global North products that have spread rapidly worldwide, including into Global South higher education
• GenAI training attenuates the predictive effect of prior GenAI experience on revision performance - GenAI training attenuates the predictive effect of prior GenAI experience on revision performance
• GenAI training leaves total cognitive load comparable while marginally raising intrinsic cognitive load - GenAI training leaves total cognitive load comparable while marginally raising intrinsic cognitive load
• GenAI Tutor adoption was widespread but usage intensity was highly skewed, with adoption peaking early in the semester while intensity rose steadily - GenAI Tutor adoption was widespread but usage intensity was highly skewed, with adoption peaking early in the semester while intensity rose steadily
• GenAI tutorials took longer than ePBLM tutorials, with approximately 10 additional minutes spent on history-taking - GenAI tutorials took longer than ePBLM tutorials, with approximately 10 additional minutes spent on history-taking
• GenAI undermines academic integrity systemically rather than as individual dishonesty, because it optimises plausibility over truth and erodes the conditions for integrity - GenAI undermines academic integrity systemically rather than as individual dishonesty, because it optimises plausibility over truth and erodes the conditions for integrity
• GenAI undermines evidence rules by making work products ambiguous between student competence and AI capability, with substitution capacity depending on task cognitive demands - GenAI undermines evidence rules by making work products ambiguous between student competence and AI capability, with substitution capacity depending on task cognitive demands
• GenAI usage behavior dimensions correlate positively with perceived learning outcomes (r = 0.106–0.418), with usage habits showing the strongest correlation - GenAI usage behavior dimensions correlate positively with perceived learning outcomes (r = 0.106–0.418), with usage habits showing the strongest correlation
• GenAI use collapses SRL cycle transitions, with metacognitive activity restructuring around the tool - GenAI use collapses SRL cycle transitions, with metacognitive activity restructuring around the tool
• GenAI use in creative contexts tends toward regression to the mean: less skilled users improve while higher skilled users decline - GenAI use in creative contexts tends toward regression to the mean: less skilled users improve while higher skilled users decline
• GenAI use involves substantial hidden labor of prompting, verification, and correction that remains invisible in productivity evaluation - GenAI use involves substantial hidden labor of prompting, verification, and correction that remains invisible in productivity evaluation
• GenAI use is positively associated with attitude, subjective norm, perceived behavioral control, and behavioral intention toward GenAI-assisted learning - GenAI use is positively associated with attitude, subjective norm, perceived behavioral control, and behavioral intention toward GenAI-assisted learning
• GenAI use is positively associated with GenAI dependence among business students - GenAI use is positively associated with GenAI dependence among business students
• GenAI use is positively associated with self-perceived employability among business students - GenAI use is positively associated with self-perceived employability among business students
• GenAI use is positively associated with self-reported critical-thinking disposition among business students only in the adjusted structural model, with a near-zero zero-order correlation - GenAI use is positively associated with self-reported critical-thinking disposition among business students only in the adjusted structural model, with a near-zero zero-order correlation
• GenAI use is positively associated with university students' self-reported critical analytical skills (total effect) - GenAI use is positively associated with university students' self-reported critical analytical skills (total effect)
• GenAI use is widespread among higher education students in reviewed studies, with some studies reporting over 95% of participants had used GenAI tools - GenAI use is widespread among higher education students in reviewed studies, with some studies reporting over 95% of participants had used GenAI tools
• GenAI use weakens effort adjustment to incentives on subsequent unaided reasoning - GenAI use weakens effort adjustment to incentives on subsequent unaided reasoning
• GenAI used on mobile devices shows a larger motivational effect than GenAI used on computers (exploratory) - GenAI used on mobile devices shows a larger motivational effect than GenAI used on computers (exploratory)
• GenAI's default output on a take-home exam question remained at the quantitative, multistructural SOLO phase, producing polished but pedagogically thin responses - GenAI's default output on a take-home exam question remained at the quantitative, multistructural SOLO phase, producing polished but pedagogically thin responses
• GenAI's effects on higher-order thinking are mixed: support for reflection and idea expansion alongside cognitive offloading and no overall innovativeness gain - GenAI's effects on higher-order thinking are mixed: support for reflection and idea expansion alongside cognitive offloading and no overall innovativeness gain
• GenAI's immediate answers reduce engineering students' teacher-student interactions for generalizable tasks, while teachers remain preferred for complex problem-solving - GenAI's immediate answers reduce engineering students' teacher-student interactions for generalizable tasks, while teachers remain preferred for complex problem-solving
• GenAI's motivational effect is larger in collectivistic than individualistic cultural contexts (exploratory) - GenAI's motivational effect is larger in collectivistic than individualistic cultural contexts (exploratory)
• GenAI's motivational effect varies by subject domain, largest for language learning and smallest for science (exploratory) - GenAI's motivational effect varies by subject domain, largest for language learning and smallest for science (exploratory)
• GenAI-assisted education produces significantly higher academic achievement than non-GenAI-assisted approaches (g = 0.40) - GenAI-assisted education produces significantly higher academic achievement than non-GenAI-assisted approaches (g = 0.40)
• GenAI-assisted education produces significantly higher higher-order thinking abilities than non-GenAI approaches (g = 0.72) - GenAI-assisted education produces significantly higher higher-order thinking abilities than non-GenAI approaches (g = 0.72)
• GenAI-assisted education produces significantly higher learning motivation than non-GenAI approaches (g = 0.81) - GenAI-assisted education produces significantly higher learning motivation than non-GenAI approaches (g = 0.81)
• GenAI-condition students rated their PBL tutorial significantly higher after the tutorial than they rated their previous ePBLM-based experiences, especially clinical accuracy - GenAI-condition students rated their PBL tutorial significantly higher after the tutorial than they rated their previous ePBLM-based experiences, especially clinical accuracy
• GenAI-era assessment reform should move beyond defensive approaches focused primarily on preventing misconduct or detecting AI use - GenAI-era assessment reform should move beyond defensive approaches focused primarily on preventing misconduct or detecting AI use
• GenAI-era ICT assessment reform requires a whole-of-institution transformation across seven sequential themes - GenAI-era ICT assessment reform requires a whole-of-institution transformation across seven sequential themes
• GenAI-mediated digital inequality in higher education extends beyond access to tool capability, skills, and pedagogical support - GenAI-mediated digital inequality in higher education extends beyond access to tool capability, skills, and pedagogical support
• GenAI-related misconduct allegations rose from 11.9% of all misconduct cases in 2023 to 36.9% in 2025 against a stable total caseload - GenAI-related misconduct allegations rose from 11.9% of all misconduct cases in 2023 to 36.9% in 2025 against a stable total caseload
• GenAI-RTS subscale reliability is acceptable to good (ω = .75–.88) - GenAI-RTS subscale reliability is acceptable to good (ω = .75–.88)
• GenAI-supported peer feedback groups achieved higher structural complexity of argumentation artifacts than peer-feedback-only groups - GenAI-supported peer feedback groups achieved higher structural complexity of argumentation artifacts than peer-feedback-only groups
• GenAI-supported peer feedback groups produced more suggestions and explanations and less positive affective feedback than the PF group - GenAI-supported peer feedback groups produced more suggestions and explanations and less positive affective feedback than the PF group
• GenAI-supported utility value reflection produced more favorable development of perceived utility value than GenAI-supported cognitive learning strategy prompting in secondary students - GenAI-supported utility value reflection produced more favorable development of perceived utility value than GenAI-supported cognitive learning strategy prompting in secondary students
• GenAI-supported writing instruction yields a statistically significant positive pooled effect on L2/EFL writing performance (g = 0.80) with very high heterogeneity - GenAI-supported writing instruction yields a statistically significant positive pooled effect on L2/EFL writing performance (g = 0.80) with very high heterogeneity
• GenAI/LLM language ability, democratization potential, and semantic-sensor functions can serve the emancipatory vision without ever-increasing model complexity - GenAI/LLM language ability, democratization potential, and semantic-sensor functions can serve the emancipatory vision without ever-increasing model complexity
• GenAI/LLM modalities provide the strongest evidence for cognitive and communication outcomes, while chatbots show weak independent effects - GenAI/LLM modalities provide the strongest evidence for cognitive and communication outcomes, while chatbots show weak independent effects
• GenARch use was associated with a positive relative pre–post change in the Team-Q conflict-management subscale - GenARch use was associated with a positive relative pre–post change in the Team-Q conflict-management subscale
• Gender and ability/skills are the most investigated moderators/mediators of peer assessment - Gender and ability/skills are the most investigated moderators/mediators of peer assessment
• Gender and academic level do not moderate the perfectionism–academic achievement relationships - Gender and academic level do not moderate the perfectionism–academic achievement relationships
• Gender and migration background have only very small impacts on the strength of single comparison effects - Gender and migration background have only very small impacts on the strength of single comparison effects
• Gender and year group are associated with fear appeal appraisals and baseline academic self-efficacy - Gender and year group are associated with fear appeal appraisals and baseline academic self-efficacy
• Gender did not significantly moderate relationships between social functioning and academic development in preschoolers - Gender did not significantly moderate relationships between social functioning and academic development in preschoolers
• Gender differences appear in academic achievement and several cognitive parameters but not in inhibition/interference or social skills - Gender differences appear in academic achievement and several cognitive parameters but not in inhibition/interference or social skills
• Gender differences in AI perception scores appear only in the overall score and attitudes dimension, with males scoring higher - Gender differences in AI perception scores appear only in the overall score and attitudes dimension, with males scoring higher
• Gender differences in assessment points earned remained small but statistically significant after controlling for math course type and level - Gender differences in assessment points earned remained small but statistically significant after controlling for math course type and level
• Gender differences in fluid intelligence (gF) on the WISC are negligible, and newer fluid-reasoning subtests show no difference or favour females - Gender differences in fluid intelligence (gF) on the WISC are negligible, and newer fluid-reasoning subtests show no difference or favour females
• Gender differences in global performance judgments follow domain stereotypes: men higher in mathematics, women higher in reading, with no gender differences in bias - Gender differences in global performance judgments follow domain stereotypes: men higher in mathematics, women higher in reading, with no gender differences in bias
• Gender differences in mathematics and science achievement are negligible among top-performing math students, while female students show better reading achievement - Gender differences in mathematics and science achievement are negligible among top-performing math students, while female students show better reading achievement
• Gender differences in ninth-grade math grades were similar across racial/ethnic groups, with young men earning fewer points in every group - Gender differences in ninth-grade math grades were similar across racial/ethnic groups, with young men earning fewer points in every group
• Gender differences in reading outcomes at age 10 depend on the type of phonics teaching received in early literacy programmes - Gender differences in reading outcomes at age 10 depend on the type of phonics teaching received in early literacy programmes
• Gender differences in the math–science achievement profile of top-performing math students are small, with both genders tilted toward mathematics - Gender differences in the math–science achievement profile of top-performing math students are small, with both genders tilted toward mathematics
• Gender differences in victimization vary systematically across the physical, verbal, and relational components - Gender differences in victimization vary systematically across the physical, verbal, and relational components
• Gender differences on graphics items arise on tasks requiring movement between 2D and 3D representations or directional processing, not on 2D-to-2D tasks - Gender differences on graphics items arise on tasks requiring movement between 2D and 3D representations or directional processing, not on 2D-to-2D tasks
• Gender differences on WISC subtests and factors are generally smaller or unchanged with newer WISC versions, never larger - Gender differences on WISC subtests and factors are generally smaller or unchanged with newer WISC versions, never larger
• Gender differences on WISC working memory (gSM) are negligible and not statistically significant - Gender differences on WISC working memory (gSM) are negligible and not statistically significant
• Gender disparities favouring men in publication rates are documented across countries, disciplines and time periods - Gender disparities favouring men in publication rates are documented across countries, disciplines and time periods
• Gender disparities in CT education show a very small but statistically significant overall effect favoring males (g = 0.106) - Gender disparities in CT education show a very small but statistically significant overall effect favoring males (g = 0.106)
• Gender does not moderate AI adoption among Gen Z university students - Gender does not moderate AI adoption among Gen Z university students
• Gender does not moderate the club participation–GPA relationship in math or science - Gender does not moderate the club participation–GPA relationship in math or science
• Gender does not significantly moderate the effect of AI-supported PBL on computational thinking or academic achievement - Gender does not significantly moderate the effect of AI-supported PBL on computational thinking or academic achievement
• Gender equality indicators moderate gender differences among top-performing math students: tertiary enrollment ratios predict the share of female students and their achievement profiles - Gender equality indicators moderate gender differences among top-performing math students: tertiary enrollment ratios predict the share of female students and their achievement profiles
• Gender findings on adolescent creativity are mixed and depend on the domain or topic of the creativity test - Gender findings on adolescent creativity are mixed and depend on the domain or topic of the creativity test
• Gender gap trends in 8th-grade STEM were estimated from five years of TIMSS, NAEP, and MAP Growth data spanning the pandemic - Gender gap trends in 8th-grade STEM were estimated from five years of TIMSS, NAEP, and MAP Growth data spanning the pandemic
• Gender identification moderates the relation between chronic stereotype threat and both working memory effectiveness and intellectual helplessness - Gender identification moderates the relation between chronic stereotype threat and both working memory effectiveness and intellectual helplessness
• Gender is associated with small differences in GenAI use, literacy, and monitoring, while educational level shows no significant differences - Gender is associated with small differences in GenAI use, literacy, and monitoring, while educational level shows no significant differences
• Gender is not a significant moderator of the math anxiety–performance relationship - Gender is not a significant moderator of the math anxiety–performance relationship
• Gender is not related to self-concept in children with ADHD, though females report more internalizing problems - Gender is not related to self-concept in children with ADHD, though females report more internalizing problems
• Gender is unevenly distributed across participation profiles: boys are overrepresented among disconnected and girls among diligent students - Gender is unevenly distributed across participation profiles: boys are overrepresented among disconnected and girls among diligent students
• Gender moderates the association between emotion regulation and academic motivation, with a stronger positive association among male students - Gender moderates the association between emotion regulation and academic motivation, with a stronger positive association among male students
• Gender moderates the direct effect of parental beliefs and interests on children's social–emotional competence but not the direct effect of structural family characteristics - Gender moderates the direct effect of parental beliefs and interests on children's social–emotional competence but not the direct effect of structural family characteristics
• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys - Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys
• Gender moderates the relation between childhood spatial activities and spatial habits of mind, which is stronger for males than females - Gender moderates the relation between childhood spatial activities and spatial habits of mind, which is stronger for males than females
• Gender prompts shift feedback stance: female students receive affective, first-person, empathy-oriented feedback while male students receive objective, task-oriented critique - Gender prompts shift feedback stance: female students receive affective, first-person, empathy-oriented feedback while male students receive objective, task-oriented critique
• Gender related to students' emotions but showed no significant effects on math grades, while intelligence and SES related positively to grades - Gender related to students' emotions but showed no significant effects on math grades, while intelligence and SES related positively to grades
• Gender was not significantly correlated with social–emotional competence in this sample, though it functioned as a moderator - Gender was not significantly correlated with social–emotional competence in this sample, though it functioned as a moderator
• Gender, achievement-measure objectivity, and education stage did not moderate the burnout–achievement relationship - Gender, achievement-measure objectivity, and education stage did not moderate the burnout–achievement relationship
• Gender, age and English proficiency show nuanced group differences in chatbot attitudes and concerns - Gender, age and English proficiency show nuanced group differences in chatbot attitudes and concerns
• Gender, gaming frequency, and physics knowledge were not significant predictors of persistence - Gender, gaming frequency, and physics knowledge were not significant predictors of persistence
• Gender, teaching experience, and educational level covary with TSE and burnout levels at Time 1 - Gender, teaching experience, and educational level covary with TSE and burnout levels at Time 1
• Gender-interest stereotypes create a gender gap in interest in a computer science activity: girls, but not boys, show lower interest when the stereotype is present - Gender-interest stereotypes create a gender gap in interest in a computer science activity: girls, but not boys, show lower interest when the stereotype is present
• Gender-interest stereotypes favoring boys in computer science and engineering are endorsed across grades 1–12 and across racial/ethnic groups in a diverse sample - Gender-interest stereotypes favoring boys in computer science and engineering are endorsed across grades 1–12 and across racial/ethnic groups in a diverse sample
• Gender-specific prediction patterns: working memory span negatively predicts listening more strongly in males, while its positive bridging influence on English performance is stronger in females - Gender-specific prediction patterns: working memory span negatively predicts listening more strongly in males, while its positive bridging influence on English performance is stronger in females
• Gender/sex predicted reporting that getting help from peers increased self-efficacy when modeled alone, but this relationship was attenuated after accounting for initial self-efficacy - Gender/sex predicted reporting that getting help from peers increased self-efficacy when modeled alone, but this relationship was attenuated after accounting for initial self-efficacy
• General ability, spatial abilities, and in-class attention together explain 83% of individual differences in mathematical competence from 6th to 9th grade - General ability, spatial abilities, and in-class attention together explain 83% of individual differences in mathematical competence from 6th to 9th grade
• General academic supports and quality instruction are insufficient to foster civic commitment; supportive teachers and quality instruction were not statistically related to it - General academic supports and quality instruction are insufficient to foster civic commitment; supportive teachers and quality instruction were not statistically related to it
• General AI literacy is not significantly related to in-service science educators' AI use or to their age, gender, or years of service - General AI literacy is not significantly related to in-service science educators' AI use or to their age, gender, or years of service
• General and fluid intelligence correlate strongly with mathematics achievement (r = .41 to .62), and the fluid-intelligence correlation is larger in older samples
• General biology students in the expansive condition transferred more of what they learned about the differential pressure principle (d = 1.2) - General biology students in the expansive condition transferred more of what they learned about the differential pressure principle (d = 1.2)
• General cognitive ability has moderate positive relations with work performance, with meta-analytic validity coefficients in the 0.4 to 0.6 range across many job types - General cognitive ability has moderate positive relations with work performance, with meta-analytic validity coefficients in the 0.4 to 0.6 range across many job types
• General composing heuristics produced mixed results in studies of their effectiveness - General composing heuristics produced mixed results in studies of their effectiveness
• General engagement measures focus on behavioral aspects, whereas academic-engagement measures more often include cognitive and emotional aspects - General engagement measures focus on behavioral aspects, whereas academic-engagement measures more often include cognitive and emotional aspects
• General interest (d = 0.22) and career interest (d = 0.40) show significant positive effects; other attitude subscales do not - General interest (d = 0.22) and career interest (d = 0.40) show significant positive effects; other attitude subscales do not
• General literacy achievement domain: one statistically significant positive effect and one indeterminate effect yield a potentially positive rating - General literacy achievement domain: one statistically significant positive effect and one indeterminate effect yield a potentially positive rating
• General method has two serious weaknesses: it conflates general psychology with the psychology of a subject, and it gives adult rather than child psychology - General method has two serious weaknesses: it conflates general psychology with the psychology of a subject, and it gives adult rather than child psychology
• General pre-warnings mostly show null effects, but monitoring with susceptibility feedback reduces susceptibility - General pre-warnings mostly show null effects, but monitoring with susceptibility feedback reduces susceptibility
• General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning - General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning
• General processing speed (choice reaction time and figure matching) does not significantly predict mathematics achievement in Grade 7 or Grade 9 - General processing speed (choice reaction time and figure matching) does not significantly predict mathematics achievement in Grade 7 or Grade 9
• General psychology prevails as the prerequisite for educational psychology, with thirty institutions requiring it and some professors suggesting biology instead - General psychology prevails as the prerequisite for educational psychology, with thirty institutions requiring it and some professors suggesting biology instead
• General-purpose embedding yields better retrieval while domain-specific embedding yields higher answer completeness and relevance - General-purpose embedding yields better retrieval while domain-specific embedding yields higher answer completeness and relevance
• General-purpose large language models perform substantially worse on Bengali downstream tasks than on equivalent English tasks, with gaps consistent with data-volume explanations - General-purpose large language models perform substantially worse on Bengali downstream tasks than on equivalent English tasks, with gaps consistent with data-volume explanations
• General-purpose LLMs show accuracy and reliability limits, including hallucinations and task-specific accuracy below perfect, making them risky as expert advice sources - General-purpose LLMs show accuracy and reliability limits, including hallucinations and task-specific accuracy below perfect, making them risky as expert advice sources
• General-purpose LLMs show sycophancy: AI responses affirmed users substantially more than human responses, increasing trust and reducing willingness to take responsibility - General-purpose LLMs show sycophancy: AI responses affirmed users substantially more than human responses, increasing trust and reducing willingness to take responsibility
• General-track students reported significantly lower initial interest in science than science-track students, with no difference in interest gain - General-track students reported significantly lower initial interest in science than science-track students, with no difference in interest gain
• Generalizability of metacognitive skills across tasks increases between ages eight and eleven - Generalizability of metacognitive skills across tasks increases between ages eight and eleven
• Generalizable detectors of students' affective states in DLPs remain an unsolved problem - Generalizable detectors of students' affective states in DLPs remain an unsolved problem
• Generalization from practice requires explanatory feedback and sufficient prior knowledge or confidence, with benefits concentrated among better-prepared learners - Generalization from practice requires explanatory feedback and sufficient prior knowledge or confidence, with benefits concentrated among better-prepared learners
• Generalized math self-efficacy items function like self-concept items because they omit an explicit performance criterion - Generalized math self-efficacy items function like self-concept items because they omit an explicit performance criterion
• Generated answers sometimes added correct background knowledge not explicitly supported by retrieved evidence, an unsupported-answer behavior the authors flag as requiring faithfulness evaluation - Generated answers sometimes added correct background knowledge not explicitly supported by retrieved evidence, an unsupported-answer behavior the authors flag as requiring faithfulness evaluation
• Generated hypotheses discriminate hard from easy questions, mostly with medium-to-large effects - Generated hypotheses discriminate hard from easy questions, mostly with medium-to-large effects
• Generated self-explanations mediate the immediate posttest advantage of open-book over closed-book prompts - Generated self-explanations mediate the immediate posttest advantage of open-book over closed-book prompts
• Generating a good question for a topic strongly predicts answering the matching test item correctly - Generating a good question for a topic strongly predicts answering the matching test item correctly
• Generating alternative uses relative to ordinary characteristics recruits mainly left temporo-parietal regions (left SMG, left AG, bilateral MTG) in both adolescents and adults - Generating alternative uses relative to ordinary characteristics recruits mainly left temporo-parietal regions (left SMG, left AG, bilateral MTG) in both adolescents and adults
• Generating delayed keywords does not reduce bias in comprehension judgments - Generating delayed keywords does not reduce bias in comprehension judgments
• Generating drawings is effective for university students but largely ineffective for elementary-school children unless instructional support is extremely high - Generating drawings is effective for university students but largely ineffective for elementary-school children unless instructional support is extremely high
• Generating examples produces overconfident judgments of learning, especially for principles and procedures - Generating examples produces overconfident judgments of learning, especially for principles and procedures
• Generating explanations (oral or written) outperforms retrieval practice on inference-based questions for the high-difficult text - Generating explanations (oral or written) outperforms retrieval practice on inference-based questions for the high-difficult text
• Generating integrative frameworks can paradoxically increase rather than reduce the number of theoretical models - Generating integrative frameworks can paradoxically increase rather than reduce the number of theoretical models
• Generating keywords after a delay increases relative judgment accuracy compared with no keyword generation, replicating the keyword effect with a new sample and new materials - Generating keywords after a delay increases relative judgment accuracy compared with no keyword generation, replicating the keyword effect with a new sample and new materials
• Generating multiple alternative uses (AU2+ > OC2+) additionally recruits left inferior frontal gyrus and middle frontal gyrus beyond the temporo-parietal network - Generating multiple alternative uses (AU2+ > OC2+) additionally recruits left inferior frontal gyrus and middle frontal gyrus beyond the temporo-parietal network
• Generating multiple images per prompt and re-prompting with word variations did not yield accurate nuclear images for failed concepts - Generating multiple images per prompt and re-prompting with word variations did not yield accurate nuclear images for failed concepts
• Generating or comparing keywords had no substantial effect on posttest learning performance - Generating or comparing keywords had no substantial effect on posttest learning performance
• Generating own examples after instruction produced better retention and transfer than studying provided examples - Generating own examples after instruction produced better retention and transfer than studying provided examples
• Generating peer feedback prior to internal feedback does not improve the quality of assessors' subsequent internal feedback - Generating peer feedback prior to internal feedback does not improve the quality of assessors' subsequent internal feedback
• Generating predictions is effective from lower elementary grades onward, with children benefiting more from predicting than from generating examples - Generating predictions is effective from lower elementary grades onward, with children benefiting more from predicting than from generating examples
• Generating questions is effective for university students but likely ineffective for younger elementary students, working at intermediate ages only with instructional scaffolding - Generating questions is effective for university students but likely ineffective for younger elementary students, working at intermediate ages only with instructional scaffolding
• Generation and elaboration specificity correlate for autobiographical memory but not for problem solving in both age groups - Generation and elaboration specificity correlate for autobiographical memory but not for problem solving in both age groups
• Generation as the sole desirable difficulty produced no detrimental effect on L2 vocabulary recall, in contrast to prior short-term findings - Generation as the sole desirable difficulty produced no detrimental effect on L2 vocabulary recall, in contrast to prior short-term findings
• Generation Effect Improves Retention
• Generation effects are larger in incidental than intentional learning studies, though the direct intentional-vs-incidental contrast was not significant - Generation effects are larger in incidental than intentional learning studies, though the direct intentional-vs-incidental contrast was not significant
• Generation tasks show no significant overall treatment effect on L2 vocabulary Knowledge scores compared with baseline non-generative tasks - Generation tasks show no significant overall treatment effect on L2 vocabulary Knowledge scores compared with baseline non-generative tasks
• Generative (Constructive) engagement by young children produces better learning than attentive (Passive) engagement - Generative (Constructive) engagement by young children produces better learning than attentive (Passive) engagement
• Generative activities improve students' monitoring accuracy but not their actual learning after restudy - Generative activities improve students' monitoring accuracy but not their actual learning after restudy
• Generative AI adoption among learners and workers is outpacing institutional policy readiness, creating a gap between behavior and policy - Generative AI adoption among learners and workers is outpacing institutional policy readiness, creating a gap between behavior and policy
• Generative AI generates responses based on probability and pattern prediction, not reasoning or understanding - Generative AI generates responses based on probability and pattern prediction, not reasoning or understanding
• Generative AI is an arrival technology that entered classrooms before any pedagogical evidence base could form - Generative AI is an arrival technology that entered classrooms before any pedagogical evidence base could form
• Generative AI makes knowledge mobilizable, converting external knowledge into immediately usable task output within seconds - Generative AI makes knowledge mobilizable, converting external knowledge into immediately usable task output within seconds
• Generative AI platforms cannot yet independently lead meaningful innovation; at best they augment human intelligence for innovation - Generative AI platforms cannot yet independently lead meaningful innovation; at best they augment human intelligence for innovation
• Generative AI support can foster self-regulated learning more effectively than traditional AI-based implementations - Generative AI support can foster self-regulated learning more effectively than traditional AI-based implementations
• Generative AI tools risk inducing overestimated abilities and diminishing training of foundational skills - Generative AI tools risk inducing overestimated abilities and diminishing training of foundational skills
• Generative AI use shows divergent effects on creativity: weakened creative writing but increased creative problem-solving and idea quality - Generative AI use shows divergent effects on creativity: weakened creative writing but increased creative problem-solving and idea quality
• Generative AI weakens the evidentiary relation between assessment artifacts and learner capacity, so institutions must assess the learner's accountable relation to AI-mediated work - Generative AI weakens the evidentiary relation between assessment artifacts and learner capacity, so institutions must assess the learner's accountable relation to AI-mediated work
• Generative AI-assisted feedback is associated with a statistically significant pretest–posttest improvement in violin students' intonation performance over a four-week period - Generative AI-assisted feedback is associated with a statistically significant pretest–posttest improvement in violin students' intonation performance over a four-week period
• Generative AI-generated hints can be as effective as human-generated hints for mathematics performance, but ensuring accuracy requires validation procedures that discard a substantial share of generated hints - Generative AI-generated hints can be as effective as human-generated hints for mathematics performance, but ensuring accuracy requires validation procedures that discard a substantial share of generat
• Generative and visualizing tasks improve metacomprehension and monitoring accuracy but show small or null effects on learning outcomes - Generative and visualizing tasks improve metacomprehension and monitoring accuracy but show small or null effects on learning outcomes
• Generative instructional conditions (inquiry and explanation) outperformed receptive conditions on far transfer, with inquiry best on far transfer problems - Generative instructional conditions (inquiry and explanation) outperformed receptive conditions on far transfer, with inquiry best on far transfer problems
• Generative learning involves mentally reorganizing and integrating to-be-learned information with prior knowledge, enabling application to new situations - Generative learning involves mentally reorganizing and integrating to-be-learned information with prior knowledge, enabling application to new situations
• Generative learning strategy prompts with metacognitive feedback yield higher self-regulation, strategy-use quality, recall and comprehension than strategy tools alone, controlling for prior knowledge - Generative learning strategy prompts with metacognitive feedback yield higher self-regulation, strategy-use quality, recall and comprehension than strategy tools alone, controlling for prior knowledge
• Generative processing principles: words with pictures and conversational-style words improve transfer over words alone and formal style - Generative processing principles: words with pictures and conversational-style words improve transfer over words alone and formal style
• Generativity: breakthroughs enable follow-on innovations, adaptation, and scaling through recombination - Generativity: breakthroughs enable follow-on innovations, adaptation, and scaling through recombination
• Generic AI tools can undermine curriculum coherence and pedagogical goals, producing low-quality artifacts that do not match district beliefs - Generic AI tools can undermine curriculum coherence and pedagogical goals, producing low-quality artifacts that do not match district beliefs
• Genes account for negligible variance in four-year-olds' math scores at very low SES but over 40% at very high SES - Genes account for negligible variance in four-year-olds' math scores at very low SES but over 40% at very high SES
• Genesis produces genuinely new characteristics at each stage, so a mental state is not the sum of the experiences giving rise to it - Genesis produces genuinely new characteristics at each stage, so a mental state is not the sum of the experiences giving rise to it
• Genetic differences in learning motivation are more strongly predictive of math achievement among four-year-olds in higher-SES homes - Genetic differences in learning motivation are more strongly predictive of math achievement among four-year-olds in higher-SES homes
• Genetic influences drive the phenotypic correlations between cognitive skills and reading components - Genetic influences drive the phenotypic correlations between cognitive skills and reading components
• Genetic variance in learning motivation fully mediates the gene-by-SES interaction on four-year-olds' math achievement - Genetic variance in learning motivation fully mediates the gene-by-SES interaction on four-year-olds' math achievement
• Geographic distance and insufficient internet bandwidth can derail rural schools' plans for cross-school professional learning communities - Geographic distance and insufficient internet bandwidth can derail rural schools' plans for cross-school professional learning communities
• Geographical region moderated several engagement-correlate relations, with Eastern students showing higher relations than Western students - Geographical region moderated several engagement-correlate relations, with Eastern students showing higher relations than Western students
• Geographical region significantly moderates AI literacy intervention effects, with Europe and East Asia outperforming North America - Geographical region significantly moderates AI literacy intervention effects, with Europe and East Asia outperforming North America
• Georgia State's GPS Advising paired prediction with advising capacity and retention grants, and its strongest reported outcome was narrowed equity gaps rather than prediction accuracy - Georgia State's GPS Advising paired prediction with advising capacity and retention grants, and its strongest reported outcome was narrowed equity gaps rather than prediction accuracy
• GeoWeave-8B achieves the highest open-source final-answer accuracy and process average on GeoVAD-Bench, gaining 25.3 and 30.4 percentage points over its base model - GeoWeave-8B achieves the highest open-source final-answer accuracy and process average on GeoVAD-Bench, gaining 25.3 and 30.4 percentage points over its base model
• Germane cognitive load can be defined in terms of intrinsic cognitive load, associating it with element interactivity - Germane cognitive load can be defined in terms of intrinsic cognitive load, associating it with element interactivity
• Germane cognitive load fully mediates the effect of information-search tool on justification quality (exploratory analysis) - Germane cognitive load fully mediates the effect of information-search tool on justification quality (exploratory analysis)
• Germane cognitive load is reformulated as redistributing working memory resources from extraneous to intrinsic processing rather than adding to total load - Germane cognitive load is reformulated as redistributing working memory resources from extraneous to intrinsic processing rather than adding to total load
• Germane cognitive load was added to the cognitive load framework on theoretical grounds rather than because of empirical results requiring the concept - Germane cognitive load was added to the cognitive load framework on theoretical grounds rather than because of empirical results requiring the concept
• Germane load measurement is problematic: GCL-outcome correlations and item understanding show weaknesses across instruments - Germane load measurement is problematic: GCL-outcome correlations and item understanding show weaknesses across instruments
• Gesture and picture enrichment produced similar benefits on children's L2 vocabulary learning, contrary to adult findings favoring gestures - Gesture and picture enrichment produced similar benefits on children's L2 vocabulary learning, contrary to adult findings favoring gestures
• Gesture effects on narrative comprehension are not moderated by total task difficulty or age when measured through free recall and specific questions - Gesture effects on narrative comprehension are not moderated by total task difficulty or age when measured through free recall and specific questions
• Gesture enrichment specifically aided translation of abstract words in Experiment 1, but this word-type specificity did not replicate in Experiment 2 - Gesture enrichment specifically aided translation of abstract words in Experiment 1, but this word-type specificity did not replicate in Experiment 2
• Gesture instructions hindered specific recall for participants with lower propensity to gesture (Study 2) - Gesture instructions hindered specific recall for participants with lower propensity to gesture (Study 2)
• Gesture instructions impaired narrative recall only for participants with average or above-average verbal memory, not those below average (Study 1) - Gesture instructions impaired narrative recall only for participants with average or above-average verbal memory, not those below average (Study 1)
• Gesture manipulation checks confirmed instructed participants gestured far more than spontaneous participants in both studies - Gesture manipulation checks confirmed instructed participants gestured far more than spontaneous participants in both studies
• Gesture mediated collaborative learning in an AR-headset astronomy task, including exploration, orientation, sharing and synthesizing AR perspectives, and sharing symbolic conception - Gesture mediated collaborative learning in an AR-headset astronomy task, including exploration, orientation, sharing and synthesizing AR perspectives, and sharing symbolic conception
• Gesture production does not moderate the differential effects of observing typical versus atypical gestures on narrative comprehension - Gesture production does not moderate the differential effects of observing typical versus atypical gestures on narrative comprehension
• Gesture-enriched L2 vocabulary learning benefits 14-year-olds more than picture enrichment, while 12-year-olds benefit equivalently from both - Gesture-enriched L2 vocabulary learning benefits 14-year-olds more than picture enrichment, while 12-year-olds benefit equivalently from both
• Gesture-enriched learning improves 8-year-olds' L2 vocabulary translation and free recall compared with non-enriched learning, persisting up to 6 months - Gesture-enriched learning improves 8-year-olds' L2 vocabulary translation and free recall compared with non-enriched learning, persisting up to 6 months
• Gestures and bodily actions lighten cognitive load and extend mathematical ideas across group members during collaboration - Gestures and bodily actions lighten cognitive load and extend mathematical ideas across group members during collaboration
• Gesture–speech incongruency disrupts multimodal processing, increasing response times and error rates - Gesture–speech incongruency disrupts multimodal processing, increasing response times and error rates
• Gesturing during learning improves retention and reduces cognitive load - Gesturing during learning improves retention and reduces cognitive load
• Gesturing while explaining problem solving reduces cognitive load - Gesturing while explaining problem solving reduces cognitive load
• Gevinson identified five dimensions of expert literary reading behavior shared across expert readers - Gevinson identified five dimensions of expert literary reading behavior shared across expert readers
• Ghanaian pre-service science teachers hold significantly positive performance expectancy and effort expectancy toward AI - Ghanaian pre-service science teachers hold significantly positive performance expectancy and effort expectancy toward AI
• Ghanaian pre-service science teachers show positive attitudes, perceived behavioural control, and behavioural intentions toward AI - Ghanaian pre-service science teachers show positive attitudes, perceived behavioural control, and behavioural intentions toward AI
• Ghanaian pre-service science teachers use AI mainly for research and content delivery rather than assessment or student engagement - Ghanaian pre-service science teachers use AI mainly for research and content delivery rather than assessment or student engagement
• GHQ social dysfunction and severe depression show no group differences by exercise hours but are significantly related to physical fitness in correlation and regression - GHQ social dysfunction and severe depression show no group differences by exercise hours but are significantly related to physical fitness in correlation and regression
• Gifted primary students report higher need for cognition, perceived competence and perceived autonomy than nongifted students - Gifted primary students report higher need for cognition, perceived competence and perceived autonomy than nongifted students
• Gifted underachievers consistently report lower motivation than gifted achievers across reviewed studies - Gifted underachievers consistently report lower motivation than gifted achievers across reviewed studies
• Gifted underachievers typically report more negative perceptions of school and teachers than gifted achievers, though findings are not uniform - Gifted underachievers typically report more negative perceptions of school and teachers than gifted achievers, though findings are not uniform
• Gifted, highly trained adults working a novel abstract task produce error-ridden problem work comparable in character to that of school pupils - Gifted, highly trained adults working a novel abstract task produce error-ridden problem work comparable in character to that of school pupils
• Giftedness interacts significantly with instruction type on the learning and recall outcomes in the 2×2×2 study - Giftedness interacts significantly with instruction type on the learning and recall outcomes in the 2×2×2 study
• Giftedness shows a significant multivariate main effect across the learning and recall outcome measures in the 2×2×2 study - Giftedness shows a significant multivariate main effect across the learning and recall outcome measures in the 2×2×2 study
• Girls and FARM-enrolled students report higher mathematics anxiety at year's end, controlling for fall anxiety - Girls and FARM-enrolled students report higher mathematics anxiety at year's end, controlling for fall anxiety
• Girls and underrepresented minorities remain far below representative participation on AP computer science exams, though new exams show gains - Girls and underrepresented minorities remain far below representative participation on AP computer science exams, though new exams show gains
• Girls exhibited a stronger decrease in mathematics ASC than boys over the school year, while school type did not predict ASC development - Girls exhibited a stronger decrease in mathematics ASC than boys over the school year, while school type did not predict ASC development
• Girls exhibited significantly higher learning preferences than boys for visual means and agency support, with no significant gender differences for auditory or sensorimotor modalities - Girls exhibited significantly higher learning preferences than boys for visual means and agency support, with no significant gender differences for auditory or sensorimotor modalities
• Girls in Playworks schools had significantly higher accelerometer intensity counts and spent more time in vigorous physical activity than girls in control schools - Girls in Playworks schools had significantly higher accelerometer intensity counts and spent more time in vigorous physical activity than girls in control schools
• Girls in Playworks schools were less likely to be sedentary and more likely to engage in jumping, tag, and playground games during recess - Girls in Playworks schools were less likely to be sedentary and more likely to engage in jumping, tag, and playground games during recess
• Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample - Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample
• Girls predominate among writers of vertical writing and back-hand, and the oldest pupils write a mixed hand - Girls predominate among writers of vertical writing and back-hand, and the oldest pupils write a mixed hand
• Girls report higher initial mathematics enjoyment and boys higher initial boredom, with no gender differences in arithmetic skill development or mathematics performance - Girls report higher initial mathematics enjoyment and boys higher initial boredom, with no gender differences in arithmetic skill development or mathematics performance
• Girls report higher school engagement at time 1 and higher cumulative GPA than boys - Girls report higher school engagement at time 1 and higher cumulative GPA than boys
• Girls score lower than boys on timed standardized math and science tests at the same course level, and SAT math scores underpredict women's college math performance - Girls score lower than boys on timed standardized math and science tests at the same course level, and SAT math scores underpredict women's college math performance
• Girls scored lower than boys on fifth grade Numerical Operations, with the gap smaller in earlier grades, but no sex difference in fifth grade word reading - Girls scored lower than boys on fifth grade Numerical Operations, with the gap smaller in earlier grades, but no sex difference in fifth grade word reading
• Girls scored significantly higher than boys on writing quality, handwriting fluency, and attitude toward writing - Girls scored significantly higher than boys on writing quality, handwriting fluency, and attitude toward writing
• Girls show early EF and ToM advantages, but the EF advantage diminishes with age while the ToM advantage persists - Girls show early EF and ToM advantages, but the EF advantage diminishes with age while the ToM advantage persists
• Girls show higher reading enjoyment and lower math enjoyment than boys, with no science enjoyment difference, after controlling for achievement, SES, and age - Girls show higher reading enjoyment and lower math enjoyment than boys, with no science enjoyment difference, after controlling for achievement, SES, and age
• Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders - Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders
• Girls show significantly higher task orientation than boys in preschool - Girls show significantly higher task orientation than boys in preschool
• Girls showed more SRL strategic behaviours than boys but did not outperform boys on task performance; child age correlated with metacognitive, motivational behaviours and performance - Girls showed more SRL strategic behaviours than boys but did not outperform boys on task performance; child age correlated with metacognitive, motivational behaviours and performance
• Girls started lower in math self-concept and interest than boys, and the L1 self-concept gender gap widened over Grades 7–9 - Girls started lower in math self-concept and interest than boys, and the L1 self-concept gender gap widened over Grades 7–9
• Girls started with lower interest in science than boys but gained significantly more, resulting in equal post-intervention interest - Girls started with lower interest in science than boys but gained significantly more, resulting in equal post-intervention interest
• Girls were on average more accurate than boys in equation rearrangement, with no significant difference in speed - Girls were on average more accurate than boys in equation rearrangement, with no significant difference in speed
• Girls who engage in sport at least one hour per week show better math and reading results; this relationship did not hold for boys - Girls who engage in sport at least one hour per week show better math and reading results; this relationship did not hold for boys
• Girls with ADHD were rated as having more severe ADHD symptoms than boys with ADHD in this sample - Girls with ADHD were rated as having more severe ADHD symptoms than boys with ADHD in this sample
• Girls' likelihood of majoring in PEMC is 3.1 times greater at the highest versus lowest value of 12th grade perceived mathematics ability under challenge (5.6% vs. 1.8%) - Girls' likelihood of majoring in PEMC is 3.1 times greater at the highest versus lowest value of 12th grade perceived mathematics ability under challenge (5.6% vs.
• Girls' lower sense of belonging mediates the relation between gender-interest stereotypes and their lower interest in computer science, with the opposite mediation for boys - Girls' lower sense of belonging mediates the relation between gender-interest stereotypes and their lower interest in computer science, with the opposite mediation for boys
• Girls' social problem-solving scores exceed boys' overall and in the Turkish sample but not in the British sample - Girls' social problem-solving scores exceed boys' overall and in the Turkish sample but not in the British sample
• Girls' vocational choices showed a striking narrowness of outlook, with teaching, nursing, and stenography filling nearly the whole horizon and possibilities diminishing with age - Girls' vocational choices showed a striking narrowness of outlook, with teaching, nursing, and stenography filling nearly the whole horizon and possibilities diminishing with age
• Given ambiguous evidence, preschoolers design informative interventions in their exploratory play (Experiment 2) - Given ambiguous evidence, preschoolers design informative interventions in their exploratory play (Experiment 2)
• Given ambiguous evidence, preschoolers select informative interventions in their exploratory play (Experiment 1) - Given ambiguous evidence, preschoolers select informative interventions in their exploratory play (Experiment 1)
• Given sufficient prompt context, GPT-4 describes student errors in a College Algebra ITS with 87.8% accuracy - Given sufficient prompt context, GPT-4 describes student errors in a College Algebra ITS with 87.8% accuracy
• Given unambiguous evidence, preschoolers play indiscriminately and rarely try to isolate candidate causes - Given unambiguous evidence, preschoolers play indiscriminately and rarely try to isolate candidate causes
• Giving feedback that identifies problems in peers' work is a significant predictor of assessors' own project performance - Giving feedback that identifies problems in peers' work is a significant predictor of assessors' own project performance
• Giving students a choice between self-focused and other-focused utility-value assignments produced higher course grades than fixing the assignment type - Giving students a choice between self-focused and other-focused utility-value assignments produced higher course grades than fixing the assignment type
• Giving students feedback about their grading bias increased their subsequent grading accuracy - Giving students feedback about their grading bias increased their subsequent grading accuracy
• Giving suggestions to peers is a significant predictor of assessors' own project performance - Giving suggestions to peers is a significant predictor of assessors' own project performance
• Giving teachers access to students' diagrams improves teachers' regulation accuracy but not their monitoring accuracy - Giving teachers access to students' diagrams improves teachers' regulation accuracy but not their monitoring accuracy
• GLAT scores predicted performance on GenAI-supported tasks better than perceived ChatGPT proficiency - GLAT scores predicted performance on GenAI-supported tasks better than perceived ChatGPT proficiency
• GLAT shows robust structural validity and reliability under a 2-parameter logistic IRT model - GLAT shows robust structural validity and reliability under a 2-parameter logistic IRT model
• Global change instruction poses a distinctive challenge: learners must view global change holistically while analysing individual issues at local and regional levels - Global change instruction poses a distinctive challenge: learners must view global change holistically while analysing individual issues at local and regional levels
• Global ECEC quality indices show little evidence of relating to child outcomes - Global ECEC quality indices show little evidence of relating to child outcomes
• Global errors hinder communication while local errors affect only a single sentence element, informing which errors to correct - Global errors hinder communication while local errors affect only a single sentence element, informing which errors to correct
• Global inclusion gaps persist despite large EdTech investment - Global inclusion gaps persist despite large EdTech investment
• Global judgments of learning correlate moderately-to-strongly with final test performance in both individual and paired conditions - Global judgments of learning correlate moderately-to-strongly with final test performance in both individual and paired conditions
• Global perceived-SEC is indirectly associated with greater prosocial behavior via autonomous motivation (β = .23), the only significant indirect path - Global perceived-SEC is indirectly associated with greater prosocial behavior via autonomous motivation (β = .23), the only significant indirect path
• Global perceived-SEC is positively associated with autonomous motivation, introjected motivation, and prosocial behavior, and negatively with conduct problems - Global perceived-SEC is positively associated with autonomous motivation, introjected motivation, and prosocial behavior, and negatively with conduct problems
• Global predictions rely on domain-specific self-concept but not on test performance, unlike postdictions - Global predictions rely on domain-specific self-concept but not on test performance, unlike postdictions
• Global-fit evidence does not clearly favor unidimensional over multidimensional academic resilience measurement models, as fit-index pass rates diverge by index - Global-fit evidence does not clearly favor unidimensional over multidimensional academic resilience measurement models, as fit-index pass rates diverge by index
• GMT as a standalone intervention shows small average effects that approach zero when publication bias is controlled, per the review's account of Macnamara and Burgoyne's meta-analysis - GMT as a standalone intervention shows small average effects that approach zero when publication bias is controlled, per the review's account of Macnamara and Burgoyne's meta-analysis
• GNN training homogenizes concept representations, with 62.7% of prerequisite pairs becoming increasingly similar during DGCPL training - GNN training homogenizes concept representations, with 62.7% of prerequisite pairs becoming increasingly similar during DGCPL training
• Go-trial accuracy was lower under reward conditions, an effect mediated by task version and administration order - Go-trial accuracy was lower under reward conditions, an effect mediated by task version and administration order
• Go-trial response times are slower during the stop-signal task than the no-tone task, with no diagnostic group difference - Go-trial response times are slower during the stop-signal task than the no-tone task, with no diagnostic group difference
• Goal affordances, goal incongruity, and belonging show no association with global life satisfaction among Indigenous STEM students - Goal affordances, goal incongruity, and belonging show no association with global life satisfaction among Indigenous STEM students
• Goal orientations moderate self-efficacy perceptions in ways not originally predicted by self-efficacy theory - Goal orientations moderate self-efficacy perceptions in ways not originally predicted by self-efficacy theory
• Goal profiles differ between effective and ineffective CL teams: mastery and social responsibility goals prevail in effective teams, entertainment, certificate and work avoidance goals in ineffective teams - Goal profiles differ between effective and ineffective CL teams: mastery and social responsibility goals prevail in effective teams, entertainment, certificate and work avoidance goals in ineffective
• Goal setting and strategic planning positively predict attainment of personal course goals in MOOCs - Goal setting and strategic planning positively predict attainment of personal course goals in MOOCs
• Goal setting combined with performance feedback showed a positive effect on reading fluency - Goal setting combined with performance feedback showed a positive effect on reading fluency
• Goal setting improves performance
• Goal setting is widely believed to improve individual performance, and this belief is being tested in schools - Goal setting is widely believed to improve individual performance, and this belief is being tested in schools
• Goal-driven manipulations weaken the negative effort–monitoring correlation, which is nonsignificant under incentives, time pressure or self-agency ratings taken singly - Goal-driven manipulations weaken the negative effort–monitoring correlation, which is nonsignificant under incentives, time pressure or self-agency ratings taken singly
• Goal-setting interventions with action plans and public commitment improved academic performance (review-reported) - Goal-setting interventions with action plans and public commitment improved academic performance (review-reported)
• GoCPS did not produce major changes in enrollment patterns, and pre-existing racial/ethnic and income differences in enrolling in high-SQRP schools persisted - GoCPS did not produce major changes in enrollment patterns, and pre-existing racial/ethnic and income differences in enrolling in high-SQRP schools persisted
• Goddard's book argues that intelligence level is the determining factor in human efficiency, with other traits treated as subsidiary - Goddard's book argues that intelligence level is the determining factor in human efficiency, with other traits treated as subsidiary
• Goddard's book endorses educational and vocational placement by tested intelligence levels, predicting increased efficiency and reduced delinquency - Goddard's book endorses educational and vocational placement by tested intelligence levels, predicting increased efficiency and reduced delinquency
• Gold and silver trophy counts are the only significant student-level predictors of persistence, with negative relationships - Gold and silver trophy counts are the only significant student-level predictors of persistence, with negative relationships
• Gold text descriptions improve VLM correctness-and-error assessment, but performance still lags other question types - Gold text descriptions improve VLM correctness-and-error assessment, but performance still lags other question types
• Golden State Teacher Grant recipients reported the scholarship made teaching financially feasible and led them to plan longer stays in high-need schools - Golden State Teacher Grant recipients reported the scholarship made teaching financially feasible and led them to plan longer stays in high-need schools
• Good attendance is more strongly related to academic gains for students who enter preschool with lower incoming skills than for those entering with higher skills - Good attendance is more strongly related to academic gains for students who enter preschool with lower incoming skills than for those entering with higher skills