Claims: M 1

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• MA correlates negatively with mathematics performance in the whole sample (rs = -.30) but not within the DD or DD+RD groups - MA correlates negatively with mathematics performance in the whole sample (rs = -.30) but not within the DD or DD+RD groups
• MAB assignment overestimates effect sizes for normally distributed rewards, with greater overestimation for smaller true effects - MAB assignment overestimates effect sizes for normally distributed rewards, with greater overestimation for smaller true effects
• MACE participation increased students' use of daily (tier 1) geometrical words, but not academic (tier 2) geometrical words, which decreased in all conditions - MACE participation increased students' use of daily (tier 1) geometrical words, but not academic (tier 2) geometrical words, which decreased in all conditions
• Machine learning analysis of regular video recordings can support conclusions on learners' visual perception in lectures - Machine learning analysis of regular video recordings can support conclusions on learners' visual perception in lectures
• Machine learning measures of student engagement correlate moderately to highly with manual ratings, but manual ratings better predict self-reported engagement - Machine learning measures of student engagement correlate moderately to highly with manual ratings, but manual ratings better predict self-reported engagement
• Machine learning methods outperformed logistic regression in classification accuracy across reviewed studies - Machine learning methods outperformed logistic regression in classification accuracy across reviewed studies
• Machine perception and learning depend on large, unbiased training data - Machine perception and learning depend on large, unbiased training data
• Machine unlearning induces progressively stronger novice-level performance in an LLM teachable agent, with accuracy and F1 declining as the unlearning ratio increases - Machine unlearning induces progressively stronger novice-level performance in an LLM teachable agent, with accuracy and F1 declining as the unlearning ratio increases
• Machine-learned detectors of science inquiry skill made accurate inferences after a student ran a simulation three times - Machine-learned detectors of science inquiry skill made accurate inferences after a student ran a simulation three times
• Machine-learning analysis of multimodal classroom indicators can predict student productivity, and prior knowledge becomes relevant later in the regulation process - Machine-learning analysis of multimodal classroom indicators can predict student productivity, and prior knowledge becomes relevant later in the regulation process
• Machine–machine agreement exceeds human–machine agreement but remains below human–human agreement - Machine–machine agreement exceeds human–machine agreement but remains below human–human agreement
• Macro scripts disturb a team's natural convergence and increase required interaction intensity - Macro scripts disturb a team's natural convergence and increase required interaction intensity
• Macro scripts foster knowledge-productive interactions: argumentation, explanations and mutual regulation - Macro scripts foster knowledge-productive interactions: argumentation, explanations and mutual regulation
• Macro-level behavioral metrics flagged anomalies consistent with automated workflows and off-platform AI code synthesis - Macro-level behavioral metrics flagged anomalies consistent with automated workflows and off-platform AI code synthesis
• Macro-level social contexts and existing classroom patterns set the scene for loaded moments - Macro-level social contexts and existing classroom patterns set the scene for loaded moments
• Macrosystem conditions such as social media and AI access shape availability to learn, with FoMO causing distractions during learning - Macrosystem conditions such as social media and AI access shape availability to learn, with FoMO causing distractions during learning
• Magnet elementary schools enroll larger percentages of white and Asian students and smaller percentages of Latino and African-American students than non-magnet schools - Magnet elementary schools enroll larger percentages of white and Asian students and smaller percentages of Latino and African-American students than non-magnet schools
• Magnet schools across the studied cities show strong positive impact on students' performance growth compared to state averages - Magnet schools across the studied cities show strong positive impact on students' performance growth compared to state averages
• Magnet schools show positive effects on achievement, graduation, motivation, intergroup relationships, and satisfaction, and well-integrated magnets attract high parental demand - Magnet schools show positive effects on achievement, graduation, motivation, intergroup relationships, and satisfaction, and well-integrated magnets attract high parental demand
• Magnet schools typically show positive effects on achievement, graduation, motivation, and integration, though integration varies widely by district - Magnet schools typically show positive effects on achievement, graduation, motivation, and integration, though integration varies widely by district
• Magnetic field falls off as the inverse cube of axial distance for both a coil and a magnet - Magnetic field falls off as the inverse cube of axial distance for both a coil and a magnet
• Magnetic field measured by a tablet magnetometer depends linearly on the coil current - Magnetic field measured by a tablet magnetometer depends linearly on the coil current
• MAIC's script generation function outscores baseline and human script generation on five Likert-rated dimensions - MAIC's script generation function outscores baseline and human script generation on five Likert-rated dimensions
• MAIC-UI, generating interactive STEM courseware from instructor documents, reported gains in learning agency in classroom deployment (attributed) - MAIC-UI, generating interactive STEM courseware from instructor documents, reported gains in learning agency in classroom deployment (attributed)
• MAIHDA is more scalable and parsimonious than the traditional regression approach with full interaction terms - MAIHDA is more scalable and parsimonious than the traditional regression approach with full interaction terms
• Main effects and the interaction of classroom autonomy support and structure were tested on the three engagement components using multilevel analyses - Main effects and the interaction of classroom autonomy support and structure were tested on the three engagement components using multilevel analyses
• Main structural paths remain substantively unchanged after controlling for gender, major, and AI tool use frequency - Main structural paths remain substantively unchanged after controlling for gender, major, and AI tool use frequency
• Mainstream motivation theories have extended toward identity and culture but keep explanatory constructs within individuals - Mainstream motivation theories have extended toward identity and culture but keep explanatory constructs within individuals
• Mainstream motivation theories require cross-cultural testing to establish whether they apply to culturally diverse groups - Mainstream motivation theories require cross-cultural testing to establish whether they apply to culturally diverse groups
• Maintaining motivation was the most prevalent non-technology challenge students faced learning at a distance - Maintaining motivation was the most prevalent non-technology challenge students faced learning at a distance
• Maintaining student engagement is the greatest challenge reported by online charter school principals, identified nearly three times as often as any other challenge - Maintaining student engagement is the greatest challenge reported by online charter school principals, identified nearly three times as often as any other challenge
• Major 21st century skills frameworks are largely consistent, adding to P21 either highlighted subskills or areas underemphasized in its categories - Major 21st century skills frameworks are largely consistent, adding to P21 either highlighted subskills or areas underemphasized in its categories
• Major dropout theories acknowledge precipitating events only as side notes rather than central model components - Major dropout theories acknowledge precipitating events only as side notes rather than central model components
• Majorities of students believed inductive instruction more effective for simple structures and, conversely, for difficult structures - Majorities of students believed inductive instruction more effective for simple structures and, conversely, for difficult structures
• Majorities of surveyed teachers and coaches reported the program enhanced career advancement and leadership opportunities - Majorities of surveyed teachers and coaches reported the program enhanced career advancement and leadership opportunities
• Majorities of teachers and evaluators question the effort required by REACH, saying it takes more effort than the results are worth - Majorities of teachers and evaluators question the effort required by REACH, saying it takes more effort than the results are worth
• Majorities of teens report YOUmedia helped with school work and understanding post-high-school opportunities - Majorities of teens report YOUmedia helped with school work and understanding post-high-school opportunities
• Majorities say edtech improves students' learning experiences, but few think it does so greatly, and a plurality of teachers say it hurts collaboration - Majorities say edtech improves students' learning experiences, but few think it does so greatly, and a plurality of teachers say it hurts collaboration
• Majority of classroom teachers adopt experimentalist philosophy - Majority of classroom teachers adopt experimentalist philosophy
• Majority of classroom teachers have a facilitator teaching style - Majority of classroom teachers have a facilitator teaching style
• Majority-Black community areas had the highest school dispersion: 21 of the 25 community areas with the highest dispersion ratios were majority-Black - Majority-Black community areas had the highest school dispersion: 21 of the 25 community areas with the highest dispersion ratios were majority-Black
• Making human movements tends to be more beneficial for learning than observing them (review's synthesis) - Making human movements tends to be more beneficial for learning than observing them (review's synthesis)
• Making JOLs is not a neutral act: metacognitive ratings reactively affect subsequent learning, so experiments need judgment-free conditions - Making JOLs is not a neutral act: metacognitive ratings reactively affect subsequent learning, so experiments need judgment-free conditions
• Making JOLs with complete words did not significantly enhance interim recall of new List-5 material compared to restudy - Making JOLs with complete words did not significantly enhance interim recall of new List-5 material compared to restudy
• Making JOLs with word stems enhances interim recall of new List-5 material compared to restudy - Making JOLs with word stems enhances interim recall of new List-5 material compared to restudy
• Making judgments of learning produced overall negative reactivity: participants making JOLs recalled fewer word pairs than participants not making JOLs - Making judgments of learning produced overall negative reactivity: participants making JOLs recalled fewer word pairs than participants not making JOLs
• Making rounds minimizes off-task behaviour because pupils monitor for the teacher's approach and adjust their behaviour - Making rounds minimizes off-task behaviour because pupils monitor for the teacher's approach and adjust their behaviour
• Making socioeconomic identity salient or presenting a test as diagnostic of intelligence leads low-SES students to perform significantly worse and report lower self-confidence than low-SES participants in non-threatening conditions - Making socioeconomic identity salient or presenting a test as diagnostic of intelligence leads low-SES students to perform significantly worse and report lower self-confidence than low-SES participant
• Making trustworthiness metrics and visualizations explicit increased inter-rater reliability among learning engineers evaluating LLM responses - Making trustworthiness metrics and visualizations explicit increased inter-rater reliability among learning engineers evaluating LLM responses
• Making year-over-year change salient helped users identify which schools improved most but lowered usability and satisfaction ratings - Making year-over-year change salient helped users identify which schools improved most but lowered usability and satisfaction ratings
• MAKQ dimensions correlate moderately with each other, with strategy knowledge only weakly related to the self-perception scales - MAKQ dimensions correlate moderately with each other, with strategy knowledge only weakly related to the self-perception scales
• MAKQ dimensions show convergent validity with parent-rated attention and executive functioning (moderate-to-strong negative correlations) - MAKQ dimensions show convergent validity with parent-rated attention and executive functioning (moderate-to-strong negative correlations)
• MAKQ strategy knowledge, but not the self-perception scales, converges with behavioural inhibitory control on the Go-No-Go task - MAKQ strategy knowledge, but not the self-perception scales, converges with behavioural inhibitory control on the Go-No-Go task
• Maladaptive motivational profiles are associated with less time on task and lower cognitive task achievement - Maladaptive motivational profiles are associated with less time on task and lower cognitive task achievement
• Malaysian Muslim students' discord scores are inversely related to sophistication of epistemological beliefs - Malaysian Muslim students' discord scores are inversely related to sophistication of epistemological beliefs
• Male and female networks differ in structure and overall connectivity, with tighter internal connections in the male sample - Male and female networks differ in structure and overall connectivity, with tighter internal connections in the male sample
• Male and female students used ChatGPT differently: females used it more frequently and for questions, males more sporadically and to check answers - Male and female students used ChatGPT differently: females used it more frequently and for questions, males more sporadically and to check answers
• Male and female WM growth trajectories do not differ: sex-by-age interactions are non-significant after multiple-comparison correction - Male and female WM growth trajectories do not differ: sex-by-age interactions are non-significant after multiple-comparison correction
• Male BIPOC students and BIPOC students in high-poverty schools made the lowest percentage of typical learning gains during the pandemic - Male BIPOC students and BIPOC students in high-poverty schools made the lowest percentage of typical learning gains during the pandemic
• Male Chinese HSS students reported higher perceived GenAI gains in independent thinking, creativity and motivation, with minimal gender difference in performance - Male Chinese HSS students reported higher perceived GenAI gains in independent thinking, creativity and motivation, with minimal gender difference in performance
• Male counselors reported more rape myth acceptance and lower empathy than female counselors - Male counselors reported more rape myth acceptance and lower empathy than female counselors
• Male faculty report modestly higher self-perceived GenAI knowledge than female faculty in TK and TPK, with small effect sizes - Male faculty report modestly higher self-perceived GenAI knowledge than female faculty in TK and TPK, with small effect sizes
• Male gender predicted lower grades, moderated by cohort - Male gender predicted lower grades, moderated by cohort
• Male participants were almost twice as likely as females to be engaged in gaming - Male participants were almost twice as likely as females to be engaged in gaming
• Male respondents were significantly more likely than non-male respondents to have no concern about their labour being used for military purposes - Male respondents were significantly more likely than non-male respondents to have no concern about their labour being used for military purposes
• Male secondary students report higher self-efficacy than female students after learning from video modeling examples, without higher performance - Male secondary students report higher self-efficacy than female students after learning from video modeling examples, without higher performance
• Male secondary students report significantly higher STEM career interest than female students across AI, computer science, and engineering at baseline - Male secondary students report significantly higher STEM career interest than female students across AI, computer science, and engineering at baseline
• Male students are overrepresented among top-performing math students, with a mean female-to-male ratio of 1:1.50 across 82 countries - Male students are overrepresented among top-performing math students, with a mean female-to-male ratio of 1:1.50 across 82 countries
• Male students game the system significantly more than female students in the self-explanation step of a digital learning game, across three studies - Male students game the system significantly more than female students in the self-explanation step of a digital learning game, across three studies
• Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) - Male students report significantly higher overall technological self-efficacy than female students (p = 0.001)
• Male teachers have lower observation and value-added scores than female teachers - Male teachers have lower observation and value-added scores than female teachers
• Male top-performing math students report higher math self-efficacy and stronger math-oriented motivation than female top performers - Male top-performing math students report higher math self-efficacy and stronger math-oriented motivation than female top performers
• Male top-performing math students show strongly science-oriented science–reading profiles while female students' profiles are more balanced - Male top-performing math students show strongly science-oriented science–reading profiles while female students' profiles are more balanced
• Males outperform females on WISC visual processing (gV) with a small advantage (d = 0.21), stable across battery versions - Males outperform females on WISC visual processing (gV) with a small advantage (d = 0.21), stable across battery versions
• Males show a small but significant advantage on WISC crystallized intelligence (gC, d = 0.14), driven mainly by the Information subtest - Males show a small but significant advantage on WISC crystallized intelligence (gC, d = 0.14), driven mainly by the Information subtest
• Males show a small overall advantage in mathematics performance (d = 0.083) across studies published 2010–2022 - Males show a small overall advantage in mathematics performance (d = 0.083) across studies published 2010–2022
• Males show a statistically significant but practically negligible advantage on WISC Full-Scale IQ (d = 0.09), which becomes non-significant with newer WISC versions - Males show a statistically significant but practically negligible advantage on WISC Full-Scale IQ (d = 0.09), which becomes non-significant with newer WISC versions
• Males show larger AU > OC activation discrepancies than females in left SMG and left MTG, with no age-related differences in these gender effects - Males show larger AU > OC activation discrepancies than females in left SMG and left MTG, with no age-related differences in these gender effects
• Males were significantly more likely than females to report probable ADHD in the young adult sample (OR=1.56) - Males were significantly more likely than females to report probable ADHD in the young adult sample (OR=1.56)
• Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction) - Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction)
• Maltreated adolescents show a reversed N2 pattern during go/no go: more pronounced N2 on go trials than no go trials, unlike nonmaltreated adolescents - Maltreated adolescents show a reversed N2 pattern during go/no go: more pronounced N2 on go trials than no go trials, unlike nonmaltreated adolescents
• Maltreated and neglected children show less accurate facial emotion identification, difficulty with positive emotions, and higher rumination - Maltreated and neglected children show less accurate facial emotion identification, difficulty with positive emotions, and higher rumination
• Maltreated and nonmaltreated adolescents do not differ in P3 amplitude during the go/no go task - Maltreated and nonmaltreated adolescents do not differ in P3 amplitude during the go/no go task
• Maltreated and nonmaltreated adolescents show similar reaction times on go trials of the go/no go task - Maltreated and nonmaltreated adolescents show similar reaction times on go trials of the go/no go task
• Management concerns never predominated for any group in the SCIS implementation, contrary to other innovation studies - Management concerns never predominated for any group in the SCIS implementation, contrary to other innovation studies
• Managers perceive the greatest AI potential in data analytics, document automation, and quality monitoring, and the least in personalization - Managers perceive the greatest AI potential in data analytics, document automation, and quality monitoring, and the least in personalization
• Managing resources under student-based budgeting was the single most challenging roadblock CPS administrators reported since 1992, with 66 percent rating it a significant or complete roadblock in 2017 - Managing resources under student-based budgeting was the single most challenging roadblock CPS administrators reported since 1992, with 66 percent rating it a significant or complete roadblock in 2017
• Mandated rigorous-curriculum policies in CPS sometimes had adverse consequences: the IDS initiative saw test scores decline and the college-prep-for-all policy increased course failure without achievement gains - Mandated rigorous-curriculum policies in CPS sometimes had adverse consequences: the IDS initiative saw test scores decline and the college-prep-for-all policy increased course failure without achieve
• Mandatory summer curricula are not teacher proof: individualizing instruction and quality of teacher-student interactions were associated with larger gains - Mandatory summer curricula are not teacher proof: individualizing instruction and quality of teacher-student interactions were associated with larger gains
• Mandatory-random student drug testing reduces high school students' reported past-30-day substance use relative to schools without MRSDT - Mandatory-random student drug testing reduces high school students' reported past-30-day substance use relative to schools without MRSDT
• Manipulated performance-approach (vs. avoidance) goals increase preference for a self-confirmatory model over a compliant one with a more-competent partner (Study 2) - Manipulated performance-approach (vs.
• Manipulated performance-approach (vs. avoidance) goals increase preference for a self-confirmatory model over a compliant one with a more-competent partner (Study 2) - Manipulated performance-approach (vs.
• Manipulating anthropomorphism shows no clear causal effect on trust in controlled post-generative-AI studies, though long-term use and cue type condition its effects - Manipulating anthropomorphism shows no clear causal effect on trust in controlled post-generative-AI studies, though long-term use and cue type condition its effects
• Manipulating objects during learning improves comprehension, and virtual manipulation can be as effective as physical manipulation - Manipulating objects during learning improves comprehension, and virtual manipulation can be as effective as physical manipulation
• Manipulating stimulus physical properties and base rates of candidate causes changes preschoolers' exploratory play - Manipulating stimulus physical properties and base rates of candidate causes changes preschoolers' exploratory play
• Manipulation check: instructional condition significantly affected errors made during training, with exploratory learning producing more errors - Manipulation check: instructional condition significantly affected errors made during training, with exploratory learning producing more errors
• Manipulation trials were excluded from performance scoring to preserve WAIS-III validity - Manipulation trials were excluded from performance scoring to preserve WAIS-III validity
• Manipulatives Improve Math Learning
• Manual adaptation is slightly superior to automatic adaptation in adaptive training of manual control - Manual adaptation is slightly superior to automatic adaptation in adaptive training of manual control
• Manual assignment achieved the highest average student preference toward assigned projects, with the algorithm competitive and both substantially above random assignment - Manual assignment achieved the highest average student preference toward assigned projects, with the algorithm competitive and both substantially above random assignment
• Manual error analysis finds incomplete retrieval is the most frequent failure category, ahead of code-semantics limits, bilingual retrieval gaps, and over-conservative refusals - Manual error analysis finds incomplete retrieval is the most frequent failure category, ahead of code-semantics limits, bilingual retrieval gaps, and over-conservative refusals
• Manual reasoning is the most consistently used verification method across assignments, with no significant difference in its use across subfields - Manual reasoning is the most consistently used verification method across assignments, with no significant difference in its use across subfields
• Manual team formation required over 20 hours of instructor effort, while the algorithm produced assignments in milliseconds - Manual team formation required over 20 hours of instructor effort, while the algorithm produced assignments in milliseconds
• Manualized COMP programs and other classroom management approaches do not differ significantly in effectiveness - Manualized COMP programs and other classroom management approaches do not differ significantly in effectiveness
• Manually verified numerical accuracy of generated visuals is lowest under pre-generation control (12.2%), intermediate under mid-generation control (59.83%), and highest under post-generation control (97.85%) - Manually verified numerical accuracy of generated visuals is lowest under pre-generation control (12.2%), intermediate under mid-generation control (59.83%), and highest under post-generation control
• Manufacturing-sector AI use sits well below the national business adoption rate - Manufacturing-sector AI use sits well below the national business adoption rate
• Many agentic multi-agent implementations remain at prototype or conceptual stage with limited large-scale deployment and empirical validation - Many agentic multi-agent implementations remain at prototype or conceptual stage with limited large-scale deployment and empirical validation
• Many Annenberg schools had weak human and social resources, including low trust among teachers, limiting their capacity for school development - Many Annenberg schools had weak human and social resources, including low trust among teachers, limiting their capacity for school development
• Many applicants failed to complete post-application admission requirements, with Black and Latino students least likely to complete them - Many applicants failed to complete post-application admission requirements, with Black and Latino students least likely to complete them
• Many children enter kindergarten without the foundational mathematics skills needed to succeed - Many children enter kindergarten without the foundational mathematics skills needed to succeed
• Many children with communication needs who require AAC lack access to appropriate supports, and embedding AAC interventions in the classroom is challenging - Many children with communication needs who require AAC lack access to appropriate supports, and embedding AAC interventions in the classroom is challenging
• Many community arts organizations anticipate losing work because Prop 28 AMS spending parameters keep funding within schools and districts - Many community arts organizations anticipate losing work because Prop 28 AMS spending parameters keep funding within schools and districts
• Many community college students lack individual access to a counselor to discuss placement results, and students in dedicated programs report greater counseling satisfaction - Many community college students lack individual access to a counselor to discuss placement results, and students in dedicated programs report greater counseling satisfaction
• Many contemporary generative AI tools serve multiple educational purposes, with several tools appearing in multiple typology categories - Many contemporary generative AI tools serve multiple educational purposes, with several tools appearing in multiple typology categories
• Many current GenAI applications in STEM education conflate learning with performance and feedback, neglecting active, reflective, and embodied learning processes - Many current GenAI applications in STEM education conflate learning with performance and feedback, neglecting active, reflective, and embodied learning processes
• Many district and school data systems do not track restorative justice efforts or outcomes for students exposed to RJ processes - Many district and school data systems do not track restorative justice efforts or outcomes for students exposed to RJ processes
• Many educators misunderstood the performance measures and the pay-for-performance bonuses under TIF - Many educators misunderstood the performance measures and the pay-for-performance bonuses under TIF
• Many English-only students would fail locally determined cutoff scores often applied to English Learner students under California's Criterion 4 basic-skills requirement - Many English-only students would fail locally determined cutoff scores often applied to English Learner students under California's Criterion 4 basic-skills requirement
• Many four-cell PDW payoff matrices imply an optimal strategy of always wagering high - Many four-cell PDW payoff matrices imply an optimal strategy of always wagering high
• Many institutions are adding dedicated AI courses and majors, and academic dishonesty changes form rather than increasing with GenAI - Many institutions are adding dedicated AI courses and majors, and academic dishonesty changes form rather than increasing with GenAI
• Many learning algorithms, including neural network training and Q-learning, have recursive forms of the stochastic approximation type - Many learning algorithms, including neural network training and Q-learning, have recursive forms of the stochastic approximation type
• Many low-achieving students were initially unable to interpret KCA data productively when first using the tool. - Many low-achieving students were initially unable to interpret KCA data productively when first using the tool.
• Many parents of students with IEPs lacked viable options to engage in school choice after forced school closings - Many parents of students with IEPs lacked viable options to engage in school choice after forced school closings
• Many Philadelphia schools did not comply with the policy change prohibiting out-of-school suspension for low-level offenses - Many Philadelphia schools did not comply with the policy change prohibiting out-of-school suspension for low-level offenses
• Many popular school-based prevention approaches have not been well studied to date - Many popular school-based prevention approaches have not been well studied to date
• Many practices in adult literacy programs violate principles of learning for adults, including short-timeframe funding, isolated individualized learning, ignored learner experience, and non-meaningful materials - Many practices in adult literacy programs violate principles of learning for adults, including short-timeframe funding, isolated individualized learning, ignored learner experience, and non-meaningful
• Many programs face partnership alignment, hiring-placement, and administrative capacity challenges that limit financial sustainability - Many programs face partnership alignment, hiring-placement, and administrative capacity challenges that limit financial sustainability
• Many school districts are interested in implementing blended learning but lack evidence on its effects and on best-practice implementation - Many school districts are interested in implementing blended learning but lack evidence on its effects and on best-practice implementation
• Many SSI youth received transition services without PROMISE, but there was substantial room for PROMISE to improve service use - Many SSI youth received transition services without PROMISE, but there was substantial room for PROMISE to improve service use
• Many state assessments incorporated more sophisticated response formats to better assess college- and career-readiness - Many state assessments incorporated more sophisticated response formats to better assess college- and career-readiness
• Many students and staff will return to school with trauma that can adversely affect teaching and learning - Many students and staff will return to school with trauma that can adversely affect teaching and learning
• Many students in the digital-images inquiry found identifying engineering tradeoffs difficult despite the budget constraint design - Many students in the digital-images inquiry found identifying engineering tradeoffs difficult despite the budget constraint design
• Many teachers had only a limited understanding of the TIF bonus program: about 40 percent of eligible teachers knew they could receive a bonus, and teachers typically estimated the maximum bonus at about 40 percent of the actual maximum - Many teachers had only a limited understanding of the TIF bonus program: about 40 percent of eligible teachers knew they could receive a bonus, and teachers typically estimated the maximum bonus at ab
• Many teachers misunderstood whether they were eligible for performance bonuses or the amount they could earn - Many teachers misunderstood whether they were eligible for performance bonuses or the amount they could earn
• Many teachers' knowledge of students' GC and CoV increased in sophistication over the school year, and teachers reported the professional learning and just-in-time supports were helpful - Many teachers' knowledge of students' GC and CoV increased in sophistication over the school year, and teachers reported the professional learning and just-in-time supports were helpful
• Many U.S. children lack access to early learning programs: only 54% of 3- and 4-year-olds attend any preschool and 35% of eligible children participate in Head Start - Many U.S.
• Many U.S. schools face major budget and infrastructure challenges related to severe weather - Many U.S.
• Many U.S. students enter elementary school with poor math skills - Many U.S.
• ManyClasses study found no effect of delayed versus immediate feedback or study incentives across 38 classrooms - ManyClasses study found no effect of delayed versus immediate feedback or study incentives across 38 classrooms
• Map B was self-scored as easier to learn than Map A during the test/study phase - Map B was self-scored as easier to learn than Map A during the test/study phase
• Map drawing after 30 min is more accurate for maps learned through covert-retrieval tests than for maps learned through equal conventional study time - Map drawing after 30 min is more accurate for maps learned through covert-retrieval tests than for maps learned through equal conventional study time
• MAP Growth cut scores at the 30th percentile of national norms best identify Grade K-8 students in need of intensive intervention in reading and mathematics - MAP Growth cut scores at the 30th percentile of national norms best identify Grade K-8 students in need of intensive intervention in reading and mathematics
• MAP Growth data shows U.S. reading improving after a period of post-COVID stagnation, with historically underserved groups showing the largest reading gains from 2025 to 2026 - NWEA reports that MAP Growth data show U.S. reading improving after a period of post-COVID stagnation, with historically underserved groups showing the largest reading gains from 2025 to 2026
• MAP Growth reliability coefficients average about 0.95, with lower values in Science and early grades and stronger test-retest reliability over shorter intervals - MAP Growth reliability coefficients average about 0.95, with lower values in Science and early grades and stronger test-retest reliability over shorter intervals
• MAP Growth RIT scores correlate strongly (r = 0.92–0.93) with state summative mathematics scores in the Minnesota MCA-III linking study - MAP Growth RIT scores correlate strongly (r = 0.92–0.93) with state summative mathematics scores in the Minnesota MCA-III linking study
• MAP Growth spring RIT cut scores classify students as proficient or not proficient on the MCA-III Mathematics test with 0.87–0.90 overall accuracy - MAP Growth spring RIT cut scores classify students as proficient or not proficient on the MCA-III Mathematics test with 0.87–0.90 overall accuracy
• MAP Growth state-test correlations exceed 0.8 for most Grade 3-8 concurrent indices, with mathematics correlations higher than reading - MAP Growth state-test correlations exceed 0.8 for most Grade 3-8 concurrent indices, with mathematics correlations higher than reading
• MAP Reading Fluency administered at scale, with 407,964 students receiving Foundational Skills scores and 277,920 receiving Oral Reading Fluency scores in 2020–2021 - MAP Reading Fluency administered at scale, with 407,964 students receiving Foundational Skills scores and 277,920 receiving Oral Reading Fluency scores in 2020–2021
• MAP Reading Fluency SWCPM scores classify students into ARM proficiency categories with exact match rates of 74.6–90.8%, kappa 0.60–0.85, and overall accuracy 0.81–0.96 - MAP Reading Fluency SWCPM scores classify students into ARM proficiency categories with exact match rates of 74.6–90.8%, kappa 0.60–0.85, and overall accuracy 0.81–0.96
• MAP Reading Fluency SWCPM scores correlate highly with Amira Reading Mastery scores (r = 0.90–0.96) across grades 1–5 in fall and winter - MAP Reading Fluency SWCPM scores correlate highly with Amira Reading Mastery scores (r = 0.90–0.96) across grades 1–5 in fall and winter
• MAP tests show metric invariance across grades for all studied tests except Michigan Mathematics tests - MAP tests show metric invariance across grades for all studied tests except Michigan Mathematics tests
• Mapped against DigComp 2.2, developed-region frameworks cover communication and collaboration more widely while developing-region frameworks emphasize problem solving - Mapped against DigComp 2.2, developed-region frameworks cover communication and collaboration more widely while developing-region frameworks emphasize problem solving
• MAPS-guided critique preparation led students to identify more expert-aligned weaknesses in an AI solution than independent problem-solving preparation - MAPS-guided critique preparation led students to identify more expert-aligned weaknesses in an AI solution than independent problem-solving preparation
• Marginal glosses, dictionary use, and repeated occurrence of unknown words each positively affect incidental vocabulary learning - Marginal glosses, dictionary use, and repeated occurrence of unknown words each positively affect incidental vocabulary learning
• Marginal luck probabilities diagnose question calibration, flagging questions 7–9 as prone to over-performance and question 12 as particularly challenging - Marginal luck probabilities diagnose question calibration, flagging questions 7–9 as prone to over-performance and question 12 as particularly challenging
• Marginal reliabilities for Spanish MAP Growth Reading are in the 0.90s across all grades - Marginal reliabilities for Spanish MAP Growth Reading are in the 0.90s across all grades
• Marginal reliabilities of MAP Growth winter scores are comparable across engines and all in the 0.90s, with CBE showing slightly higher precision (lower SEM) - Marginal reliabilities of MAP Growth winter scores are comparable across engines and all in the 0.90s, with CBE showing slightly higher precision (lower SEM)
• Maritime instructors resisted automated assessment of simulator performance, preferring learning analytics that support their professional judgment and use existing simulator data - Maritime instructors resisted automated assessment of simulator performance, preferring learning analytics that support their professional judgment and use existing simulator data
• Maritime students supported MMLA but preferred on-demand post-simulation access via mobile application over real-time in-simulation dashboards - Maritime students supported MMLA but preferred on-demand post-simulation access via mobile application over real-time in-simulation dashboards
• Mark dispersion narrowed in the treated half alone, with the Part 2 standard deviation falling from 7.09 to 5.03 while Part 1's was unchanged - Mark dispersion narrowed in the treated half alone, with the Part 2 standard deviation falling from 7.09 to 5.03 while Part 1's was unchanged
• Marked year-to-year overlap in Latin sentence translation ability: substantial percentages of pupils reach or exceed the medians of later years - Marked year-to-year overlap in Latin sentence translation ability: substantial percentages of pupils reach or exceed the medians of later years
• Markedness theory, as realized in the Noun Phrase Accessibility Hierarchy, plays an important role in instructed interlanguage development - Markedness theory, as realized in the Noun Phrase Accessibility Hierarchy, plays an important role in instructed interlanguage development
• Marketing educators perceive GAI as most useful as a teammate in higher-level courses but as a tutor or tool in lower-level courses - Marketing educators perceive GAI as most useful as a teammate in higher-level courses but as a tutor or tool in lower-level courses
• Markov chain analysis yields nine finer-grained behavioral clusters that map predominantly onto the three broader behavior types - Markov chain analysis yields nine finer-grained behavioral clusters that map predominantly onto the three broader behavior types
• Markov transition analysis shows the three clusters differ in workflow dynamics: iterative optimization loops, rapid prototyping flows, and browsing-anchored exploration - Markov transition analysis shows the three clusters differ in workflow dynamics: iterative optimization loops, rapid prototyping flows, and browsing-anchored exploration
• Martin et al. (2009) finds indeterminate effects of eMINTS on both mathematics and literacy achievement in grades 4–5 - Martin et al.
• Maryland lacked a measure of schools' support of academic growth from kindergarten to grade 3, creating a critical accountability need under ESSA - Maryland lacked a measure of schools' support of academic growth from kindergarten to grade 3, creating a critical accountability need under ESSA
• Marzano's taxonomy chosen over Bloom's because it accommodates three knowledge types and positions metacognition and ethics - Marzano's taxonomy chosen over Bloom's because it accommodates three knowledge types and positions metacognition and ethics
• MAS-CMD was rated significantly higher than MAS-Roles on QM criterion 5.2C active learning by 20 expert teachers, with a large effect size - MAS-CMD was rated significantly higher than MAS-Roles on QM criterion 5.2C active learning by 20 expert teachers, with a large effect size
• MASEM suggests cognitive skills partially mediate the link between FMS and academic skills, which drops from r = .334 to .200 - MASEM suggests cognitive skills partially mediate the link between FMS and academic skills, which drops from r = .334 to .200
• Masked (automatic) word recognition uniquely predicts oral reading fluency over and above unmasked accuracy and vocabulary in middle-school students - Masked (automatic) word recognition uniquely predicts oral reading fluency over and above unmasked accuracy and vocabulary in middle-school students
• Masked and unmasked task performance tap different components of skilled reading - Masked and unmasked task performance tap different components of skilled reading
• Masked word recognition uniquely predicts silent reading fluency via the Find the Picture task - Masked word recognition uniquely predicts silent reading fluency via the Find the Picture task
• Mass participation formats in online communities depend on the tools used (Danmaku versus discussion board) - Mass participation formats in online communities depend on the tools used (Danmaku versus discussion board)
• Massa and Mayer's three experiments found no support for matching instruction to visualizer–verbalizer preferences - Massa and Mayer's three experiments found no support for matching instruction to visualizer–verbalizer preferences
• Massachusetts students overall perform above the national average on screening assessments, with a median national percentile of 58 at EOY and 66 percent growing at average or above-average rates - Massachusetts students overall perform above the national average on screening assessments, with a median national percentile of 58 at EOY and 66 percent growing at average or above-average rates
• MAST is feasible for delivery by teachers, with four of five schools delivering all key components consistently - MAST is feasible for delivery by teachers, with four of five schools delivering all key components consistently
• MAST shows no effect on self-regulation in four-to-five-year-old children - MAST shows no effect on self-regulation in four-to-five-year-old children
• MAST significantly improves fundamental movement skills in four-to-five-year-old children (d = 0.65) - MAST significantly improves fundamental movement skills in four-to-five-year-old children (d = 0.65)
• MAST significantly improves language in four-to-five-year-old children (d = 0.2) - MAST significantly improves language in four-to-five-year-old children (d = 0.2)
• Mastery aims are strongly bound to autonomous reasons and only weakly to controlled reasons - Mastery aims are strongly bound to autonomous reasons and only weakly to controlled reasons
• Mastery and control groups show no significant differences in entry knowledge, academic self-concept, or affect toward education - Mastery and control groups show no significant differences in entry knowledge, academic self-concept, or affect toward education
• Mastery and educational aspirations were not significant mediators of psychological distress and educational outcomes - Mastery and educational aspirations were not significant mediators of psychological distress and educational outcomes
• Mastery and performance goals show associations with both activity and outcome emotions - Mastery and performance goals show associations with both activity and outcome emotions
• Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels - Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels
• Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy - Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy
• Mastery goals are associated with task and recognition practices, with recognition shared by both goal types - Mastery goals are associated with task and recognition practices, with recognition shared by both goal types
• Mastery goals are negatively associated with academic dishonesty across studies - Mastery goals are negatively associated with academic dishonesty across studies
• Mastery goals correlate positively (r = .17) and performance-avoidance goals negatively (r = −.17) with mathematics achievement, while performance-approach goals barely do
• Mastery goals positively predict self-reported epistemic conflict regulation in an imagined sociocognitive conflict - Mastery goals positively predict self-reported epistemic conflict regulation in an imagined sociocognitive conflict
• Mastery goals predict recognition of a disagreeing partner's competence after a real sociocognitive conflict - Mastery goals predict recognition of a disagreeing partner's competence after a real sociocognitive conflict
• Mastery goals, performance-approach goals, and performance-avoidance goals are each related to social comparison orientation - Mastery goals, performance-approach goals, and performance-avoidance goals are each related to social comparison orientation
• Mastery in a quasi-community is dynamically and relatively distributed rather than structured as stable core-periphery hierarchy - Mastery in a quasi-community is dynamically and relatively distributed rather than structured as stable core-periphery hierarchy
• Mastery learning effects are larger for lower-aptitude students, narrowing the spread of achievement in a class - In 13 studies reporting effects by aptitude, low-aptitude students gained 0.61 SD and high-aptitude students 0.40 SD (difference not significant); in 37 of 52 studies the spread of final scores was sm
• Mastery learning effects are larger with a higher mastery standard, group-based pacing, local tests, and less feedback for the comparison group - In a multiple regression over 103 studies, larger effects went with group-based rather than self-paced programs, higher unit mastery standards, locally developed rather than standardized criterion tes
• Mastery learning effects are smaller in science than in mathematics, social studies, and language arts, contrary to theory, partly due to grade-level confounding - Mastery learning effects are smaller in science than in mathematics, social studies, and language arts, contrary to theory, partly due to grade-level confounding
• Mastery learning gains persist at follow-up examinations about eight weeks after instruction - In the 11 studies with follow-up examinations, given on average about 8 weeks after instruction, the mean effect was 0.71 SD, against 0.60 at the end of instruction in the same studies; the increase i
• Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations - Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations
• Mastery learning implementation did not reduce material covered or instructional pace, contradicting the Robin Hood contention - Mastery learning implementation did not reduce material covered or instructional pace, contradicting the Robin Hood contention
• Mastery Learning Improves Outcomes
• Mastery learning improves students' attitudes toward the instruction and toward the subject - Students rated the instruction more positively in 16 of 18 studies (mean ES 0.63) and held more positive attitudes toward the subject in 12 of 14 (mean ES 0.40).
• Mastery learning sections show higher earned credit rates than comparable non-mastery sections at the City Colleges of Chicago - Mastery learning sections show higher earned credit rates than comparable non-mastery sections at the City Colleges of Chicago
• Mastery of incidental vocabulary learning strategies positively predicts L2 incidental vocabulary acquisition through reading - Mastery of incidental vocabulary learning strategies positively predicts L2 incidental vocabulary acquisition through reading
• Mastery orientation relates to classroom behavioral self-regulation only indirectly via executive functions, while trait beliefs relate mainly directly - Mastery orientation relates to classroom behavioral self-regulation only indirectly via executive functions, while trait beliefs relate mainly directly
• Mastery orientation, value, belonging, self-efficacy, and SRL show small demographic differences by gender, ethnicity, and grade - Mastery orientation, value, belonging, self-efficacy, and SRL show small demographic differences by gender, ethnicity, and grade
• Mastery-approach and performance-approach goal instructions do not interact on learning outcomes in game-based learning - Mastery-approach and performance-approach goal instructions do not interact on learning outcomes in game-based learning
• Mastery-approach goal instructions do not induce mastery-approach goals and show no effects on learning outcomes in secondary school game-based learning - Mastery-approach goal instructions do not induce mastery-approach goals and show no effects on learning outcomes in secondary school game-based learning
• Mastery-approach goals are negatively related to anxiety (r = −.10) across 34 samples - Mastery-approach goals are negatively related to anxiety (r = −.10) across 34 samples
• Mastery-approach goals are negatively related to depression (r = −.18) across 36 samples - Mastery-approach goals are negatively related to depression (r = −.18) across 36 samples
• Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association - Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association
• Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning - Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning
• Mastery-avoidance goals are not significantly related to anxiety or depression - Mastery-avoidance goals are not significantly related to anxiety or depression
• Mastery-avoidance goals show no significant association with academic dishonesty - Mastery-avoidance goals show no significant association with academic dishonesty
• Mastery-focused environments increase motivation to learn while performance-focused environments detract from it for all but the highest achievers - Mastery-focused environments increase motivation to learn while performance-focused environments detract from it for all but the highest achievers
• Match trials are more accurate and faster than mismatch trials in the dual-modality task, with no language group difference - Match trials are more accurate and faster than mismatch trials in the dual-modality task, with no language group difference
• Matching modality by conveying complementary information through auditory and visual channels increases retention, transfer, and engagement - Matching modality by conveying complementary information through auditory and visual channels increases retention, transfer, and engagement
• Material arrangement of artifacts (strips centered and ordered by length, worksheets held close) affords and stabilizes the initial pattern of activity; later decentralization enables new patterns - Material arrangement of artifacts (strips centered and ordered by length, worksheets held close) affords and stabilizes the initial pattern of activity; later decentralization enables new patterns
• Material choice shapes conceptual learning and who feels invited to learn
• Material difficulty is not determined solely by element number and interactivity - Material difficulty is not determined solely by element number and interactivity
• Material-oriented interventions such as complexity reduction, cueing/signaling, and text-picture integration are empirically tested support procedures for visual displays - Material-oriented interventions such as complexity reduction, cueing/signaling, and text-picture integration are empirically tested support procedures for visual displays
• Maternal autonomy granting in Grade 2 positively predicts children's task persistence in Grade 3, but not from Grade 3 to Grade 4 - Maternal autonomy granting in Grade 2 positively predicts children's task persistence in Grade 3, but not from Grade 3 to Grade 4
• Maternal cognitive support was only modestly associated with emotional support and largely independent of intrusiveness and negativity - Maternal cognitive support was only modestly associated with emotional support and largely independent of intrusiveness and negativity
• Maternal contingency at 12 months predicts children's effortful control at 24 months, explaining 14% unique variance - Maternal contingency at 12 months predicts children's effortful control at 24 months, explaining 14% unique variance
• Maternal contingency during infant play is consistent across toys at 12 months but shows no consistency over time - Maternal contingency during infant play is consistent across toys at 12 months but shows no consistency over time
• Maternal contingency is the only scaffolding variable related to child performance during scaffolding across all three time-points - Maternal contingency is the only scaffolding variable related to child performance during scaffolding across all three time-points
• Maternal contingent interventions led to children's successful actions at 12 and 18 months but not at 24 months, while children's success led to contingent withdrawal of support at every time-point - Maternal contingent interventions led to children's successful actions at 12 and 18 months but not at 24 months, while children's success led to contingent withdrawal of support at every time-point
• Maternal depression at 33 months was not a significant mediator of the financial difficulty–ADHD association - Maternal depression at 33 months was not a significant mediator of the financial difficulty–ADHD association
• Maternal directiveness, measured as prescriptive use, is correlated with slow vocabulary development - Maternal directiveness, measured as prescriptive use, is correlated with slow vocabulary development
• Maternal education beyond 12 years is associated with better language skills at 3 years after accounting for hearing loss severity - Maternal education beyond 12 years is associated with better language skills at 3 years after accounting for hearing loss severity
• Maternal education has the largest peak association with cognitive development: a high-school-to-college increase predicts about 0.4 SD higher reading and math scores at the peak. - Maternal education has the largest peak association with cognitive development: a high-school-to-college increase predicts about 0.4 SD higher reading and math scores at the peak.
• Maternal help in Grade 2 negatively predicts children's task persistence in Grade 3, with no prediction from Grade 3 to Grade 4 - Maternal help in Grade 2 negatively predicts children's task persistence in Grade 3, with no prediction from Grade 3 to Grade 4
• Maternal monitoring does not predict children's task persistence at any measurement point - Maternal monitoring does not predict children's task persistence at any measurement point
• Maternal prescriptives that follow the child's focus of attention correlate positively with productive vocabulary at 1;10 - Maternal prescriptives that follow the child's focus of attention correlate positively with productive vocabulary at 1;10
• Maternal propensity to scaffold during infant play is consistent both across toys and over time from 12 to 24 months - Maternal propensity to scaffold during infant play is consistent both across toys and over time from 12 to 24 months
• Maternal talk influences on vocabulary and processing speed are largely overlapping, with each mediating the other's relation to input - Maternal talk influences on vocabulary and processing speed are largely overlapping, with each mediating the other's relation to input
• Maternal talk quantity at 18 months predicts Spanish-learning children's vocabulary size and vocabulary gains at 24 months, controlling for earlier vocabulary - Maternal talk quantity at 18 months predicts Spanish-learning children's vocabulary size and vocabulary gains at 24 months, controlling for earlier vocabulary
• Math 180 matched comparison study: intervention-eligible students in grades 5-8 showed significantly greater NWEA MAP gains than matched comparison students (ES +0.23) - Math 180 matched comparison study: intervention-eligible students in grades 5-8 showed significantly greater NWEA MAP gains than matched comparison students (ES +0.23)
• Math 180 randomized study: 6th graders receiving Math 180 showed greater growth on NWEA MAP mathematics than business-as-usual comparison students (ES +0.31) - Math 180 randomized study: 6th graders receiving Math 180 showed greater growth on NWEA MAP mathematics than business-as-usual comparison students (ES +0.31)
• Math achievement and math anxiety show reciprocal longitudinal relationships in primary school children: achievement at T1 predicts anxiety at T2 and anxiety at T1 predicts achievement at T2 - Math achievement and math anxiety show reciprocal longitudinal relationships in primary school children: achievement at T1 predicts anxiety at T2 and anxiety at T1 predicts achievement at T2
• Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation - Math achievement at the end of first grade is predicted by fluid intelligence, visuospatial working memory, and symbolic numerical representation
• Math achievement at the end of second grade is predicted by fluid intelligence, verbal working memory, and prior math achievement - Math achievement at the end of second grade is predicted by fluid intelligence, verbal working memory, and prior math achievement
• Math achievement correlates more strongly with EF components than EF components correlate with each other in early childhood - Math achievement correlates more strongly with EF components than EF components correlate with each other in early childhood
• Math achievement correlates with ventral occipital-temporal NRE in both children and adults, with children relying on extrastriate and adults on anterior higher-order visual regions - Math achievement correlates with ventral occipital-temporal NRE in both children and adults, with children relying on extrastriate and adults on anterior higher-order visual regions
• Math achievement growth from preschool through second grade is best characterized by a latent basis curve rather than linear, exponential, or quadratic functions - Math achievement growth from preschool through second grade is best characterized by a latent basis curve rather than linear, exponential, or quadratic functions
• Math achievement improved by about .045 standard deviations from 2022 to 2023 in the 28 states included in the ERS math sample - Math achievement improved by about .045 standard deviations from 2022 to 2023 in the 28 states included in the ERS math sample
• Math achievement of BVI students lags sighted peers and the gap widens with age - Math achievement of BVI students lags sighted peers and the gap widens with age
• Math age, study design, and sample type did not significantly moderate the RAN–mathematics relationship - Math age, study design, and sample type did not significantly moderate the RAN–mathematics relationship
• Math and language achievement are positively related to students' perceptions of the learning environment in matching domains but negatively related or unrelated across non-matching domains, supporting the GI/E model for perceptions of instructional quality and student-teacher relations. - Math and language achievement are positively related to students' perceptions of the learning environment in matching domains but negatively related or unrelated across non-matching domains, supportin
• Math and science instruction improved in Chicago during the years of standards reform, based on student survey reports of classroom experiences before and after reform - Math and science instruction improved in Chicago during the years of standards reform, based on student survey reports of classroom experiences before and after reform
• Math anxiety arises and relates to math performance already in early primary school (Grades 2-3) - Math anxiety arises and relates to math performance already in early primary school (Grades 2-3)
• Math anxiety at the end of first grade is predicted by prior math anxiety and gender - Math anxiety at the end of first grade is predicted by prior math anxiety and gender
• Math anxiety at the end of second grade is predicted by prior math anxiety at the end of first grade - Math anxiety at the end of second grade is predicted by prior math anxiety at the end of first grade
• Math anxiety at the start of first grade is predicted by general anxiety and symbolic numerical representation - Math anxiety at the start of first grade is predicted by general anxiety and symbolic numerical representation
• Math anxiety compromises working memory only when the anxiety is aroused by computation-based tasks, not on verbal span assessments - Math anxiety compromises working memory only when the anxiety is aroused by computation-based tasks, not on verbal span assessments
• Math anxiety correlates negatively with math achievement, grades, enjoyment, motivation, and amount of math taken - Math anxiety correlates negatively with math achievement, grades, enjoyment, motivation, and amount of math taken
• Math anxiety correlates negatively with math performance at a pooled r = −.30 across 169 independent samples - Math anxiety correlates negatively with math performance at a pooled r = −.30 across 169 independent samples
• Math anxiety correlates strongly and negatively with mathematics achievement among third graders - Math anxiety correlates strongly and negatively with mathematics achievement among third graders
• Math anxiety correlates weakly with working memory (r = −.18), and WM's mediating role between anxiety and math achievement is negligible - Math anxiety correlates weakly with working memory (r = −.18), and WM's mediating role between anxiety and math achievement is negligible
• Math anxiety differs significantly across achievement groups, with MLD students not differing from low achievers - Math anxiety differs significantly across achievement groups, with MLD students not differing from low achievers
• Math anxiety explained variance in posttest monitoring judgments beyond trait anxiety, supporting its distinctness from general anxiety - Math anxiety explained variance in posttest monitoring judgments beyond trait anxiety, supporting its distinctness from general anxiety
• Math anxiety has a direct effect on arithmetic calculation above and beyond the indirect pathways - Math anxiety has a direct effect on arithmetic calculation above and beyond the indirect pathways
• Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies
• Math anxiety has a statistically significant indirect effect on arithmetic calculation through symbolic number processing - Math anxiety has a statistically significant indirect effect on arithmetic calculation through symbolic number processing
• Math anxiety has a statistically significant indirect effect on arithmetic calculation through working memory (affective drop pathway) - Math anxiety has a statistically significant indirect effect on arithmetic calculation through working memory (affective drop pathway)
• Math anxiety has both a direct negative effect and a WM-mediated indirect effect on children's verbal Math Reasoning, but only an indirect effect on Numerical Operations - Math anxiety has both a direct negative effect and a WM-mediated indirect effect on children's verbal Math Reasoning, but only an indirect effect on Numerical Operations
• Math anxiety impairs numeracy primarily through working memory, with no significant indirect effect through number processing - Math anxiety impairs numeracy primarily through working memory, with no significant indirect effect through number processing
• Math anxiety in DD is specific to the math context and occurs in the absence of generalized anxiety - Math anxiety in DD is specific to the math context and occurs in the absence of generalized anxiety
• Math anxiety in Grade 2 shows an indirect effect on subsequent math performance in Grade 3 - Math anxiety in Grade 2 shows an indirect effect on subsequent math performance in Grade 3
• Math anxiety is not significantly correlated with reading achievement in young children - Math anxiety is not significantly correlated with reading achievement in young children
• Math anxiety is not significantly correlated with trait anxiety in young children - Math anxiety is not significantly correlated with trait anxiety in young children
• Math anxiety is significantly negatively correlated with math achievement in second and third graders, independent of trait anxiety and IQ - Math anxiety is significantly negatively correlated with math achievement in second and third graders, independent of trait anxiety and IQ
• Math anxiety levels do not differ significantly by gender among third graders - Math anxiety levels do not differ significantly by gender among third graders
• Math anxiety mediated the effect of gender on pretest monitoring judgments in exploratory analyses - Math anxiety mediated the effect of gender on pretest monitoring judgments in exploratory analyses
• Math anxiety partially mediates the relation between attention problems and both math outcomes - Math anxiety partially mediates the relation between attention problems and both math outcomes
• Math anxiety predicts mathematics achievement in linear regression (R2=.357) - Math anxiety predicts mathematics achievement in linear regression (R2=.357)
• Math anxiety relates more strongly to Mathematical Reasoning than to Numerical Operations in second and third graders - Math anxiety relates more strongly to Mathematical Reasoning than to Numerical Operations in second and third graders
• Math anxiety's direct effect on math performance emerges in grade 4 but not grade 3, suggesting a developmental trajectory - Math anxiety's direct effect on math performance emerges in grade 4 but not grade 3, suggesting a developmental trajectory
• Math anxiety's negative impact on math achievement is limited to more difficult math, emerging around late elementary school content - Math anxiety's negative impact on math achievement is limited to more difficult math, emerging around late elementary school content
• Math assessment items can be classified as high-quality or low-quality for students with visual impairments based on whether they measure achievement equally well for students with and without VI - Math assessment items can be classified as high-quality or low-quality for students with visual impairments based on whether they measure achievement equally well for students with and without VI
• Math circle participants reported positive mathematics attitudes, with most respondents indicating mathematics was important, interesting, liked, and that they felt confident solving problems - Math circle participants reported positive mathematics attitudes, with most respondents indicating mathematics was important, interesting, liked, and that they felt confident solving problems
• Math club participation is associated with higher odds of declaring a STEM major in college, remaining significant after propensity score matching - Math club participation is associated with higher odds of declaring a STEM major in college, remaining significant after propensity score matching
• Math club participation is positively associated with high school math GPA, with a medium standardized relationship that persists after propensity score matching - Math club participation is positively associated with high school math GPA, with a medium standardized relationship that persists after propensity score matching
• Math confidence increased slightly among students completing both baseline and end-of-year surveys, but the difference was not statistically significant - Math confidence increased slightly among students completing both baseline and end-of-year surveys, but the difference was not statistically significant
• Math Corps students had much higher graduation rates than Detroit Public Schools students overall - Math Corps students had much higher graduation rates than Detroit Public Schools students overall
• Math Corps students made large and statistically significant gains on the Math Corps exam between the start and end of camp in all three replication sites - Math Corps students made large and statistically significant gains on the Math Corps exam between the start and end of camp in all three replication sites
• Math course passing rates improved significantly more in elementary schools with extensive professional development, while course grades improved at similar rates across PD levels - Math course passing rates improved significantly more in elementary schools with extensive professional development, while course grades improved at similar rates across PD levels
• Math difficulties are more strongly associated with social isolation than reading difficulties, and peer dislike of readers with RD is explained by ADHD symptoms - Math difficulties are more strongly associated with social isolation than reading difficulties, and peer dislike of readers with RD is explained by ADHD symptoms
• Math Expressions and Saxon Math raise first-grade math percentile rank 9 to 12 points more than Investigations and SFAW - Math Expressions and Saxon Math raise first-grade math percentile rank 9 to 12 points more than Investigations and SFAW
• Math fluency in grades 3-5 showed a cumulative growth pattern with a small significant positive intercept-slope correlation - Math fluency in grades 3-5 showed a cumulative growth pattern with a small significant positive intercept-slope correlation
• Math gains from the CAL program occur in classrooms with at least an average of 35 minutes of practice per week - Math gains from the CAL program occur in classrooms with at least an average of 35 minutes of practice per week
• Math growth in 2020-2021 was more variable than in prior years, with much of the gains among initially high-performing students - Math growth in 2020-2021 was more variable than in prior years, with much of the gains among initially high-performing students
• Math learning gains did not differ between the Mindful and Cognitive conditions - Math learning gains did not differ between the Mindful and Cognitive conditions
• Math mindsets and academic grit correlate substantially with primary math achievement - Math mindsets and academic grit correlate substantially with primary math achievement
• Math proficiency rose in West Kern Consortium districts after the community schools initiative, with three districts exceeding the county average in 2024–25 - Math proficiency rose in West Kern Consortium districts after the community schools initiative, with three districts exceeding the county average in 2024–25
• Math Reasoning is more strongly correlated with reading comprehension than Numerical Operations is, and the two math measures are highly correlated - Math Reasoning is more strongly correlated with reading comprehension than Numerical Operations is, and the two math measures are highly correlated
• Math self-concept declined then leveled off (U-shaped), L1 self-concept declined slightly, math interest declined while L1 interest increased across Grades 7–9 - Math self-concept declined then leveled off (U-shaped), L1 self-concept declined slightly, math interest declined while L1 interest increased across Grades 7–9
• Math self-concept gains from the COMPASS intervention are sustained at three- and six-month follow-ups in Group A, but the three-month gain in waiting-list Group B was not statistically significant - Math self-concept gains from the COMPASS intervention are sustained at three- and six-month follow-ups in Group A, but the three-month gain in waiting-list Group B was not statistically significant
• Math self-concept is a stronger predictor of math achievement, whereas value beliefs are stronger predictors of self-reported effort - Math self-concept is a stronger predictor of math achievement, whereas value beliefs are stronger predictors of self-reported effort
• Math self-concept is more highly correlated with intrinsic value and low cost than with attainment and utility value - Math self-concept is more highly correlated with intrinsic value and low cost than with attainment and utility value
• Math self-efficacy (first four SNS items) was the only variable significantly predicting monitoring judgments on all four health math problems - Math self-efficacy (first four SNS items) was the only variable significantly predicting monitoring judgments on all four health math problems
• Math skills show the opposite two-stage pattern: no individual differences in early growth but significant individual differences in late elementary growth for two of three measures - Math skills show the opposite two-stage pattern: no individual differences in early growth but significant individual differences in late elementary growth for two of three measures
• Math tutoring programs may improve students' math confidence and sense of belonging - Math tutoring programs may improve students' math confidence and sense of belonging
• Math-related word primes facilitate arithmetic processing in children with DD but inhibit it in typically-developing controls - Math-related word primes facilitate arithmetic processing in children with DD but inhibit it in typically-developing controls
• MathBuddy's multimodal emotion aggregation matched participant-reviewed emotions at 60% overall accuracy, with sharply reduced recall for the Neutral class - MathBuddy's multimodal emotion aggregation matched participant-reviewed emotions at 60% overall accuracy, with sharply reduced recall for the Neutral class
• MathCog: a benchmark of 3,036 teacher-annotated diagnostic verdicts over 639 handwritten student responses to 110 math problems with Evident/Vague evidence labels - MathCog: a benchmark of 3,036 teacher-annotated diagnostic verdicts over 639 handwritten student responses to 110 math problems with Evident/Vague evidence labels
• Mathemathantic effects: instruction can deteriorate learning when it takes over strategies students already master - Mathemathantic effects: instruction can deteriorate learning when it takes over strategies students already master
• Mathematica conducted a multi-year evaluation of Chicago TAP, with this report detailing second-year results - Mathematica conducted a multi-year evaluation of Chicago TAP, with this report detailing second-year results
• Mathematica conducted an implementation study of the early math scale-up effort during 2018 and 2019 - Mathematica conducted an implementation study of the early math scale-up effort during 2018 and 2019
• Mathematica designed a method to identify effective schools for a consortium of 99 charter schools in 18 states and the District of Columbia in the project's first year. - Mathematica designed a method to identify effective schools for a consortium of 99 charter schools in 18 states and the District of Columbia in the project's first year.
• Mathematica developed and estimated VAMs for use in Phase 1 of the Pennsylvania evaluation pilot - Mathematica developed and estimated VAMs for use in Phase 1 of the Pennsylvania evaluation pilot
• Mathematica is examining whether high-intensity teacher induction programs lead to higher retention rates and other positive teacher and student outcomes - Mathematica is examining whether high-intensity teacher induction programs lead to higher retention rates and other positive teacher and student outcomes
• Mathematical accuracy and fluency have overlapping yet different predictors, supporting attention to both aspects in mathematics teaching - Mathematical accuracy and fluency have overlapping yet different predictors, supporting attention to both aspects in mathematics teaching
• Mathematical hallucinations were rare but teachers used professional knowledge to adjust mathematical properties - Mathematical hallucinations were rare but teachers used professional knowledge to adjust mathematical properties
• Mathematical metacognition statistically mediates the association between mathematics anxiety and children's word problem solving after controlling for IQ - Mathematical metacognition statistically mediates the association between mathematics anxiety and children's word problem solving after controlling for IQ
• Mathematical sense-making received High ratings most frequently among the MQI dimensions, while linking representations and multiple solutions/procedures were most often rated Not Present - Mathematical sense-making received High ratings most frequently among the MQI dimensions, while linking representations and multiple solutions/procedures were most often rated Not Present
• Mathematically oriented PSMTs exhibit equiprobability and insensitivity-to-prior-probability biases - Mathematically oriented PSMTs exhibit equiprobability and insensitivity-to-prior-probability biases
• Mathematicians accept published proofs as correct without personally verifying them, and often read proofs to increase understanding rather than to check correctness - Mathematicians accept published proofs as correct without personally verifying them, and often read proofs to increase understanding rather than to check correctness
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions
• Mathematics achievement is more strongly related to inhibition measured in numerical than non-numerical contexts - Mathematics achievement is more strongly related to inhibition measured in numerical than non-numerical contexts
• Mathematics achievement is strongly positively associated with mathematics confidence at the student level (0.43) - Mathematics achievement is strongly positively associated with mathematics confidence at the student level (0.43)
• Mathematics and technology show the highest pre–post scaffolding effect sizes among STEM disciplines (ḡ = 1.29 and ḡ = 1.06) - Mathematics and technology show the highest pre–post scaffolding effect sizes among STEM disciplines (ḡ = 1.29 and ḡ = 1.06)
• Mathematics and writing skills are moderately correlated overall (r = 0.48) across 211 studies - Mathematics and writing skills are moderately correlated overall (r = 0.48) across 211 studies
• Mathematics and writing subskill category (lower vs. higher order) does not significantly moderate the mathematics–writing relation - Mathematics and writing subskill category (lower vs.
• Mathematics anxiety does not moderate the effect of mathematics test practice on subsequent performance - Mathematics anxiety does not moderate the effect of mathematics test practice on subsequent performance
• Mathematics anxiety for learning is indirectly related to seventh-grade mathematics achievement through reduced in-class attention - Mathematics anxiety for learning is indirectly related to seventh-grade mathematics achievement through reduced in-class attention
• Mathematics anxiety remains low and does not change significantly during the first three school years - Mathematics anxiety remains low and does not change significantly during the first three school years
• Mathematics anxiety shows mixed relations to algebraic thinking across studies - Mathematics anxiety shows mixed relations to algebraic thinking across studies
• Mathematics education acts as a gatekeeper to academic opportunity that disproportionately affects students from historically marginalized communities - Mathematics education acts as a gatekeeper to academic opportunity that disproportionately affects students from historically marginalized communities
• Mathematics education literature uses the terms concrete and abstract with multiple distinct meanings - Mathematics education literature uses the terms concrete and abstract with multiple distinct meanings
• Mathematics enjoyment decreases and boredom increases from first to third grade, while mean enjoyment stays fairly high and boredom low - Mathematics enjoyment decreases and boredom increases from first to third grade, while mean enjoyment stays fairly high and boredom low
• Mathematics interventions produce a positive overall mean effect on mathematical outcomes for students with co-occurring mathematics and reading difficulties compared to business-as-usual control - Mathematics interventions produce a positive overall mean effect on mathematical outcomes for students with co-occurring mathematics and reading difficulties compared to business-as-usual control
• Mathematics items showed more variation in fit statistics than Reading items, and outfit statistics varied more than infit statistics - Mathematics items showed more variation in fit statistics than Reading items, and outfit statistics varied more than infit statistics
• Mathematics outcomes benefit from PA with academic instruction of 6–10-week duration at moderate or moderate-to-vigorous intensity, and language outcomes from enriched PA programmes - Mathematics outcomes benefit from PA with academic instruction of 6–10-week duration at moderate or moderate-to-vigorous intensity, and language outcomes from enriched PA programmes
• Mathematics performance is positively correlated with metacognitive resolution in multiple-choice testing across six experiments - Mathematics performance is positively correlated with metacognitive resolution in multiple-choice testing across six experiments
• Mathematics self-concept correlates strongly with mathematics achievement (r = .43), while verbal self-concept barely does (r = .12)
• Mathematics self-efficacy is the most commonly studied motivational propensity and is usually positively related to algebraic thinking - Mathematics self-efficacy is the most commonly studied motivational propensity and is usually positively related to algebraic thinking
• Mathematics shows the lowest student ratings of situational engagement among school subjects - Mathematics shows the lowest student ratings of situational engagement among school subjects
• Mathematics shows the most heterogeneous reciprocal pattern, with early reciprocal links to emotional problems and prosocial behavior and negative externalizing-to-math paths - Mathematics shows the most heterogeneous reciprocal pattern, with early reciprocal links to emotional problems and prosocial behavior and negative externalizing-to-math paths
• Mathematics teacher educators foregrounded engagement-oriented activities such as hands-on problem-solving and group work as key teaching-and-learning activities - Mathematics teacher educators foregrounded engagement-oriented activities such as hands-on problem-solving and group work as key teaching-and-learning activities
• Mathematics teachers critique ChatGPT-generated generative learning lessons for poor fit to students, boredom, preparation time, missing student-facing materials, mathematical flaws, and required materials - Mathematics teachers critique ChatGPT-generated generative learning lessons for poor fit to students, boredom, preparation time, missing student-facing materials, mathematical flaws, and required mate
• Mathematics teachers differ from other teachers in data use, attitudes, and self-efficacy for DBDM - Mathematics teachers differ from other teachers in data use, attitudes, and self-efficacy for DBDM
• Mathematics test practice does not improve domain-general problem-solving ability - Mathematics test practice does not improve domain-general problem-solving ability
• Mathematics/science, special education, and foreign language teachers have predicted turnover rates 37%, 46%, and 87% greater than elementary teachers - Mathematics/science, special education, and foreign language teachers have predicted turnover rates 37%, 46%, and 87% greater than elementary teachers
• Mathspace dynamic representations, such as fraction smart shapes, let students see how changing the number of equal parts alters part size while the whole stays the same - Mathspace dynamic representations, such as fraction smart shapes, let students see how changing the number of equal parts alters part size while the whole stays the same
• May 2026 token telemetry was cache-dominant: 82.9% of 73,950,305 recorded tokens were cache reads, suggesting persistent workflows shift the economic unit from cost per token to cost per completed artifact - May 2026 token telemetry was cache-dominant: 82.9% of 73,950,305 recorded tokens were cache reads, suggesting persistent workflows shift the economic unit from cost per token to cost per completed art
• Mayer published seven pieces in Educational Psychology Review, including the Select–Organize–Integrate model of learning and a research-based analysis of animation as an aid to multimedia learning. - Mayer published seven pieces in Educational Psychology Review, including the Select–Organize–Integrate model of learning and a research-based analysis of animation as an aid to multimedia learning.
• Maze-task reading performance from 1,258 first and second graders yields a reliable Rasch text-complexity scale - Maze-task reading performance from 1,258 first and second graders yields a reliable Rasch text-complexity scale
• MBP-KT performance is optimal with sliding-window size N between 2 and 4 and is not sensitive to pattern-set length K (variation within 2%) - MBP-KT performance is optimal with sliding-window size N between 2 and 4 and is not sensitive to pattern-set length K (variation within 2%)
• MBP-KT yields significantly greater improvements for learners with fewer interaction records than for learners with more records - MBP-KT yields significantly greater improvements for learners with fewer interaction records than for learners with more records
• MCAR item and response missingness in linear tests shows no differential effect on model fit across Designs 1 to 4 - MCAR item and response missingness in linear tests shows no differential effect on model fit across Designs 1 to 4
• MCAS and PARCC scores similarly predict which students need remedial coursework in college - MCAS and PARCC scores similarly predict which students need remedial coursework in college
• McClusky's experiment with over 700 children found visual methods possess little, if any, superiority over existing presentation methods - McClusky's experiment with over 700 children found visual methods possess little, if any, superiority over existing presentation methods
• McInerney's scholarly position holds that culture is a missing link in most motivation research - McInerney's scholarly position holds that culture is a missing link in most motivation research
• McInerney's work invited reconsideration of how motivation research is conceptualized, assessed, and applied in teaching and learning practices - McInerney's work invited reconsideration of how motivation research is conceptualized, assessed, and applied in teaching and learning practices
• McKinney-Vento funding per identified student rose only from $71 to $79 between 2010 and 2020 despite a 39% increase in identified students - McKinney-Vento funding per identified student rose only from $71 to $79 between 2010 and 2020 despite a 39% increase in identified students
• MCQ accuracy was high (above 87%) across all conditions with no significant difference between diverse and generic explanations - MCQ accuracy was high (above 87%) across all conditions with no significant difference between diverse and generic explanations
• MCQs generated by the generate-then-validate SLM pipeline are generally answerable and unambiguous, as judged by seven human experts - MCQs generated by the generate-then-validate SLM pipeline are generally answerable and unambiguous, as judged by seven human experts
• mCSCL benefits learning achievement, learning attitude, and peer interaction, with the largest effect on achievement - mCSCL benefits learning achievement, learning attitude, and peer interaction, with the largest effect on achievement
• mCSCL effects are larger in mathematics and science than in social studies and specific abilities - mCSCL effects are larger in mathematics and science than in social studies and specific abilities
• mCSCL effects do not differ significantly by group size, though tetrads show the largest subgroup effect and dyads alone are not significant - mCSCL effects do not differ significantly by group size, though tetrads show the largest subgroup effect and dyads alone are not significant
• mCSCL effects vary significantly by intervention duration, peaking at 1–4 weeks - mCSCL effects vary significantly by intervention duration, peaking at 1–4 weeks
• mCSCL outperforms individual learning and non-mobile collaborative learning, but shows no significant advantage over desktop CSCL - mCSCL outperforms individual learning and non-mobile collaborative learning, but shows no significant advantage over desktop CSCL
• mCSCL produces a medium overall effect on learning performance (Hedges's g = 0.516) - mCSCL produces a medium overall effect on learning performance (Hedges's g = 0.516)
• MD-only students outperform MDRD students in fact retrieval skill overall - MD-only students outperform MDRD students in fact retrieval skill overall
• MD-only third graders in fact retrieval tutoring outperform PROC/E and control students on fact retrieval - MD-only third graders in fact retrieval tutoring outperform PROC/E and control students on fact retrieval
• MDRC's experimental career academies evaluation found males earned as much as 17% more than peers for 8 years after high school, alongside attendance, course-taking, and on-time-credit gains - MDRC's experimental career academies evaluation found males earned as much as 17% more than peers for 8 years after high school, alongside attendance, course-taking, and on-time-credit gains
• MDRD third graders show no significant differences among tutoring conditions on fact retrieval - MDRD third graders show no significant differences among tutoring conditions on fact retrieval
• MDTP scores on five of seven topics significantly predict grade 8 algebra I proficiency after controlling for grade 6 CST scale score - MDTP scores on five of seven topics significantly predict grade 8 algebra I proficiency after controlling for grade 6 CST scale score
• Mead argued education functions as a mechanism of social and cultural change, not only cultural transmission - Mead argued education functions as a mechanism of social and cultural change, not only cultural transmission
• Mead argued that treating the mother tongue as inferior impedes movement between home and school language structures - Mead argued that treating the mother tongue as inferior impedes movement between home and school language structures
• Mead holds that a method of thought cannot be transferred but must be gained through the learner's own abstractions - Mead holds that a method of thought cannot be transferred but must be gained through the learner's own abstractions
• Mead holds that the process of acquiring changes the thing acquired, making change of subject matter the rule - Mead holds that the process of acquiring changes the thing acquired, making change of subject matter the rule
• Mead observed that rapid change makes yesterday's knowledge useless, requiring education to teach coping with change rather than fixed content - Mead observed that rapid change makes yesterday's knowledge useless, requiring education to teach coping with change rather than fixed content
• Mean achievement in the studied cohort shows a saw-tooth seasonal pattern, with within-year gains followed by summer declines (summer learning loss) - Mean achievement in the studied cohort shows a saw-tooth seasonal pattern, with within-year gains followed by summer declines (summer learning loss)
• Mean answer scores in the large group rose continually across the interaction phases, especially from phase 4 onward, but stagnated on question 3 - Mean answer scores in the large group rose continually across the interaction phases, especially from phase 4 onward, but stagnated on question 3
• Mean clause length showed a small negative difference favoring the comparison group, not statistically significant - Mean clause length showed a small negative difference favoring the comparison group, not statistically significant
• Mean CT centring knowledge score indicates only moderate proficiency, with greater score variability among less experienced and lower-volume radiographers - Mean CT centring knowledge score indicates only moderate proficiency, with greater score variability among less experienced and lower-volume radiographers
• Mean foundational-skills scores rise from fall to spring with the largest gains in kindergarten and grade 1, and growth flattens by grades 2-3 - Mean foundational-skills scores rise from fall to spring with the largest gains in kindergarten and grade 1, and growth flattens by grades 2-3
• Mean item response durations show no strong relationship with math motivation and self-efficacy in general - Mean item response durations show no strong relationship with math motivation and self-efficacy in general
• Mean program GPA differs significantly across the five standards-attainment learner groups - Mean program GPA differs significantly across the five standards-attainment learner groups
• Mean rank ordering of the four video types was stable across both course offerings, with hypothetical human-recorded personalized videos ranked highest and AI-generated non-personalized lowest - Mean rank ordering of the four video types was stable across both course offerings, with hypothetical human-recorded personalized videos ranked highest and AI-generated non-personalized lowest
• Mean RT in HF blocks is negatively correlated with visuospatial WM and mixed-block RT positively with intelligence - Mean RT in HF blocks is negatively correlated with visuospatial WM and mixed-block RT positively with intelligence
• Mean RT in the shifting block is positively correlated with intelligence, counterintuitively, in kindergarten children - Mean RT in the shifting block is positively correlated with intelligence, counterintuitively, in kindergarten children
• Mean skill diversity rises from low to moderate specialisation before declining among the most specialised workers - Mean skill diversity rises from low to moderate specialisation before declining among the most specialised workers
• Mean solution time almost perfectly predicts item-level Suddenness and Certainty, and fast performance signals easy items while deliberation signals hard ones - Mean solution time almost perfectly predicts item-level Suddenness and Certainty, and fast performance signals easy items while deliberation signals hard ones
• Mean struggle time before acceptance is 15.6% higher among true attrition users but does not reach statistical significance - Mean struggle time before acceptance is 15.6% higher among true attrition users but does not reach statistical significance
• Meaning negotiation and appropriation are mechanisms for achieving conceptual change in scientific thinking - Meaning negotiation and appropriation are mechanisms for achieving conceptual change in scientific thinking
• Meaning-based and prosody-focused corrective feedback benefited comprehension and multiple reading outcomes, while decoding-focused feedback mainly enhanced fluency - Meaning-based and prosody-focused corrective feedback benefited comprehension and multiple reading outcomes, while decoding-focused feedback mainly enhanced fluency
• Meaning-directed learning is positively related to academic performance while undirected learning is consistently negatively related - Meaning-directed learning is positively related to academic performance while undirected learning is consistently negatively related
• Meaning-directed learning relates positively, and reproduction- and undirected learning negatively, to study achievement indicators - Meaning-directed learning relates positively, and reproduction- and undirected learning negatively, to study achievement indicators
• Meaning-focused exposure to spoken L2 input yields large vocabulary gains (g = 1.05) in incidental word learning - Meaning-focused exposure to spoken L2 input yields large vocabulary gains (g = 1.05) in incidental word learning
• Meaningful background speech impairs delayed memory for texts in teenagers more consistently than transportation noise - Meaningful background speech impairs delayed memory for texts in teenagers more consistently than transportation noise
• Meaningful choice about learning tasks increases interest, but only under boundary conditions - Meaningful choice about learning tasks increases interest, but only under boundary conditions
• Meaningful engagement with AI as a co-regulatory partner is more likely from middle childhood onwards - Meaningful engagement with AI as a co-regulatory partner is more likely from middle childhood onwards
• Meaningful family and community engagement is associated with reduced absenteeism, improved academic outcomes, and more positive school climates - Meaningful family and community engagement is associated with reduced absenteeism, improved academic outcomes, and more positive school climates
• Meaningful L2 learning is achieved through a conducive environment and authentic tasks and materials - Meaningful L2 learning is achieved through a conducive environment and authentic tasks and materials
• Meaningful longitudinal linking depends on the construct not changing across measurement occasions - Meaningful longitudinal linking depends on the construct not changing across measurement occasions
• Meaningful pointing gestures produced higher retention scores than beat gestures (review attributes this to Beege et al., 2020) - Meaningful pointing gestures produced higher retention scores than beat gestures (review attributes this to Beege et al., 2020)
• Meaningful-task rehabilitation produced up to 30% improvement in impaired arm-movement performance versus control - Meaningful-task rehabilitation produced up to 30% improvement in impaired arm-movement performance versus control
• Measurable vocal outputs do not by themselves carry fixed pedagogical meaning; their significance depends on interpretation in context - Measurable vocal outputs do not by themselves carry fixed pedagogical meaning; their significance depends on interpretation in context