Claims: S 2

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

• Second-year kindergartners outperform first-year kindergartners on CVS scores with large differences - Second-year kindergartners outperform first-year kindergartners on CVS scores with large differences
• Second-year medical students improve their intercultural and interprofessional communication performance between first and second run-throughs of MPathic-VR scenarios - Second-year medical students improve their intercultural and interprofessional communication performance between first and second run-throughs of MPathic-VR scenarios
• Second-year outcomes were worst for retained eighth graders and Transition Center students: only 27% met the criteria by May 1998 and about 16% of officially retained eighth graders dropped out - Second-year outcomes were worst for retained eighth graders and Transition Center students: only 27% met the criteria by May 1998 and about 16% of officially retained eighth graders dropped out
• Second-year students report higher job finding anxiety and AI anxiety than students in other academic years - Second-year students report higher job finding anxiety and AI anxiety than students in other academic years
• Secondary academic performance is predicted by cognitive ability more strongly than by curiosity - Secondary academic performance is predicted by cognitive ability more strongly than by curiosity
• Secondary math students taught by Teach For America teachers outperformed peers taught by traditional-route teachers by 0.06 standard deviations - Secondary math students taught by Teach For America teachers outperformed peers taught by traditional-route teachers by 0.06 standard deviations
• Secondary math students taught by Teaching Fellows teachers had test scores similar to peers taught by traditional-route teachers - Secondary math students taught by Teaching Fellows teachers had test scores similar to peers taught by traditional-route teachers
• Secondary math teachers from Teach For America and the Teaching Fellows programs are as effective as teachers receiving traditional certification - Secondary math teachers from Teach For America and the Teaching Fellows programs are as effective as teachers receiving traditional certification
• Secondary outcomes differed in predictability: near-term related-task performance was hardest while 7–28-day performance showed a longitudinal signal - Secondary outcomes differed in predictability: near-term related-task performance was hardest while 7–28-day performance showed a longitudinal signal
• Secondary school students are suspended at more than three times the rate of elementary school students, and recent declines were concentrated in secondary schools - Secondary school students are suspended at more than three times the rate of elementary school students, and recent declines were concentrated in secondary schools
• Secondary school students learn more complex marine ecology content from interactive computer simulations than from hands-on experiments, with a larger advantage for the more complex multidimensional topic - Secondary school students learn more complex marine ecology content from interactive computer simulations than from hands-on experiments, with a larger advantage for the more complex multidimensional
• Secondary school students overestimate their performance on learning tasks by about one step out of five - Secondary school students overestimate their performance on learning tasks by about one step out of five
• Secondary school students selecting tasks without guidance base most selections on content and rarely on difficulty or support level - Secondary school students selecting tasks without guidance base most selections on content and rarely on difficulty or support level
• Secondary school suspension rates varied greatly across states in 2017–18, from 15% in Mississippi, South Carolina, and Washington, DC to 3% in Utah - Secondary school suspension rates varied greatly across states in 2017–18, from 15% in Mississippi, South Carolina, and Washington, DC to 3% in Utah
• Secondary schools faced implementation challenges producing variation in LLI duration, intensity, and fidelity - Secondary schools faced implementation challenges producing variation in LLI duration, intensity, and fidelity
• Secondary schools, especially those with higher chronic absenteeism rates, used attendance-related text messaging more than elementary schools, suggesting use was better predicted by grade configuration than by absenteeism rates - Secondary schools, especially those with higher chronic absenteeism rates, used attendance-related text messaging more than elementary schools, suggesting use was better predicted by grade configurati
• Secondary students in AI learning fall into three distinct SDT-based motivational profiles — Disengaged, Developing, and Self-Determined — at both pre- and post-test - Secondary students in AI learning fall into three distinct SDT-based motivational profiles — Disengaged, Developing, and Self-Determined — at both pre- and post-test
• Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress - Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress
• Secondary students in PUSD increasingly reported open mental health conversations at school and knowing where to go for help from 2020/21 to 2022/23 - Secondary students in PUSD increasingly reported open mental health conversations at school and knowing where to go for help from 2020/21 to 2022/23
• Secondary students in PUSD reported declining rates of chronic sadness/hopelessness and suicidal ideation from 2020/21 to 2022/23 - Secondary students in PUSD reported declining rates of chronic sadness/hopelessness and suicidal ideation from 2020/21 to 2022/23
• Secondary students lose instruction due to out-of-school suspensions at more than five times the rate of elementary students (37 vs. 7 days per 100 enrolled) - Secondary students lose instruction due to out-of-school suspensions at more than five times the rate of elementary students (37 vs.
• Secondary students most frequently use generative AI for step-by-step theoretical explanation and for checking their own solutions, more than for calculations - Secondary students most frequently use generative AI for step-by-step theoretical explanation and for checking their own solutions, more than for calculations
• Secondary students report near-maximum confidence in passive digital tasks but sharply lower confidence in active creation and algorithmic logic - Secondary students report near-maximum confidence in passive digital tasks but sharply lower confidence in active creation and algorithmic logic
• Secondary students score higher on difficult paper-based questions than on equivalent difficult computer-based questions - Secondary students score higher on difficult paper-based questions than on equivalent difficult computer-based questions
• Secondary students tend to overestimate their text comprehension, though monitoring is relatively accurate in this sample - Secondary students tend to overestimate their text comprehension, though monitoring is relatively accurate in this sample
• Secondary students who received more LLI or were pulled out of other classes were particularly negatively affected, possibly from missing grade-level content - Secondary students who received more LLI or were pulled out of other classes were particularly negatively affected, possibly from missing grade-level content
• Secondary students' French exam performance improved over the school year, but this improvement was not attributable to the intervention groups - Secondary students' French exam performance improved over the school year, but this improvement was not attributable to the intervention groups
• Secondary students' perceptions of instructional quality exhibit a two-level structure - Secondary students' perceptions of instructional quality exhibit a two-level structure
• Secondary students' reported barriers to talking to a counselor or therapist declined in NHUHSD's California Healthy Kids Survey data - Secondary students' reported barriers to talking to a counselor or therapist declined in NHUHSD's California Healthy Kids Survey data
• Secondary suspension risk declined and the racial gap narrowed slightly since 2009-10, while elementary rates did not decline and some districts saw large increases - Secondary suspension risk declined and the racial gap narrowed slightly since 2009-10, while elementary rates did not decline and some districts saw large increases
• Secondary teachers conceptualize LLM-powered chatbots as bounded experts operating under human supervision - Secondary teachers conceptualize LLM-powered chatbots as bounded experts operating under human supervision
• Section quality improves with more source chunks up to k=10, beyond which gains plateau - Section quality improves with more source chunks up to k=10, beyond which gains plateau
• Section-by-section analyses in the infants and girls' series show the later-working group's advantage across proficiency levels, while the boys' series shows the reverse in every section. - Section-by-section analyses in the infants and girls' series show the later-working group's advantage across proficiency levels, while the boys' series shows the reverse in every section.
• Sector persistence rates for fall 2015 entrants: 81.7 percent at four-year public, 84.9 percent at four-year private, 62.7 percent at two-year public, and 55.7 percent at four-year for-profit institutions - Sector persistence rates for fall 2015 entrants: 81.7 percent at four-year public, 84.9 percent at four-year private, 62.7 percent at two-year public, and 55.7 percent at four-year for-profit institut
• Security and technical risk perception exhibit threshold effects on perceived benefits, with positive associations becoming significant only above critical risk levels - Security and technical risk perception exhibit threshold effects on perceived benefits, with positive associations becoming significant only above critical risk levels
• Security cameras show no evidence of improving school safety, and evidence does not support expanding metal detector use - Security cameras show no evidence of improving school safety, and evidence does not support expanding metal detector use
• Security intentions and objective knowledge correlate with preparedness, and self-efficacy correlates with confidence - Security intentions and objective knowledge correlate with preparedness, and self-efficacy correlates with confidence
• Security risk perception is positively associated with perceived academic assistance and skill development benefits of Gen AI among university students - Security risk perception is positively associated with perceived academic assistance and skill development benefits of Gen AI among university students
• SEDA and MAP Growth district growth estimates in ELA correlate at .82 (precision-adjusted) - SEDA and MAP Growth district growth estimates in ELA correlate at .82 (precision-adjusted)
• SEDA and MAP Growth district growth estimates in mathematics correlate at .90 (precision-adjusted) - SEDA and MAP Growth district growth estimates in mathematics correlate at .90 (precision-adjusted)
• SEDA growth estimates show a high degree of congruence with MAP Growth-based estimates overall - SEDA growth estimates show a high degree of congruence with MAP Growth-based estimates overall
• SEDA growth estimates show differences from common-assessment-based estimates - SEDA growth estimates show differences from common-assessment-based estimates
• Seductive detail amount did not increase extraneous cognitive load in either study - Seductive detail amount did not increase extraneous cognitive load in either study
• Seductive detail amount did not increase learners' intrinsic motivation in either study - Seductive detail amount did not increase learners' intrinsic motivation in either study
• Seductive detail amount did not significantly affect transfer performance in Study 1 - Seductive detail amount did not significantly affect transfer performance in Study 1
• Seeding student groups with alternative ideas improves learning more than randomly assigning students to groups - Seeding student groups with alternative ideas improves learning more than randomly assigning students to groups
• Seeing an algorithm perform makes people significantly less likely to choose it over a human forecaster - Seeing an algorithm perform makes people significantly less likely to choose it over a human forecaster
• Seeing objects (with or without touch) improves immediate knowledge acquisition about the objects compared with touch alone - Seeing objects (with or without touch) improves immediate knowledge acquisition about the objects compared with touch alone
• Seeking tutoring and attending supplemental instruction sessions are associated with significantly higher academic engagement - Seeking tutoring and attending supplemental instruction sessions are associated with significantly higher academic engagement
• SEEQ-S class-average ratings show strong aggregation reliability and high internal consistency, with somewhat lower internal consistency for TEEQ-S - SEEQ-S class-average ratings show strong aggregation reliability and high internal consistency, with somewhat lower internal consistency for TEEQ-S
• SEERNet platforms trade off open science against availability of individual student data, with eTrials and ASU L@S at opposite extremes - SEERNet platforms trade off open science against availability of individual student data, with eTrials and ASU L@S at opposite extremes
• SEERNet's five DLPs each have more than 100,000 regular users, which the network cites as grounding research in practice - SEERNet's five DLPs each have more than 100,000 regular users, which the network cites as grounding research in practice
• Segmentation Benefits Shrink With Expertise
• Segmentation boundary choices differentially affect statistics computed on epistemic-game process data - Segmentation boundary choices differentially affect statistics computed on epistemic-game process data
• Segmentation improves learning from dynamic visualizations, but because studies always used pauses, whether the pause's processing time or its segment-end signal drives the effect is unclear - Segmentation improves learning from dynamic visualizations, but because studies always used pauses, whether the pause's processing time or its segment-end signal drives the effect is unclear
• Segmentation increases learning time - Segmentation increases learning time
• Segmentation is the only alphabetics outcome the WWC confirmed statistically significant across multiple studies - Segmentation is the only alphabetics outcome the WWC confirmed statistically significant across multiple studies
• Segmentation reduces errors and hesitations for participants with and without ADHD, with larger point estimates for the ADHD group but no significant segmentation-by-ADHD interaction - Segmentation reduces errors and hesitations for participants with and without ADHD, with larger point estimates for the ADHD group but no significant segmentation-by-ADHD interaction
• Segmentation reduces overall cognitive load during multimedia learning - Segmentation reduces overall cognitive load during multimedia learning
• Segmented videos reduce hesitations for participants with ADHD by approximately 79% compared to non-segmented videos - Segmented videos reduce hesitations for participants with ADHD by approximately 79% compared to non-segmented videos
• Segmenting complex dynamic visualizations into pieces with pauses improves learning outcomes, especially transfer performance, at least for novices, compared with non-segmented presentations - Segmenting complex dynamic visualizations into pieces with pauses improves learning outcomes, especially transfer performance, at least for novices, compared with non-segmented presentations
• Segmenting Improves Multimedia Learning
• Segmenting principle: learner-paced segments of narrated animation improve transfer over continuous presentation - Segmenting principle: learner-paced segments of narrated animation improve transfer over continuous presentation
• Segmenting video into short pieces or click-forward pauses supports student engagement and learning from video - Segmenting video into short pieces or click-forward pauses supports student engagement and learning from video
• SEL can be improved by both short-term targeted interventions and longer-term strategies to improve school contextual factors - SEL can be improved by both short-term targeted interventions and longer-term strategies to improve school contextual factors
• SEL interventions improve attitudes, self-regulation, behaviour, and academic performance across reported effect-size ranges - SEL interventions improve attitudes, self-regulation, behaviour, and academic performance across reported effect-size ranges
• SEL programs cannot produce meaningful long-term growth in authoritarian, punitive, or exclusionary environments; restorative practices are needed - SEL programs cannot produce meaningful long-term growth in authoritarian, punitive, or exclusionary environments; restorative practices are needed
• SEL programs improve social emotional skills
• SEL programs improve students' engagement and academic performance, with an 11-percentile-point achievement gain in the Durlak meta-analysis - SEL programs improve students' engagement and academic performance, with an 11-percentile-point achievement gain in the Durlak meta-analysis
• SEL programs reduce disruptive behavior problems and emotional distress and foster prosocial behavior - SEL programs reduce disruptive behavior problems and emotional distress and foster prosocial behavior
• SEL programs with explicit skill teaching and regular practice can promote preschool EF, possibly including inhibitory control - SEL programs with explicit skill teaching and regular practice can promote preschool EF, possibly including inhibitory control
• SEL-related constructs are strongly predictive of long-term academic achievement and attainment - SEL-related constructs are strongly predictive of long-term academic achievement and attainment
• Selected academic groups differ in Alpha distributions, with Phi Beta Kappa electees concentrated in higher classes and probationers lower - Selected academic groups differ in Alpha distributions, with Phi Beta Kappa electees concentrated in higher classes and probationers lower
• Selecting a few focal Standards for Mathematical Practice at a time was more productive for teacher PD than studying all SMPs simultaneously - Selecting a few focal Standards for Mathematical Practice at a time was more productive for teacher PD than studying all SMPs simultaneously
• Selecting a suggested option in the scaffold was associated with higher compliance for four out of twenty scaffold options in the generalized condition. - Selecting a suggested option in the scaffold was associated with higher compliance for four out of twenty scaffold options in the generalized condition.
• Selecting students for the math circle initiated a labeling process designating them as good at math among peers, teachers, and parents - Selecting students for the math circle initiated a labeling process designating them as good at math among peers, teachers, and parents
• Selection practices and differentiation shape adolescents' identities, but evidence on tracking's role in identity development remains inconclusive - Selection practices and differentiation shape adolescents' identities, but evidence on tracking's role in identity development remains inconclusive
• Selection strategies predict fewer memory problems regardless of decline extent; optimization and compensation are adaptive mainly under greater decline - Selection strategies predict fewer memory problems regardless of decline extent; optimization and compensation are adaptive mainly under greater decline
• Selective and top-tier schools improve students' nonacademic experiences, with peer classroom behavior showing the largest differences - Selective and top-tier schools improve students' nonacademic experiences, with peer classroom behavior showing the largest differences
• Selective attention facilitates working memory retrieval, and selecting from WM resembles visual search - Selective attention facilitates working memory retrieval, and selecting from WM resembles visual search
• Selective attention improves neural encoding of attended speech envelopes in children aged 7–12 - Selective attention improves neural encoding of attended speech envelopes in children aged 7–12
• Selective attention moderated the effect of stimulus condition on children’s originality: better selective attention favoured the low stimulus environment, weaker selective attention the high stimulus environment - Selective attention moderated the effect of stimulus condition on children’s originality: better selective attention favoured the low stimulus environment, weaker selective attention the high stimulus
• Selective attention processes are hypothesized to relate to language, literacy, and mathematics, three domains important to early academic skills - Selective attention processes are hypothesized to relate to language, literacy, and mathematics, three domains important to early academic skills
• Selective attention reduces encoding of unattended information and induces learned inattention that makes future learning more difficult - Selective attention reduces encoding of unattended information and induces learned inattention that makes future learning more difficult
• Selective enrollment high schools improve student experiences but do not change academic outcomes, on average, compared with high-performing non-selective schools - Selective enrollment high schools improve student experiences but do not change academic outcomes, on average, compared with high-performing non-selective schools
• Selective enrollment students from low-income neighborhoods are less likely to attend selective colleges than similarly-performing low-income students who do not enroll - Selective enrollment students from low-income neighborhoods are less likely to attend selective colleges than similarly-performing low-income students who do not enroll
• Self Assessment Accuracy Is Low Without Training
• Self Assessment Improves Self Regulated Learning
• Self Directed IEP Increases Student Participation
• Self Monitoring Improves On Task Behavior
• Self Regulated Learning Predicts Achievement
• Self Talk Improves Learning And Performance
• Self-actualization (POI) correlates of rated counseling performance reported by Foulds could not be confirmed on replication - Self-actualization (POI) correlates of rated counseling performance reported by Foulds could not be confirmed on replication
• Self-assessed creative performance and self-assessed idea creativity are moderately correlated but empirically distinct judgments - Self-assessed creative performance and self-assessed idea creativity are moderately correlated but empirically distinct judgments
• Self-assessed creative performance correlates moderately with divergent thinking, but self-assessed idea creativity does not - Self-assessed creative performance correlates moderately with divergent thinking, but self-assessed idea creativity does not
• Self-assessed creative performance is slightly underestimated while self-assessed idea creativity is moderately overestimated - Self-assessed creative performance is slightly underestimated while self-assessed idea creativity is moderately overestimated
• Self-assessed proficiency correlates more strongly with language attitudes than externally scored proficiency - Self-assessed proficiency correlates more strongly with language attitudes than externally scored proficiency
• Self-assessing against a rubric improved the quality of student work in two non-randomised studies, one of which also found more stress and performance-avoidance
• Self-assessment accuracy and estimated performance change do not improve over repeated task selections within a single session - Self-assessment accuracy and estimated performance change do not improve over repeated task selections within a single session
• Self-assessment accuracy in PBL depends on achievement level: low achievers graded generously, high achievers accurately - Self-assessment accuracy in PBL depends on achievement level: low achievers graded generously, high achievers accurately
• Self-assessments of diagram boxes are more accurate than comprehension judgments and strongly correlated with them in the diagramming paradigm - Self-assessments of diagram boxes are more accurate than comprehension judgments and strongly correlated with them in the diagramming paradigm
• Self-chosen exercise intensity produced the greatest mood benefits in a small study, suggesting enjoyable workouts may best improve mood - Self-chosen exercise intensity produced the greatest mood benefits in a small study, suggesting enjoyable workouts may best improve mood
• Self-concept and global value interact synergistically and positively in predicting achievement, effort, and teacher-rated engagement - Self-concept and global value interact synergistically and positively in predicting achievement, effort, and teacher-rated engagement
• Self-concept and value beliefs emerge as equally important predictors of teacher-rated behavioral engagement - Self-concept and value beliefs emerge as equally important predictors of teacher-rated behavioral engagement
• Self-Consistency is the most reproducible strategy across repeated runs yet shows weaker agreement with teacher mean scores (ICC (2,1) = 0.537) - Self-Consistency is the most reproducible strategy across repeated runs yet shows weaker agreement with teacher mean scores (ICC (2,1) = 0.537)
• Self-constructed collaborative concept maps trigger more deep exploratory talk and less non-dialogic talk than completing or sorting maps, which yield mostly superficial exploratory talk - Self-constructed collaborative concept maps trigger more deep exploratory talk and less non-dialogic talk than completing or sorting maps, which yield mostly superficial exploratory talk
• Self-constructing a complete concept map produces better delayed recall than completing, sorting a map, or writing a summary, with the largest effect in the I+C structure - Self-constructing a complete concept map produces better delayed recall than completing, sorting a map, or writing a summary, with the largest effect in the I+C structure
• Self-control problems are a major explanation of dropout decisions despite high returns to schooling - Self-control problems are a major explanation of dropout decisions despite high returns to schooling
• Self-control shows substantial rank-order stability in early adolescence, yet situational influences still matter - Self-control shows substantial rank-order stability in early adolescence, yet situational influences still matter
• Self-control was not a significant predictor of any learning strategy or of self-reported achievement, and MCSR predicted only elaboration - Self-control was not a significant predictor of any learning strategy or of self-reported achievement, and MCSR predicted only elaboration
• Self-created cheat sheet users reported significantly longer midterm preparation time than instructor-provided users, but the difference was not significant for the final exam - Self-created cheat sheet users reported significantly longer midterm preparation time than instructor-provided users, but the difference was not significant for the final exam
• Self-derivation performance is positively correlated with stem-fact memory and predicts retention of self-derived knowledge one week later - Self-derivation performance is positively correlated with stem-fact memory and predicts retention of self-derived knowledge one week later
• Self-derivation through memory integration extends to science curriculum content, with open-ended performance comparable to general-knowledge stimuli - Self-derivation through memory integration extends to science curriculum content, with open-ended performance comparable to general-knowledge stimuli
• Self-determination skills instruction for students with disabilities increases self-determination on some measures but not others
• Self-determination theory grew incrementally by adding mini-theories as evidence accumulated - Self-determination theory grew incrementally by adding mini-theories as evidence accumulated
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it
• Self-directed and blended learning time increased for nearly all New York charter schools during remote instruction, regardless of whether those modes were part of their prior models - Self-directed and blended learning time increased for nearly all New York charter schools during remote instruction, regardless of whether those modes were part of their prior models
• Self-directed online learners' modeling behaviors cluster into three patterns—Observation, Construction, and Exploration—differing in engagement level - Self-directed online learners' modeling behaviors cluster into three patterns—Observation, Construction, and Exploration—differing in engagement level
• Self-disclosure, loyalty, and mild deviance significantly and positively predict reactive aggression among high school girls - Self-disclosure, loyalty, and mild deviance significantly and positively predict reactive aggression among high school girls
• Self-discovery through errorful exploration is basically incompatible with error minimization in instruction - Self-discovery through errorful exploration is basically incompatible with error minimization in instruction
• Self-distraction and avoidance behaviours occur in nearly all successful toddlers but in a minority of unsuccessful ones - Self-distraction and avoidance behaviours occur in nearly all successful toddlers but in a minority of unsuccessful ones
• Self-efficacy and learning motivation serially mediate the link from AIGC affordance to self-regulated learning - Self-efficacy and learning motivation serially mediate the link from AIGC affordance to self-regulated learning
• Self-efficacy and motivation partially mediate the negative relationship between thoughtless GenAI use and self-directed learning, including a sequential SE→MOV pathway - Self-efficacy and motivation partially mediate the negative relationship between thoughtless GenAI use and self-directed learning, including a sequential SE→MOV pathway
• Self-efficacy and motivation positively predict self-directed learning, with motivation the strongest direct predictor - Self-efficacy and motivation positively predict self-directed learning, with motivation the strongest direct predictor
• Self-efficacy correlates positively with conceptual understanding in both flipped classroom methods - Self-efficacy correlates positively with conceptual understanding in both flipped classroom methods
• Self-efficacy correlates positively with subsequent motivation and performance across cognitive and sport domains - Self-efficacy correlates positively with subsequent motivation and performance across cognitive and sport domains
• Self-efficacy declines steadily for all students between 5th and 8th grade even while math and reading achievement grow - Self-efficacy declines steadily for all students between 5th and 8th grade even while math and reading achievement grow
• Self-efficacy did not significantly moderate the mediation of the value-to-mastery relation through SRL - Self-efficacy did not significantly moderate the mediation of the value-to-mastery relation through SRL
• Self-efficacy does not significantly moderate the relationship between AI anxiety and career decisions - Self-efficacy does not significantly moderate the relationship between AI anxiety and career decisions
• Self-efficacy has a significant positive effect on motivation among undergraduates using generative AI - Self-efficacy has a significant positive effect on motivation among undergraduates using generative AI
• Self-efficacy is moderately related to academic achievement but is more a product of past performance than a driver of future performance - Self-efficacy is moderately related to academic achievement but is more a product of past performance than a driver of future performance
• Self-efficacy is positively associated with acceptance outcomes for AI-assisted English learning tools in adjusted regression models - Self-efficacy is positively associated with acceptance outcomes for AI-assisted English learning tools in adjusted regression models
• Self-efficacy judgments correspond less well to behavior in learning settings than in performance settings - Self-efficacy judgments correspond less well to behavior in learning settings than in performance settings
• Self-efficacy measures show high reliability and domain-specific validity - Self-efficacy measures show high reliability and domain-specific validity
• Self-efficacy mediates the relation between environmental antecedents and achievement emotions in e-learning, supporting the control-value theory mediation structure - Self-efficacy mediates the relation between environmental antecedents and achievement emotions in e-learning, supporting the control-value theory mediation structure
• Self-efficacy moderates the mediating role of SRL between school belonging and mastery, with the strongest mediation for low-efficacy students - Self-efficacy moderates the mediating role of SRL between school belonging and mastery, with the strongest mediation for low-efficacy students
• Self-efficacy negatively correlates with cheating, but actual ability does not inversely correlate with dishonesty - Self-efficacy negatively correlates with cheating, but actual ability does not inversely correlate with dishonesty
• Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use - Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use
• Self-efficacy predicts cluster membership, with the article concluding self-efficacy may play a foundational role in the cluster difference - Self-efficacy predicts cluster membership, with the article concluding self-efficacy may play a foundational role in the cluster difference
• Self-efficacy profiles differ in AI use for educational support (η² = .36), the highest-rated support type in the high profile - Self-efficacy profiles differ in AI use for educational support (η² = .36), the highest-rated support type in the high profile
• Self-efficacy profiles differ in AI use for informational support (η² = .28) and emotional support (η² = .18) - Self-efficacy profiles differ in AI use for informational support (η² = .28) and emotional support (η² = .18)
• Self-efficacy scores differ by cultural identification, while gender shows no significant effect - Self-efficacy scores differ by cultural identification, while gender shows no significant effect
• Self-efficacy significantly predicted engagement and inversely predicted disengagement, and mediated adaptability's links to outcomes - Self-efficacy significantly predicted engagement and inversely predicted disengagement, and mediated adaptability's links to outcomes
• Self-efficacy, but not self-reported strategy use, predicts subsequent exam grades in the university course - Self-efficacy, but not self-reported strategy use, predicts subsequent exam grades in the university course
• Self-efficacy, perceived trust and performance expectancy influence Gen Z students' behavioural intention to adopt AI - Self-efficacy, perceived trust and performance expectancy influence Gen Z students' behavioural intention to adopt AI
• Self-esteem is positively correlated with subjective well-being among final-year education faculty students - Self-esteem is positively correlated with subjective well-being among final-year education faculty students
• Self-esteem significantly mediates the association between psychological distress and grade repetition among Black adolescents - Self-esteem significantly mediates the association between psychological distress and grade repetition among Black adolescents
• Self-esteem, locus of control and multidimensional perfectionism together significantly predict subjective well-being, jointly accounting for 34.8% of variance, with self-esteem the largest contributor at 28% - Self-esteem, locus of control and multidimensional perfectionism together significantly predict subjective well-being, jointly accounting for 34.8% of variance, with self-esteem the largest contributo
• Self-explaining a worked example of a learning journal entry enhances strategy use and transfer of journal-writing benefits to a new topic - Self-explaining a worked example of a learning journal entry enhances strategy use and transfer of journal-writing benefits to a new topic
• Self-explaining does not improve retrospective monitoring accuracy, while problem complexity reduces it - Self-explaining does not improve retrospective monitoring accuracy, while problem complexity reduces it
• Self-explaining led to significantly higher written procedural knowledge than re-experiencing, opposite to the hypothesized direction - Self-explaining led to significantly higher written procedural knowledge than re-experiencing, opposite to the hypothesized direction
• Self-explaining worked examples improve declarative knowledge of CDR strategies more than solving problems - Self-explaining worked examples improve declarative knowledge of CDR strategies more than solving problems
• Self-explanation beats unguided studying for equal time, but instructional explanations, problem solving and retrieval practice can be equally or more effective - Self-explanation beats unguided studying for equal time, but instructional explanations, problem solving and retrieval practice can be equally or more effective
• Self-explanation benefits learning across ages, but evidence is mixed for elementary-school children and effects shrink when time on task is equated - Self-explanation benefits learning across ages, but evidence is mixed for elementary-school children and effects shrink when time on task is equated
• Self-explanation effects hold on far-transfer but not near-transfer questions in a geometry classroom study - Self-explanation effects hold on far-transfer but not near-transfer questions in a geometry classroom study
• Self-explanation improves abstract transfer of logical rules relative to no self-explanation - Self-explanation improves abstract transfer of logical rules relative to no self-explanation
• Self-explanation promotes transfer of general patterns but can reduce recall of details and cause overgeneralization - Self-explanation promotes transfer of general patterns but can reduce recall of details and cause overgeneralization
• Self-explanation prompting is potentially effective across a range of instructional conditions - Self-explanation prompting is potentially effective across a range of instructional conditions
• Self-explanation prompts in an instructional video do not improve retention or comprehension when learning time is controlled - Self-explanation prompts in an instructional video do not improve retention or comprehension when learning time is controlled
• Self-explanation prompts increase intrinsic and extraneous cognitive load but not germane load in instructional video learning - Self-explanation prompts increase intrinsic and extraneous cognitive load but not germane load in instructional video learning
• Self-explanation quality correlated with prior knowledge and post-test knowledge but not with learning gains - Self-explanation quality correlated with prior knowledge and post-test knowledge but not with learning gains
• Self-explanation quality does not mediate the worked example effect on learning gains in ill-defined statistics problems - Self-explanation quality does not mediate the worked example effect on learning gains in ill-defined statistics problems
• Self-explanation substantially increases time on task, raising questions about its efficiency - Self-explanation substantially increases time on task, raising questions about its efficiency
• Self-explanation support did not change Answer-item performance even though the explanation condition completed only half as many problems - Self-explanation support did not change Answer-item performance even though the explanation condition completed only half as many problems
• Self-explanation-based and inquiry learning elicit more elaborative processes than hypermedia and observational learning, fully for hypothesis testing and integrating and partly for giving explanations - Self-explanation-based and inquiry learning elicit more elaborative processes than hypermedia and observational learning, fully for hypothesis testing and integrating and partly for giving explanation
• Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments - Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments
• Self-explanations from faded double-content examples did not predict change in professional vision, with two isolated exceptions - Self-explanations from faded double-content examples did not predict change in professional vision, with two isolated exceptions
• Self-generated concept mapping benefits learning from grade 4 onwards with similar effect sizes across grades 4–8, 9–12, and college - Self-generated concept mapping benefits learning from grade 4 onwards with similar effect sizes across grades 4–8, 9–12, and college
• Self-generation of learning issues improves studied materials, self-study time, and reporting time in PBL - Self-generation of learning issues improves studied materials, self-study time, and reporting time in PBL
• Self-handicapping decreases effort to protect self-worth, in contrast to defensive pessimism - Self-handicapping decreases effort to protect self-worth, in contrast to defensive pessimism
• Self-hosted open-weight LLMs offer privacy, reproducibility, and environmental advantages over commercial LLM interfaces in educational ITSs - Self-hosted open-weight LLMs offer privacy, reproducibility, and environmental advantages over commercial LLM interfaces in educational ITSs
• Self-image and learning mathematics anxiety, but not other metacognition dimensions or evaluation anxiety, predict mathematics achievement after controlling for IQ - Self-image and learning mathematics anxiety, but not other metacognition dimensions or evaluation anxiety, predict mathematics achievement after controlling for IQ
• Self-instruction techniques yielded the highest mean effect size (2.71) among self-management intervention types, with self-monitoring the predominant technique used - Self-instruction techniques yielded the highest mean effect size (2.71) among self-management intervention types, with self-monitoring the predominant technique used
• Self-interest and domination appeared during the Danish Deliberative Poll's deliberative process - Self-interest and domination appeared during the Danish Deliberative Poll's deliberative process
• Self-management and self-efficacy show highly collinear growth during middle school, with slopes correlated .95 and intercepts .74 - Self-management and self-efficacy show highly collinear growth during middle school, with slopes correlated .95 and intercepts .74
• Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research - Self-management intervention configurations show strong mean effect sizes but substantial effect size heterogeneity in single-case research
• Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies - Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies
• Self-management interventions targeted math calculation skills most often, with mean effect sizes of 2.66 for social studies, 2.28 for reading, 1.97 for math, and 1.13 for writing - Self-management interventions targeted math calculation skills most often, with mean effect sizes of 2.66 for social studies, 2.28 for reading, 1.97 for math, and 1.13 for writing
• Self-management status and growth across middle school predict lower odds of having a GPA below a C and of being suspended in 9th grade, but not chronic absenteeism - Self-management status and growth across middle school predict lower odds of having a GPA below a C and of being suspended in 9th grade, but not chronic absenteeism
• Self-modeling raised self-efficacy for learning, motivation, and posttest skill among below-grade-level children - Self-modeling raised self-efficacy for learning, motivation, and posttest skill among below-grade-level children
• Self-monitoring intervention effects rest on four key components: selecting a target behavior, defining it, self-assessment, and self-recording - Self-monitoring intervention effects rest on four key components: selecting a target behavior, defining it, self-assessment, and self-recording
• Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83) - Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83)
• Self-monitoring of work quality requires three student capacities: appreciation of high quality, evaluative skill, and a store of modification tactics - Self-monitoring of work quality requires three student capacities: appreciation of high quality, evaluative skill, and a store of modification tactics
• Self-overrating persists with a simplified grading method and on a behavioral self-analysis test, where raters claim far more 'Always' and far fewer 'Sometimes' for themselves than for others - Self-overrating persists with a simplified grading method and on a behavioral self-analysis test, where raters claim far more 'Always' and far fewer 'Sometimes' for themselves than for others
• Self-paced mastery programs (PSI) reduce college course completion, though not by enough to explain their examination advantage - In 32 PSI studies, 23 found higher completion in the conventional class; the average effect on attrition was h = -0.14, a small effect favouring conventional instruction. Examination effects were simi
• Self-perceived communication competence and adaptability show small positive correlations with age, while resourcefulness and communicative adaptability do not - Self-perceived communication competence and adaptability show small positive correlations with age, while resourcefulness and communicative adaptability do not
• Self-perceived TPACK-21 domain scores do not differ significantly by faculty age group or appointment type - Self-perceived TPACK-21 domain scores do not differ significantly by faculty age group or appointment type
• Self-protection and self-enhancement motives lead perceivers to sacrifice accuracy in person perception - Self-protection and self-enhancement motives lead perceivers to sacrifice accuracy in person perception
• Self-questioning during study benefits low verbal ability high school students more than high verbal ability students (Experiment 1) - Self-questioning during study benefits low verbal ability high school students more than high verbal ability students (Experiment 1)
• Self-questioning improves comprehension
• Self-rated attentional control improves for relearning relative to restudying from the second session onward - Self-rated attentional control improves for relearning relative to restudying from the second session onward
• Self-rated LLM familiarity is a weaker secondary intake signal, surviving Holm correction for three of five outcomes with a bottom-anchored pattern - Self-rated LLM familiarity is a weaker secondary intake signal, surviving Holm correction for three of five outcomes with a bottom-anchored pattern
• Self-raters show very little association between their introspective self-order of interests and the order attributed to them by peers, indicating a tendency to overrate themselves - Self-raters show very little association between their introspective self-order of interests and the order attributed to them by peers, indicating a tendency to overrate themselves
• Self-refinement gains depend on model strength and on behavior-prediction quality - Self-refinement gains depend on model strength and on behavior-prediction quality
• Self-regulated dropping of already-known items during restudy conferred no significant learning advantage and was sometimes mildly detrimental - Self-regulated dropping of already-known items during restudy conferred no significant learning advantage and was sometimes mildly detrimental
• Self-regulated learning abilities improved significantly in the GPT-feedback VR group, supporting self-reflection, goal setting, and strategy adjustment - Self-regulated learning abilities improved significantly in the GPT-feedback VR group, supporting self-reflection, goal setting, and strategy adjustment
• Self-regulated learning ability significantly moderates Gen-AI's effect on HOT: high-SRL students show ES = 0.863 versus ES = 0.284 for low-SRL students - Self-regulated learning ability significantly moderates Gen-AI's effect on HOT: high-SRL students show ES = 0.863 versus ES = 0.284 for low-SRL students
• Self-regulated learning and critical AI evaluation promote effective AI use - Self-regulated learning and critical AI evaluation promote effective AI use
• Self-regulated learning facets that are conceptually common across three popular questionnaires appear empirically disparate - Self-regulated learning facets that are conceptually common across three popular questionnaires appear empirically disparate
• Self-regulated learning improves achievement
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments - Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments
• Self-regulated learning is associated with increased academic achievement and improved learning outcomes for students - Self-regulated learning is associated with increased academic achievement and improved learning outcomes for students
• Self-regulated learning models treat self-monitoring as a core process through which learners notice gaps and adjust strategy
• Self-regulated learning moderates the cognitive load–critical thinking relationship, buffering the negative effect of load - Self-regulated learning moderates the cognitive load–critical thinking relationship, buffering the negative effect of load
• Self-regulated learning moderates the indirect effect of AI use on critical thinking through cognitive load - Self-regulated learning moderates the indirect effect of AI use on critical thinking through cognitive load
• Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies - Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies
• Self-regulated multiple-choice students scored lower on final tests than experimenter-controlled groups but spent less time practicing, making their one-correct criterion comparatively time-efficient. - Self-regulated multiple-choice students scored lower on final tests than experimenter-controlled groups but spent less time practicing, making their one-correct criterion comparatively time-efficient.
• Self-regulated problem-solving instruction produced immediate, marked increases in target behaviors for all four students, with a mean of 2.3 training sessions to reach 80% mastery - Self-regulated problem-solving instruction produced immediate, marked increases in target behaviors for all four students, with a mean of 2.3 training sessions to reach 80% mastery
• Self-regulated reading processes are positively associated with reading and learning outcomes - Self-regulated reading processes are positively associated with reading and learning outcomes
• Self-regulated vs. externally regulated prompt presentation shows no significant effect on posttest performance and no interaction with prompt format - Self-regulated vs. externally regulated prompt presentation shows no significant effect on posttest performance and no interaction with prompt format
• Self-regulating students choose to complete multiple-choice practice questions until each item has been answered correctly about one time during practice. - Self-regulating students choose to complete multiple-choice practice questions until each item has been answered correctly about one time during practice.
• Self-regulation and co-regulation are significantly and highly correlated in an online case-based course - Self-regulation and co-regulation are significantly and highly correlated in an online case-based course
• Self-regulation and metacognition correlate strongly with mathematics achievement (r = .42 and .37)
• Self-regulation effects on letter–word reading are reduced completely after cognitive covariate controls - Self-regulation effects on letter–word reading are reduced completely after cognitive covariate controls
• Self-regulation interventions showed positive associations with distal outcomes: academic achievement in 11 of 13 studies (85%), substance abuse in 4 of 5 (80%), and conduct disorders, social skills, depression, behavioral problems, and school suspensions in all reporting studies. - Self-regulation interventions showed positive associations with distal outcomes: academic achievement in 11 of 13 studies (85%), substance abuse in 4 of 5 (80%), and conduct disorders, social skills,
• Self-regulation limits supported a targeted teacher role: many students rarely thought before asking AI or could not tell when an AI explanation was wrong - Self-regulation limits supported a targeted teacher role: many students rarely thought before asking AI or could not tell when an AI explanation was wrong
• Self-regulation of study time increases with age: adults exceed 14-year-olds, who exceed 10-year-olds, though self-regulation is already established at age 10 - Self-regulation of study time increases with age: adults exceed 14-year-olds, who exceed 10-year-olds, though self-regulation is already established at age 10
• Self-regulation scores correlate with functional coupling between the right striatum and left motor cortex during reactive inhibition, but not frontostriatal coupling during proactive inhibition - Self-regulation scores correlate with functional coupling between the right striatum and left motor cortex during reactive inhibition, but not frontostriatal coupling during proactive inhibition
• Self-regulation skills are particularly needed when learning with minimally structured or adaptable collaboration scripts in CSCL - Self-regulation skills are particularly needed when learning with minimally structured or adaptable collaboration scripts in CSCL
• Self-regulatory activities mediate the relationship between person, context, and achievement - Self-regulatory activities mediate the relationship between person, context, and achievement
• Self-report empathy measures predominate and may inflate associations via common method bias and self-serving bias - Self-report empathy measures predominate and may inflate associations via common method bias and self-serving bias
• Self-report factors correlate weakly with metacognitive behavior while within-factor subcomponent correlations are larger, per studies reviewed for the meta-analysis - Self-report factors correlate weakly with metacognitive behavior while within-factor subcomponent correlations are larger, per studies reviewed for the meta-analysis
• Self-report measures of SRL capture perceptions of strategy use rather than implementation quality, and a combined trace-data approach may be best - Self-report measures of SRL capture perceptions of strategy use rather than implementation quality, and a combined trace-data approach may be best
• Self-report metacognitive knowledge (MAI subscales) does not significantly predict metacognitive sensitivity - Self-report metacognitive knowledge (MAI subscales) does not significantly predict metacognitive sensitivity
• Self-report subscales do not reliably assess distinct metacognitive subcomponents, with structures of two to nine components found across studies - Self-report subscales do not reliably assess distinct metacognitive subcomponents, with structures of two to nine components found across studies
• Self-reported accumulation negatively predicts intertextual comprehension while cross-text elaboration positively predicts it, after controlling for prior knowledge - Self-reported accumulation negatively predicts intertextual comprehension while cross-text elaboration positively predicts it, after controlling for prior knowledge
• Self-reported AI literacy was strongest in ethics and evaluation and weakest in self-efficacy, indicating uncertainty in applying AI to complex tasks - Self-reported AI literacy was strongest in ethics and evaluation and weakest in self-efficacy, indicating uncertainty in applying AI to complex tasks
• Self-reported average level of technology use rose across three administrations of the LoA survey, though not for every technology - Self-reported average level of technology use rose across three administrations of the LoA survey, though not for every technology
• Self-reported cognitive activation shows no context effects of school characteristics after controlling for individual teacher self-efficacy - Self-reported cognitive activation shows no context effects of school characteristics after controlling for individual teacher self-efficacy
• Self-reported cognitive load showed no significant differences across either volume-based or content-based offloading profiles - Self-reported cognitive load showed no significant differences across either volume-based or content-based offloading profiles
• Self-reported concentration was examined as a contributor to listening comprehension but did not emerge in the best-fitting model - Self-reported concentration was examined as a contributor to listening comprehension but did not emerge in the best-fitting model
• Self-reported critical-thinking disposition is positively associated with self-perceived employability among business students - Self-reported critical-thinking disposition is positively associated with self-perceived employability among business students
• Self-reported extraneous cognitive load correlates negatively with germane load and with expected probability of success in an algebra task - Self-reported extraneous cognitive load correlates negatively with germane load and with expected probability of success in an algebra task
• Self-reported germane cognitive load correlates positively with interest (QCM) among college students solving algebra problems - Self-reported germane cognitive load correlates positively with interest (QCM) among college students solving algebra problems
• Self-reported habitual sleep disturbance is significantly negatively correlated with all three executive function components in 7–9-year-old children - Self-reported habitual sleep disturbance is significantly negatively correlated with all three executive function components in 7–9-year-old children
• Self-reported intrinsic and germane cognitive load correlate positively among college students solving algebra problems - Self-reported intrinsic and germane cognitive load correlate positively among college students solving algebra problems
• Self-reported intrinsic cognitive load correlates positively with anxiety and challenge and negatively with probability of success in an algebra task - Self-reported intrinsic cognitive load correlates positively with anxiety and challenge and negatively with probability of success in an algebra task
• Self-reported LLM usage collapses at the first team milestone and recovers only partially on later coding-heavy team tasks - Self-reported LLM usage collapses at the first team milestone and recovers only partially on later coding-heavy team tasks
• Self-reported LLM usage frequency shows Holm-corrected associations with all five baseline AI perception outcomes, strongest for complex-task trust, accuracy trust, and critical-thinking risk - Self-reported LLM usage frequency shows Holm-corrected associations with all five baseline AI perception outcomes, strongest for complex-task trust, accuracy trust, and critical-thinking risk
• Self-reported mental effort increased less across tasks in the ChatGPT condition while perceived difficulty rose equally in both groups - Self-reported mental effort increased less across tasks in the ChatGPT condition while perceived difficulty rose equally in both groups
• Self-reported metacognitive regulation of reading contributes to expository digital text comprehension in a home e-learning environment - Self-reported metacognitive regulation of reading contributes to expository digital text comprehension in a home e-learning environment
• Self-reported multiple-text strategies did not predict intratextual comprehension, where prior knowledge was the unique predictor - Self-reported multiple-text strategies did not predict intratextual comprehension, where prior knowledge was the unique predictor
• Self-reported perceived quality is largely decoupled from quiz performance in AI-generated educational interactive fiction - Self-reported perceived quality is largely decoupled from quiz performance in AI-generated educational interactive fiction
• Self-reported retrieval use moderated the forward benefit of cue-only JOLs: higher retrieval ratings predicted better Phase B memory and transfer only in the cue-only JOLs condition - Self-reported retrieval use moderated the forward benefit of cue-only JOLs: higher retrieval ratings predicted better Phase B memory and transfer only in the cue-only JOLs condition
• Self-reported safety anxiety (SUDS) did not differ between guided and unguided conditions in older adults with simulated low vision - Self-reported safety anxiety (SUDS) did not differ between guided and unguided conditions in older adults with simulated low vision
• Self-reported shortcut users solve substantially more conducive problems than non-users, validating the problem-solving measure - Self-reported shortcut users solve substantially more conducive problems than non-users, validating the problem-solving measure
• Self-reported SRL strategies vary by individual learner characteristics including demographics, prior experience, and motivations - Self-reported SRL strategies vary by individual learner characteristics including demographics, prior experience, and motivations
• Self-reported suppression use decreases between ages 9 and 15 - Self-reported suppression use decreases between ages 9 and 15
• Self-reported test preparation showed no significant difference in ACT composite scores in a national sample (Scholes & Lain, 1997, Experiment 2) - Self-reported test preparation showed no significant difference in ACT composite scores in a national sample (Scholes & Lain, 1997, Experiment 2)
• Self-reported trait emotions were rated significantly higher than aggregated states for some emotions and timepoints (anger, pride, shame, boredom), but the memory-experience gap did not hold uniformly and anxiety showed the reverse descriptive pattern - Self-reported trait emotions were rated significantly higher than aggregated states for some emotions and timepoints (anger, pride, shame, boredom), but the memory-experience gap did not hold uniforml
• Self-reported weekly time-on-task is positively correlated with LMS-based time-on-task and activity measures in engineering courses - Self-reported weekly time-on-task is positively correlated with LMS-based time-on-task and activity measures in engineering courses
• Self-reported withdrawal reasons are largely similar online and onground, led by no/other reason, transfer, and schedule conflict - Self-reported withdrawal reasons are largely similar online and onground, led by no/other reason, transfer, and schedule conflict
• Self-reports of achievement goal orientations diverge markedly from traced goal orientations, which predict reading achievement while self-reports do not - Self-reports of achievement goal orientations diverge markedly from traced goal orientations, which predict reading achievement while self-reports do not
• Self-scoring improved regulation accuracy awareness only for students whose regulation judgment accuracy increased or stayed maximally accurate - Self-scoring improved regulation accuracy awareness only for students whose regulation judgment accuracy increased or stayed maximally accurate
• Self-scoring improves primary school students' regulation judgment accuracy in mathematics - Self-scoring improves primary school students' regulation judgment accuracy in mathematics
• Self-scoring improves primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels - Self-scoring improves primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels
• Self-scoring improves regulation accuracy for the whole sample, but not significantly for low- and high-performing students on division tasks - Self-scoring improves regulation accuracy for the whole sample, but not significantly for low- and high-performing students on division tasks
• Self-selected interventions tend to yield stronger effects on motivation and overall efficacy - Self-selected interventions tend to yield stronger effects on motivation and overall efficacy
• Self-selected scaffolding customization yields higher effects than fixed time interval and performance-adapted customization - Self-selected scaffolding customization yields higher effects than fixed time interval and performance-adapted customization
• Self-study students produced more substantive comments, a higher proportion of substantive comments, and more co-constructive turns during discussion than lecture students, though interaction-episode counts did not differ - Self-study students produced more substantive comments, a higher proportion of substantive comments, and more co-constructive turns during discussion than lecture students, though interaction-episode
• Semantic abilities act as the key protective factor against the negative effect of reading fluency impairments on reading comprehension, especially in low SES contexts (reported by the special issue editors, citing Lefèvre et al.) - Semantic abilities act as the key protective factor against the negative effect of reading fluency impairments on reading comprehension, especially in low SES contexts (reported by the special issue e
• Semantic abilities indirectly predict pseudoword decoding efficiency in children with dyslexia via phonological awareness and rapid naming - Semantic abilities indirectly predict pseudoword decoding efficiency in children with dyslexia via phonological awareness and rapid naming
• Semantic abilities indirectly predict word decoding efficiency in children with dyslexia via phonological awareness and rapid naming - Semantic abilities indirectly predict word decoding efficiency in children with dyslexia via phonological awareness and rapid naming
• Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia - Semantic ability correlates with phonological awareness, rapid naming, and both decoding measures in children with dyslexia
• Semantic similarity between human and AI discourse is highest in the Delegated Reasoning profile and significantly lower in Concerted Interpretation - Semantic similarity between human and AI discourse is highest in the Delegated Reasoning profile and significantly lower in Concerted Interpretation
• Semantically congruent iconic gestures improve L2 vocabulary retention relative to meaningless or incongruent gestures - Semantically congruent iconic gestures improve L2 vocabulary retention relative to meaningless or incongruent gestures
• Semester 2 students outperformed semester 1 students on HOCS exam questions regardless of clicker question type - Semester 2 students outperformed semester 1 students on HOCS exam questions regardless of clicker question type
• Semiempty concept mapping dyads use substantive historical and metahistorical concepts more often than summary-writing dyads - Semiempty concept mapping dyads use substantive historical and metahistorical concepts more often than summary-writing dyads
• Semilingualism — less than native-like skill in both languages — is associated with detrimental cognitive and academic consequences - Semilingualism — less than native-like skill in both languages — is associated with detrimental cognitive and academic consequences
• SEND and CDPK benchmark results correlate highly (r = 0.94), but higher-performing models do relatively better on general pedagogy than SEND - SEND and CDPK benchmark results correlate highly (r = 0.94), but higher-performing models do relatively better on general pedagogy than SEND
• Senior high school majors' background affects calculus conceptual understanding and self-efficacy, with no method-by-major interaction - Senior high school majors' background affects calculus conceptual understanding and self-efficacy, with no method-by-major interaction
• Senior high school students taught with generative AI-supported instruction scored significantly higher on geometric reasoning and proof construction than students taught conventionally - Senior high school students taught with generative AI-supported instruction scored significantly higher on geometric reasoning and proof construction than students taught conventionally
• Senior-year advanced coursework is unevenly distributed by race/ethnicity among CPS graduates - Senior-year advanced coursework is unevenly distributed by race/ethnicity among CPS graduates
• Seniors outperformed juniors in determining taxonomy and method-technique, but not in self-efficacy or strategy determination - Seniors outperformed juniors in determining taxonomy and method-technique, but not in self-efficacy or strategy determination
• Sense of belonging in learning contexts is robustly associated with psychological well-being, academic motivation, and academic performance - Sense of belonging in learning contexts is robustly associated with psychological well-being, academic motivation, and academic performance
• Sense of belonging to mathematics is positively related to algebraic thinking in reviewed studies - Sense of belonging to mathematics is positively related to algebraic thinking in reviewed studies
• Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors - Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors
• Sense-making-first preparation supports learning more strongly than fluency-first because conceptual intermediate knowledge alters second-phase learning processes - Sense-making-first preparation supports learning more strongly than fluency-first because conceptual intermediate knowledge alters second-phase learning processes
• Sensible scene shows a statistically distinguishable serial indirect association with behavioral intention through emotional resonance and cognitive evaluation in a constrained bootstrap model - Sensible scene shows a statistically distinguishable serial indirect association with behavioral intention through emotional resonance and cognitive evaluation in a constrained bootstrap model
• Sensitivity analyses identify Supported secondary-hub formation as the strongest long-term driver of simulated ARC growth - Sensitivity analyses identify Supported secondary-hub formation as the strongest long-term driver of simulated ARC growth
• Sensitivity analyses restricting to students assessed in all 15 terms reproduced the full-sample between-group comparisons - Sensitivity analyses restricting to students assessed in all 15 terms reproduced the full-sample between-group comparisons
• Sensitivity analyses showed most sequential CVT paths were spurious due to confounders; only interest→enjoyment was robust - Sensitivity analyses showed most sequential CVT paths were spurious due to confounders; only interest→enjoyment was robust
• Sensitivity analysis finds outcome gains significant at cut-points below 5 minutes and beyond 13-15 minutes of delayed start in both subjects - Sensitivity analysis finds outcome gains significant at cut-points below 5 minutes and beyond 13-15 minutes of delayed start in both subjects
• Sensitivity and specificity of Three Tier screening tools vary widely, and no studies report language-domain-only accuracy - Sensitivity and specificity of Three Tier screening tools vary widely, and no studies report language-domain-only accuracy
• Sensitivity is better for the frequentist GLASSO than for the Bayesian GLASSO, though Bayesian GLASSO performance is usually close - Sensitivity is better for the frequentist GLASSO than for the Bayesian GLASSO, though Bayesian GLASSO performance is usually close
• Sensitivity under mixed stopping criteria correlated positively with collection length in some strategy groups but not others - Sensitivity under mixed stopping criteria correlated positively with collection length in some strategy groups but not others
• Sensorimotor action supports learning when it makes concept-relevant relations easier to process - Sensorimotor action supports learning when it makes concept-relevant relations easier to process
• Sensory immersion prompted by the MAR app supported families' geoscientific talk and observation of rock features during place-based LOTM. - Sensory immersion prompted by the MAR app supported families' geoscientific talk and observation of rock features during place-based LOTM.
• Sentence embedding models reach only moderate agreement and need human supervision for open-ended grading - Sentence embedding models reach only moderate agreement and need human supervision for open-ended grading
• Sentence units of a completion test differ greatly in completion time, ranging from 12.8% of total test time for unit 1 down to 3.4% for unit 11. - Sentence units of a completion test differ greatly in completion time, ranging from 12.8% of total test time for unit 1 down to 3.4% for unit 11.
• Sentence-level (lemma) processing affects language switching: switch costs occur between sentences and depend on syntactic structure - Sentence-level (lemma) processing affects language switching: switch costs occur between sentences and depend on syntactic structure
• Sentiment classification transfers to English under the unchanged protocol, with a frozen multilingual encoder the strongest arm at wF1 0.73 and LLMs matching it only with few-shot prompting - Sentiment classification transfers to English under the unchanged protocol, with a frozen multilingual encoder the strongest arm at wF1 0.73 and LLMs matching it only with few-shot prompting
• Sentiment differs significantly across target audiences, with faculty-targeted guidelines more positive than student-targeted ones - Sentiment differs significantly across target audiences, with faculty-targeted guidelines more positive than student-targeted ones
• Sentiment is strongly negatively correlated with community engagement across GenAI education themes (ρ=−0.72) - Sentiment is strongly negatively correlated with community engagement across GenAI education themes (ρ=−0.72)
• Sentiment scores in GenAI guidelines do not differ significantly by institution size, though small institutions show the highest mean - Sentiment scores in GenAI guidelines do not differ significantly by institution size, though small institutions show the highest mean
• Sentiment scores of LLM-generated replies differ significantly from human replies under both classifiers - Sentiment scores of LLM-generated replies differ significantly from human replies under both classifiers
• Sentiment toward AI in education shifted from negative to positive, with negative descriptors falling from 30% of participants to 0% after the intervention - Sentiment toward AI in education shifted from negative to positive, with negative descriptors falling from 30% of participants to 0% after the intervention
• Sentiment toward GenAI in the course was 86% positive overall, while ethical concerns generated 62% negative sentiment - Sentiment toward GenAI in the course was 86% positive overall, while ethical concerns generated 62% negative sentiment
• Sentiment toward GenAI in university guidelines is highly positive and does not differ significantly between private and public institutions - Sentiment toward GenAI in university guidelines is highly positive and does not differ significantly between private and public institutions
• SEP national monitoring reports indicate insufficient teacher training for the reform: 35% of surveyed teachers requested training in planning and design of didactic activities, and about 30% of directors rated induction-workshop information as poorly adequate or inadequate - SEP national monitoring reports indicate insufficient teacher training for the reform: 35% of surveyed teachers requested training in planning and design of didactic activities, and about 30% of direc
• Separate validation experiments confirmed that masked speech evokes a subjective experience of relative disfluency compared with pure speech - Separate validation experiments confirmed that masked speech evokes a subjective experience of relative disfluency compared with pure speech
• Separating ability estimation from correctness prediction yields smoother, more stable learning trajectories than probability-based mastery estimation - Separating ability estimation from correctness prediction yields smoother, more stable learning trajectories than probability-based mastery estimation
• Sequence analysis of online course logs found group coordination predicted successful outcomes better than raw activity levels (review-attributed to Hoppe et al., 2021) - Sequence analysis of online course logs found group coordination predicted successful outcomes better than raw activity levels (review-attributed to Hoppe et al., 2021)
• Sequence of worked examples and problems had no significant effect on self-reported cognitive load, but higher prior knowledge was associated with lower load in experimental design - Sequence of worked examples and problems had no significant effect on self-reported cognitive load, but higher prior knowledge was associated with lower load in experimental design
• Sequenced explicit instruction then guided independent learning: students benefit from explicit instruction early and guided independence as fluency develops - Sequenced explicit instruction then guided independent learning: students benefit from explicit instruction early and guided independence as fluency develops
• Sequencing generated drawing before viewing a provided visual improves transfer, suggesting provided visuals work best as feedback - Sequencing generated drawing before viewing a provided visual improves transfer, suggesting provided visuals work best as feedback
• Sequencing independent task engagement before LLM consultation is associated with stronger student outputs - Sequencing independent task engagement before LLM consultation is associated with stronger student outputs
• Sequencing of exploration and explicit instruction shows inconsistent results, moderated by task complexity per the expertise reversal account - Sequencing of exploration and explicit instruction shows inconsistent results, moderated by task complexity per the expertise reversal account
• Sequencing rather than concept selection explains most of the EVOL–PPO-vanilla EP gap on ASSIST15 L=10 - Sequencing rather than concept selection explains most of the EVOL–PPO-vanilla EP gap on ASSIST15 L=10
• Sequential analysis methods for discussion forums avoid the loss of sequential interaction information in coded-posting statistics - Sequential analysis methods for discussion forums avoid the loss of sequential interaction information in coded-posting statistics
• Sequential bilinguals score significantly below monolinguals on English vocabulary even with conceptual scoring and SES controlled - Sequential bilinguals score significantly below monolinguals on English vocabulary even with conceptual scoring and SES controlled
• Sequential deep learning models outperform static models for concepts mapped to multiple post-test questions - Sequential deep learning models outperform static models for concepts mapped to multiple post-test questions
• Sequential mediation through both intellectual helplessness and working memory is not significant - Sequential mediation through both intellectual helplessness and working memory is not significant
• Sequential patterns of online PBL interactions predict final grades with higher explanatory power than interaction frequencies - Sequential patterns of online PBL interactions predict final grades with higher explanatory power than interaction frequencies
• Sequential presentation of memory items produces less time-based forgetting than simultaneous presentation (Experiment 1) - Sequential presentation of memory items produces less time-based forgetting than simultaneous presentation (Experiment 1)
• Serial and parallel reader classes differ in sensitivity to word and nonword length, supporting class validity - Serial and parallel reader classes differ in sensitivity to word and nonword length, supporting class validity
• Serial dilution accuracy showed a small significant increase over time, but post-hoc tests detected no significant improvement in either group - Serial dilution accuracy showed a small significant increase over time, but post-hoc tests detected no significant improvement in either group
• Serial mediation through work skills then educational motivation is significant but smaller (Ind3: Twork→WSk→EdMot→CThink, β=.004, 95% CI .0010-.0079) - Serial mediation through work skills then educational motivation is significant but smaller (Ind3: Twork→WSk→EdMot→CThink, β=.004, 95% CI .0010-.0079)
• Serial order short-term memory deficits in dyscalculia persist into adulthood despite typical math achievement history - Serial order short-term memory deficits in dyscalculia persist into adulthood despite typical math achievement history
• Serial order STM at Age 4 predicts later nonverbal reasoning, but serial order STM gain does not predict nonverbal reasoning gain - Serial order STM at Age 4 predicts later nonverbal reasoning, but serial order STM gain does not predict nonverbal reasoning gain
• Serial order STM at Age 4 predicts vocabulary knowledge at Age 5 over and above initial vocabulary, item STM, age and nonverbal reasoning - Serial order STM at Age 4 predicts vocabulary knowledge at Age 5 over and above initial vocabulary, item STM, age and nonverbal reasoning
• Serial order STM shows raw concurrent and longitudinal correlations with vocabulary at both ages - Serial order STM shows raw concurrent and longitudinal correlations with vocabulary at both ages
• Serious incidents of student misconduct increased in Philadelphia following the discipline policy reform - Serious incidents of student misconduct increased in Philadelphia following the discipline policy reform
• Seriously disengaged initial testers who stopped rapid-guessing on retest showed large RIT gains, averaging about 6 points in Reading and 12 in Math - Seriously disengaged initial testers who stopped rapid-guessing on retest showed large RIT gains, averaging about 6 points in Reading and 12 in Math
• Servant leadership exhibits complementary partial mediation via self-efficacy, whereas transformational leadership shows a small indirect-only effect - Servant leadership exhibits complementary partial mediation via self-efficacy, whereas transformational leadership shows a small indirect-only effect
• Servant leadership shows the strongest effect on teacher self-efficacy, which in turn predicts life satisfaction - Servant leadership shows the strongest effect on teacher self-efficacy, which in turn predicts life satisfaction
• Service learning and in-class civic learning opportunities are more strongly associated with high school students' later commitment to civic participation than the other school, family and community factors studied - Service learning experiences and in-class civic learning opportunities have a larger impact on high school students' commitment to civic participation than other school, family, or community influence
• Service providers credited TECTA's support network and resources with enabling their access to higher education and degree completion - Service providers credited TECTA's support network and resources with enabling their access to higher education and degree completion
• Service scholarship and loan forgiveness programs effectively recruit and retain high-quality professionals when they cover a significant portion of tuition or living costs - Service scholarship and loan forgiveness programs effectively recruit and retain high-quality professionals when they cover a significant portion of tuition or living costs
• Service use differed across local school systems in Way2Work Maryland - Service use differed across local school systems in Way2Work Maryland
• Service-learning students with a SLAM peer mentor scored higher on posttest civic action than non-mentored students, in a non-randomised comparison - Service-learning students with a SLAM peer mentor scored higher on posttest civic action than non-mentored students, in a non-randomised comparison
• Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation - Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation
• Serving as panelists or moderators increased educators' reported expertise, peer-support confidence, and leadership confidence - Serving as panelists or moderators increased educators' reported expertise, peer-support confidence, and leadership confidence
• Serving multiple students within a school and letting students choose frames were perceived to reduce stigma and increase willingness to wear glasses - Serving multiple students within a school and letting students choose frames were perceived to reduce stigma and increase willingness to wear glasses
• SES accounts for a modest 9% of variance in learning motivation but a larger 28% of variance in math achievement among four-year-olds - SES accounts for a modest 9% of variance in learning motivation but a larger 28% of variance in math achievement among four-year-olds
• SES and language spoken at home are strongly related to mathematics achievement especially at the classroom level, and teaching-quality estimates reduce these background estimates - SES and language spoken at home are strongly related to mathematics achievement especially at the classroom level, and teaching-quality estimates reduce these background estimates
• SES does not moderate genetic, shared, or nonshared environmental variance in four-year-olds' learning motivation - SES does not moderate genetic, shared, or nonshared environmental variance in four-year-olds' learning motivation
• SES is associated with student learning at a mean effect size of r = .22, deemed large with reference to educational benchmarks - SES is associated with student learning at a mean effect size of r = .22, deemed large with reference to educational benchmarks
• SES is indirectly associated with listening comprehension through vocabulary, and has a significant total indirect effect on RCR - SES is indirectly associated with listening comprehension through vocabulary, and has a significant total indirect effect on RCR
• SES longitudinally predicts later reading (r = 0.24), and phonological awareness and vocabulary jointly explain about 45% of that association - SES longitudinally predicts later reading (r = 0.24), and phonological awareness and vocabulary jointly explain about 45% of that association
• SES measurement faces validity and practical challenges including student knowledge of parental data and missing data in single-parent families - SES measurement faces validity and practical challenges including student knowledge of parental data and missing data in single-parent families
• SES moderated change in emotional/motivational regulation, with lower-SES children increasing and higher-SES children slightly decreasing - SES moderated change in emotional/motivational regulation, with lower-SES children increasing and higher-SES children slightly decreasing
• SES moderates relationships between other variables and student learning - SES moderates relationships between other variables and student learning
• SES moderates the brain-behavior relationship in children's arithmetic, with higher and lower SES children engaging different neurocognitive systems - SES moderates the brain-behavior relationship in children's arithmetic, with higher and lower SES children engaging different neurocognitive systems
• SES shows significant direct and indirect effects on each reading outcome separately, with larger indirect effects through vocabulary for comprehension - SES shows significant direct and indirect effects on each reading outcome separately, with larger indirect effects through vocabulary for comprehension
• SES/CONT's time gains translated into an estimated released capacity of about 352 additional cases (+22.3%) and cleared backlog, and output shifted toward preventive work (Advisory Notices +664%) - SES/CONT's time gains translated into an estimated released capacity of about 352 additional cases (+22.3%) and cleared backlog, and output shifted toward preventive work (Advisory Notices +664%)
• Sesame Street is presented as a model of research-based educational media whose curriculum-plus-formative-and-summative-research model drove measurable impact - Sesame Street is presented as a model of research-based educational media whose curriculum-plus-formative-and-summative-research model drove measurable impact
• Session intensity and duration distributions flagged physically impossible persistence as severe statistical outliers - Session intensity and duration distributions flagged physically impossible persistence as severe statistical outliers
• Session-level physiological synchrony occurred in the two groups that struggled with the collaborative exam, while the two groups that found the task easy showed no synchrony. - Session-level physiological synchrony occurred in the two groups that struggled with the collaborative exam, while the two groups that found the task easy showed no synchrony.
• Session-specific performance-approach goals were positively related to students' overall rating and learning and negatively to boredom, while performance-avoidance goals showed the opposite pattern - Session-specific performance-approach goals were positively related to students' overall rating and learning and negatively to boredom, while performance-avoidance goals showed the opposite pattern
• SES–learning effect sizes did not differ by SES indicator or outcome type in an umbrella review's meta-regressions; differences by grade level and study year rested on one or two effect sizes - SES–learning effect sizes did not differ by SES indicator or outcome type in an umbrella review's meta-regressions; differences by grade level and study year rested on one or two effect sizes
• Set for Variability performance is strongly correlated with word identification, word attack, phonological awareness, and vocabulary in grades 2–5 - Set for Variability performance is strongly correlated with word identification, word attack, phonological awareness, and vocabulary in grades 2–5
• Set size, crowding and pre-cue use jointly predict literacy, with set size uniquely predicting spelling and pre-cue use uniquely predicting reading - Set size, crowding and pre-cue use jointly predict literacy, with set size uniquely predicting spelling and pre-cue use uniquely predicting reading
• Setting common quality standards for all preschool classes helps address disparities in program quality requirements across the mixed delivery system - Setting common quality standards for all preschool classes helps address disparities in program quality requirements across the mixed delivery system
• Setting the default sort order to academic performance instead of distance from home induces parents to choose academically higher performing schools - Setting the default sort order to academic performance instead of distance from home induces parents to choose academically higher performing schools
• Seven enablers of LA-based educational interventions were identified and validated by an international expert panel - Seven enablers of LA-based educational interventions were identified and validated by an international expert panel
• Seven of ten focal students explained they could help the birds by expanding their research efforts on campus and beyond - Seven of ten focal students explained they could help the birds by expanding their research efforts on campus and beyond
• Seven of ten participants preferred the Dashboard, two preferred the Maker citing its side-by-side temporal display, and one was mixed - Seven of ten participants preferred the Dashboard, two preferred the Maker citing its side-by-side temporal display, and one was mixed
• Seven profiles of momentary (dis)engagement emerge among adolescents completing the same ten-minute literacy task - Seven profiles of momentary (dis)engagement emerge among adolescents completing the same ten-minute literacy task
• Seven state AI guidance documents share seven major themes, including human-centered use, AI literacy, equity, and data privacy, though not all themes appear in all documents - Seven state AI guidance documents share seven major themes, including human-centered use, AI literacy, equity, and data privacy, though not all themes appear in all documents
• Seventh graders' treatment effects fade by follow-up, with only the strategy knowledge contrast remaining significant - Seventh graders' treatment effects fade by follow-up, with only the strategy knowledge contrast remaining significant
• Seventh-graders in remote inquiry learning accurately monitor their own learning, with no differences between experimentation conditions - Seventh-graders in remote inquiry learning accurately monitor their own learning, with no differences between experimentation conditions
• Several candidate moderators show no reliable effects: retention interval, test type, presentation mode, and publication status - Several candidate moderators show no reliable effects: retention interval, test type, presentation mode, and publication status
• Several collaboration activities show promise in spreading effective practices across schools and staff, but overall progress in increasing collaboration has been limited - Several collaboration activities show promise in spreading effective practices across schools and staff, but overall progress in increasing collaboration has been limited
• Several collaboration activities show promise in spreading effective practices, but overall progress in increasing collaboration has been limited - Several collaboration activities show promise in spreading effective practices, but overall progress in increasing collaboration has been limited
• Several component measure ratings and the overall rating had low, negative correlations with student socioeconomic disadvantage, suggesting possible bias against principals of more disadvantaged schools - Several component measure ratings and the overall rating had low, negative correlations with student socioeconomic disadvantage, suggesting possible bias against principals of more disadvantaged schoo
• Several FRTF behavioral examples were not sorted better than chance, including actively listening to others (18.2%) and exploring implications of proposed solutions (9.4%) - Several FRTF behavioral examples were not sorted better than chance, including actively listening to others (18.2%) and exploring implications of proposed solutions (9.4%)
• Several of the group tests (Discriminating Colors, Mutilated Pictures, Tying Bowknot) showed little discriminative capacity as group tests and are slated for substitution - Several of the group tests (Discriminating Colors, Mutilated Pictures, Tying Bowknot) showed little discriminative capacity as group tests and are slated for substitution
• Several personal background characteristics influence fit during the transition from higher education to the labour market - Several personal background characteristics influence fit during the transition from higher education to the labour market
• Several RECALL effect sizes in the Xie et al. (2018) meta-analysis could not be reproduced, and one reported value (−0.639) is inconsistent with the primary study's data - Several RECALL effect sizes in the Xie et al.
• Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving - Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving
• Several teachers found the eBooks not user friendly, citing issues with images covering the text. - Several teachers found the eBooks not user friendly, citing issues with images covering the text.
• Severe depressive symptoms co-occur with self-harm and suicidal tendencies among vocational students - Severe depressive symptoms co-occur with self-harm and suicidal tendencies among vocational students
• Severity of hearing loss is significantly negatively related to language development in 3-year-old children with hearing aids - Severity of hearing loss is significantly negatively related to language development in 3-year-old children with hearing aids
• Sex and special education status did not significantly moderate SWPBIS effects on teacher-rated bullying and peer rejection - Sex and special education status did not significantly moderate SWPBIS effects on teacher-rated bullying and peer rejection
• Sex differences in mathematics and reading are strongly and inversely correlated across nations in all four PISA assessments - Sex differences in mathematics and reading are strongly and inversely correlated across nations in all four PISA assessments
• Sex differences in mathematics tend to be somewhat larger in more gender-equal countries (GGGI coefficient B = 0.921, p = .051), controlling for region - Sex differences in mathematics tend to be somewhat larger in more gender-equal countries (GGGI coefficient B = 0.921, p = .051), controlling for region
• Sex differences in mathematics vary by content domain, with male advantages for geometry (d = 0.218), broad mathematics (d = 0.145), computation (d = 0.089), and national tests (d = 0.068), but near-zero differences for advanced mathematics and basic numeracy - Sex differences in mathematics vary by content domain, with male advantages for geometry (d = 0.218), broad mathematics (d = 0.145), computation (d = 0.089), and national tests (d = 0.068), but near-z
• Sex differences in scattering reverse across scales: girls scatter more on the 1908 scale, boys on the 1911 and Stanford scales - Sex differences in scattering reverse across scales: girls scatter more on the 1908 scale, boys on the 1911 and Stanford scales
• Sex instruction should work by countering motives with motives, using fear, disgust, self-respect and desire for the regard of others against sexual carelessness - Sex instruction should work by countering motives with motives, using fear, disgust, self-respect and desire for the regard of others against sexual carelessness
• Sex moderates bullying-related cognitive and brain differences, with effects in boys and girls appearing in different regions and tasks - Sex moderates bullying-related cognitive and brain differences, with effects in boys and girls appearing in different regions and tasks
• Sex-specific subgroup models show the same functional forms for boys and girls, though cubic coefficients for boys were not significant after correction - Sex-specific subgroup models show the same functional forms for boys and girls, though cubic coefficients for boys were not significant after correction
• Sexual abuse and physical neglect exposure are negatively associated with academic achievement (WRAT-3) scores in healthy adults - Sexual abuse and physical neglect exposure are negatively associated with academic achievement (WRAT-3) scores in healthy adults
• SFAILQ shows high reliability, convergent validity with digital literacy (r = 0.49–0.68), and discriminant validity (HTMT below 0.80) - SFAILQ shows high reliability, convergent validity with digital literacy (r = 0.49–0.68), and discriminant validity (HTMT below 0.80)
• SFAILQ shows scalar measurement invariance across adolescents, young adults, and middle-aged adults - SFAILQ shows scalar measurement invariance across adolescents, young adults, and middle-aged adults
• SFA® shows mixed effects on general reading achievement for beginning readers - SFA® shows mixed effects on general reading achievement for beginning readers
• SFA® shows mixed effects on reading comprehension for beginning readers - SFA® shows mixed effects on reading comprehension for beginning readers
• SFA® shows positive effects on alphabetics for beginning readers in grades K–4 - SFA® shows positive effects on alphabetics for beginning readers in grades K–4
• SFA® shows potentially positive effects on reading fluency for beginning readers - SFA® shows potentially positive effects on reading fluency for beginning readers
• SFS-aligned post-training generalizes out-of-domain: models trained on one dataset retain substantial SFS gains on the other - SFS-aligned post-training generalizes out-of-domain: models trained on one dataset retain substantial SFS gains on the other
• SFT and GRPO alignment gains reflect learned proficiency-conditioned generation rather than memorization or output collapse - SFT and GRPO alignment gains reflect learned proficiency-conditioned generation rather than memorization or output collapse
• SFT on K12-Train improves out-of-domain subjects (Chinese, Humanities Math), suggesting acquisition of a transferable structurally-grounded answer style - SFT on K12-Train improves out-of-domain subjects (Chinese, Humanities Math), suggesting acquisition of a transferable structurally-grounded answer style
• SFT reliably teaches the two output contracts but cannot raise interactive-HTML quality, which declines monotonically with update count - SFT reliably teaches the two output contracts but cannot raise interactive-HTML quality, which declines monotonically with update count
• SFT with simulated children's reading errors yields higher LM-PPL than other experiments, driven by brevity and post-story irrelevant content - SFT with simulated children's reading errors yields higher LM-PPL than other experiments, driven by brevity and post-story irrelevant content
• Shallow engagement with a GenAI Tutor persists over time, while deep engagers transition flexibly across engagement types - Shallow engagement with a GenAI Tutor persists over time, while deep engagers transition flexibly across engagement types
• Shallow machine learning with SMOTE oversampling and Qwen3 embeddings achieves the best overall reflection-classification performance (0.7176) on Hungarian essays - Shallow machine learning with SMOTE oversampling and Qwen3 embeddings achieves the best overall reflection-classification performance (0.7176) on Hungarian essays
• Shallow multiculturalism undermines Latinx students' belonging by reinforcing intersectional invisibility - Shallow multiculturalism undermines Latinx students' belonging by reinforcing intersectional invisibility
• Shallow, copy-pasting engagement occurred but was not the dominant mode of GenAI Tutor use, and was lowest during exam preparation - Shallow, copy-pasting engagement occurred but was not the dominant mode of GenAI Tutor use, and was lowest during exam preparation
• Shame and guilt coexist with continued AI use, creating self-reinforcing cycles of reliance, concealment, and self-critique rather than behavior change - Shame and guilt coexist with continued AI use, creating self-reinforcing cycles of reliance, concealment, and self-critique rather than behavior change
• Shame and guilt regulate the visibility of AI use: students engage in hiding behaviors and selective disclosure rather than open disclosure - Shame and guilt regulate the visibility of AI use: students engage in hiding behaviors and selective disclosure rather than open disclosure