Claims: S 7

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

• Students show large immediate pre-to-post knowledge gains within a single LLM-supported learning session - Students show large immediate pre-to-post knowledge gains within a single LLM-supported learning session
• Students show signs of dropout risk early in high school, and schools that reach out in the ninth-grade year can keep them on track to graduate - Students show signs of dropout risk early in high school, and schools that reach out in the ninth-grade year can keep them on track to graduate
• Students show the highest learning gains in classes that are both challenging and where students actually do work aligned with teachers' expectations; grades are higher in challenging classrooms with high support than in easier classrooms with little support - Students show the highest learning gains in classes that are both challenging and where students actually do work aligned with teachers' expectations; grades are higher in challenging classrooms with
• Students showed a large, statistically significant increase in engagement from pre- to post-intervention in the 5-week Mindsets program (d ≈ 1.11) - Students showed a large, statistically significant increase in engagement from pre- to post-intervention in the 5-week Mindsets program (d ≈ 1.11)
• Students showed a large, statistically significant pre-to-post improvement in ability to reason (SMP 2) in the Mindsets program (d ≈ 1.20) - Students showed a large, statistically significant pre-to-post improvement in ability to reason (SMP 2) in the Mindsets program (d ≈ 1.20)
• Students showed a large, statistically significant pre-to-post improvement in repeated reasoning (SMP 8) in the Mindsets program (d ≈ 1.19) - Students showed a large, statistically significant pre-to-post improvement in repeated reasoning (SMP 8) in the Mindsets program (d ≈ 1.19)
• Students showed a wider range of achievement levels in spring 2022 than would be expected in a typical school year - Students showed a wider range of achievement levels in spring 2022 than would be expected in a typical school year
• Students showed bounded trust and uneven verification behavior: 23 of 837 student turns (about 2.7%) contained explicit risk-aware moves - Students showed bounded trust and uneven verification behavior: 23 of 837 student turns (about 2.7%) contained explicit risk-aware moves
• Students showed low competence with Knowledge Forum features designed to support linking ideas, which may explain the lower-than-expected linking index - Students showed low competence with Knowledge Forum features designed to support linking ideas, which may explain the lower-than-expected linking index
• Students showed lower math growth in fall 2020 across grades 3-8 relative to peers in the previous, more typical year - Students showed lower math growth in fall 2020 across grades 3-8 relative to peers in the previous, more typical year
• Students showed more authentic intellectual work in writing than in mathematics - Students showed more authentic intellectual work in writing than in mathematics
• Students showed no statistically significant apprehension about trusting automated feedback validity, and favoured granular automated marginalia over generalised human feedback - Students showed no statistically significant apprehension about trusting automated feedback validity, and favoured granular automated marginalia over generalised human feedback
• Students showed only modest engagement with GenAI functionalities during in-semester use of the feedback tool - Students showed only modest engagement with GenAI functionalities during in-semester use of the feedback tool
• Students showed significant content-knowledge gains from pre-test to post-test after the Digital World level - Students showed significant content-knowledge gains from pre-test to post-test after the Digital World level
• Students showed significant learning gains on domain knowledge (large effect) and concept maps (medium effect) after a 45-minute SRL-rich learning task - Students showed significant learning gains on domain knowledge (large effect) and concept maps (medium effect) after a 45-minute SRL-rich learning task
• Students showed varying degrees of understanding of integration and limits, with common errors and misconceptions identified - Students showed varying degrees of understanding of integration and limits, with common errors and misconceptions identified
• Students solving bimanual proportion tasks spontaneously develop attentional anchors, such as an imaginary diagonal line, that guide coordinated movement - Students solving bimanual proportion tasks spontaneously develop attentional anchors, such as an imaginary diagonal line, that guide coordinated movement
• Students spontaneously use language and metaphors of addiction to describe their AI use, framed as loss of control rather than enjoyment - Students spontaneously use language and metaphors of addiction to describe their AI use, framed as loss of control rather than enjoyment
• Students start with video modeling examples but shift toward worked examples and practice problems as the learning phase progresses - Students start with video modeling examples but shift toward worked examples and practice problems as the learning phase progresses
• Students strongly prefer qualitative tree visualizations over quantitative radar charts of classroom collaboration - Students strongly prefer qualitative tree visualizations over quantitative radar charts of classroom collaboration
• Students struggle to manage math assignments alongside busy schedules, and faculty need efficient grading, due-date, and extension tools - Students struggle to manage math assignments alongside busy schedules, and faculty need efficient grading, due-date, and extension tools
• Students struggle with the 'not' operator and logical operator precedence when evaluating conditional statements - Students struggle with the 'not' operator and logical operator precedence when evaluating conditional statements
• Students supported tiered data access: broad access for self-reflection, educator access for teaching, and restricted access to raw video and audio - Students supported tiered data access: broad access for self-reflection, educator access for teaching, and restricted access to raw video and audio
• Students taking courses online are less likely to remain enrolled at the university - Students taking courses online are less likely to remain enrolled at the university
• Students taking gameful assessments report higher satisfaction than students taking traditional assessments in a Grades 3–7 mixed-methods study - Students taking gameful assessments report higher satisfaction than students taking traditional assessments in a Grades 3–7 mixed-methods study
• Students taking online and proctored online exams report higher test anxiety than students taking on-campus exams and non-proctored online exams - Students taking online and proctored online exams report higher test anxiety than students taking on-campus exams and non-proctored online exams
• Students taught by rigorously selected and well trained student tutors show no significant achievement differences from students taught by staff tutors in first-year PBL courses - Students taught by rigorously selected and well trained student tutors show no significant achievement differences from students taught by staff tutors in first-year PBL courses
• Students taught by teachers using variation theory showed extremely better mastery of the supply-and-demand price concept than students taught without the theory - Students taught by teachers using variation theory showed extremely better mastery of the supply-and-demand price concept than students taught without the theory
• Students taught by teachers who received training outperformed those in the control condition, and adding the AIED-U system did not improve learning gains further beyond training alone - Students taught by teachers who received training outperformed those in the control condition, and adding the AIED-U system did not improve learning gains further beyond training alone
• Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP - Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP
• Students taught fallacy detection by inductive drill on concrete examples decided argument validity more accurately than students taught by the regular deductive logic course - Students taught fallacy detection by inductive drill on concrete examples decided argument validity more accurately than students taught by the regular deductive logic course
• Students taught with the Self-Determined Learning Model of Instruction gain in self-determination, but not significantly more than a delayed-treatment control group
• Students teaching the ChatGPT agent passed the online judge with fewer code submission attempts than control students - Students teaching the ChatGPT agent passed the online judge with fewer code submission attempts than control students
• Students tend to explain historical events from an intentionalist, personalistic point of view - Students tend to explain historical events from an intentionalist, personalistic point of view
• Students tend to rely on non-diagnostic cues when judging their own performance, resulting in inaccurate judgments - Students tend to rely on non-diagnostic cues when judging their own performance, resulting in inaccurate judgments
• Students tended to hold the same relative rank from the first to the last trials of practice, with a small positive correlation between initial and final standing. - Students tended to hold the same relative rank from the first to the last trials of practice, with a small positive correlation between initial and final standing.
• Students trained with MPathic-VR report significantly more positive attitudes toward their learning experience than computer-based learning students - Students trained with MPathic-VR report significantly more positive attitudes toward their learning experience than computer-based learning students
• Students transferred cube-based permutation reasoning to permutation tasks not involving cubes - Students transferred cube-based permutation reasoning to permutation tasks not involving cubes
• Students transition between student and proto-professional roles in informal SNS discourse, bridging learning and design practice - Students transition between student and proto-professional roles in informal SNS discourse, bridging learning and design practice
• Students treated the genAI avatar as a sophisticated question base rather than a virtual patient, using predominantly closed-ended, efficiency-focused questioning - Students treated the genAI avatar as a sophisticated question base rather than a virtual patient, using predominantly closed-ended, efficiency-focused questioning
• Students trust and respect teachers who support them as learners through clear lessons, monitoring, feedback, and individualized support, not teachers who act as buddies - Students trust and respect teachers who support them as learners through clear lessons, monitoring, feedback, and individualized support, not teachers who act as buddies
• Students trust educator feedback more than AI-generated feedback: 90.5% versus 60.1% rated it somewhat or very trustworthy in an Australian survey - Students trust educator feedback more than AI-generated feedback: 90.5% versus 60.1% rated it somewhat or very trustworthy in an Australian survey
• Students unanimously report positive effects of metacognitive strategy use on writing in both L1 and L2, with strategies compensating for limited L2 linguistic knowledge - Students unanimously report positive effects of metacognitive strategy use on writing in both L1 and L2, with strategies compensating for limited L2 linguistic knowledge
• Students unsure about their gender identity or sexual orientation fall between LGBTQ and non-LGBTQ peers on supports and well-being - Students unsure about their gender identity or sexual orientation fall between LGBTQ and non-LGBTQ peers on supports and well-being
• Students use invested mental effort as a cue when judging their learning, and self-rated mental effort is negatively related to judgments of learning - Students use invested mental effort as a cue when judging their learning, and self-rated mental effort is negatively related to judgments of learning
• Students use positive and negative achievement emotions as cues when making predictions about their comprehension - Students use positive and negative achievement emotions as cues when making predictions about their comprehension
• Students use scratch paper more in paper-based tests, and scratch paper use during computer-based tests decreases as question difficulty increases - Students use scratch paper more in paper-based tests, and scratch paper use during computer-based tests decreases as question difficulty increases
• Students use self-initiated strategies of verification, skill improvement, post-editing, pre-editing and reliance management to cope with GenAI challenges - Students use self-initiated strategies of verification, skill improvement, post-editing, pre-editing and reliance management to cope with GenAI challenges
• Students use standard GPT-4 access as a crutch—copying answers rather than engaging with the material—which explains the harm to learning - Students use standard GPT-4 access as a crutch—copying answers rather than engaging with the material—which explains the harm to learning
• Students use strategies to regulate their own motivation and affect - Students use strategies to regulate their own motivation and affect
• Students use the integrated AI assistant differently across writing stages: clarification early, verification late - Students use the integrated AI assistant differently across writing stages: clarification early, verification late
• Students used AI mainly for retrieving pharmacological mechanisms, generating PPT outlines, and clarifying concepts under rules requiring verification and student responsibility for AI outputs - Students used AI mainly for retrieving pharmacological mechanisms, generating PPT outlines, and clarifying concepts under rules requiring verification and student responsibility for AI outputs
• Students used GenAI and XR in complementary roles: GenAI for ideation and visual reference generation, XR for spatial, contextual, and scale-based evaluation - Students used GenAI and XR in complementary roles: GenAI for ideation and visual reference generation, XR for spatial, contextual, and scale-based evaluation
• Students used their assigned ed-tech tools far below recommended levels, and usage declined over the summer - Students used their assigned ed-tech tools far below recommended levels, and usage declined over the summer
• Students used two languages flexibly for different mathematical sub-tasks but lacked academic Spanish vocabulary - Students used two languages flexibly for different mathematical sub-tasks but lacked academic Spanish vocabulary
• Students used visualizations to verify their own reasoning rather than as primary explanation tools, valuing control over their cognitive effort (agency) - Students used visualizations to verify their own reasoning rather than as primary explanation tools, valuing control over their cognitive effort (agency)
• Students using a worked-example revised probability textbook improved more in probabilistic reasoning than students using the standard textbook - Students using a worked-example revised probability textbook improved more in probabilistic reasoning than students using the standard textbook
• Students using an annotated interactive videodisc of a film outperformed students who saw the same film on videotape with a lecture, in retention and recall of information - Students using an annotated interactive videodisc of a film outperformed students who saw the same film on videotape with a lecture, in retention and recall of information
• Students using an AR system for plant study showed higher learning motivation than a control group - Students using an AR system for plant study showed higher learning motivation than a control group
• Students using ChatGPT 3.5 experience lower extraneous cognitive load than students using Google during a web research task - Students using ChatGPT 3.5 experience lower extraneous cognitive load than students using Google during a web research task
• Students using ChatGPT 3.5 experience lower germane cognitive load than students using Google, the strongest of the three load differences - Students using ChatGPT 3.5 experience lower germane cognitive load than students using Google, the strongest of the three load differences
• Students using ChatGPT 3.5 experience lower intrinsic cognitive load than students using Google during a web research task - Students using ChatGPT 3.5 experience lower intrinsic cognitive load than students using Google during a web research task
• Students using Google produce higher-quality justifications in their final recommendations than students using ChatGPT 3.5 - Students using Google produce higher-quality justifications in their final recommendations than students using ChatGPT 3.5
• Students using interactive socioemotional or regulated constructive patterns were more productive cognitively and in knowledge productivity - Students using interactive socioemotional or regulated constructive patterns were more productive cognitively and in knowledge productivity
• Students using LecturaAgents reported stronger perceived understanding, assessment readiness, and future learning support than comparison-tool users - Students using LecturaAgents reported stronger perceived understanding, assessment readiness, and future learning support than comparison-tool users
• Students using portfolios with knowledge-building principles showed higher conceptual understanding on a writing task than the other classes - Students using portfolios with knowledge-building principles showed higher conceptual understanding on a writing task than the other classes
• Students using representation-based cues showed higher draw relative accuracy than those using heuristic cues - Students using representation-based cues showed higher draw relative accuracy than those using heuristic cues
• Students using self-created cheat sheets reported greater perceived coverage of needed final exam content than instructor-provided users - Students using self-created cheat sheets reported greater perceived coverage of needed final exam content than instructor-provided users
• Students using the eliciting agent showed JoL ratings correlated with system learning metrics, strongest for mastery - Students using the eliciting agent showed JoL ratings correlated with system learning metrics, strongest for mastery
• Students using the limits method initially choose unphysical integration limits, failing to consider the functional relationship between limits on either side of the equal sign - Students using the limits method initially choose unphysical integration limits, failing to consider the functional relationship between limits on either side of the equal sign
• Students value eleven distinct collaboration quality indicators spanning individual and group levels of evaluation - Students value eleven distinct collaboration quality indicators spanning individual and group levels of evaluation
• Students value GenAI corrective feedback with rationales and report increased motivation and confidence - Students value GenAI corrective feedback with rationales and report increased motivation and confidence
• Students value knowing class routines and report that rushed pacing, especially in Advanced Placement courses, is a barrier to mastering content - Students value knowing class routines and report that rushed pacing, especially in Advanced Placement courses, is a barrier to mastering content
• Students valued the independence, real-world relevance, hands-on work, and collaboration in challenge based lessons - Students valued the independence, real-world relevance, hands-on work, and collaboration in challenge based lessons
• Students view AI videos as appropriate for simple, visualizable, and supplemental learning contexts but inappropriate for complex, subjective, or interactive ones - Students view AI videos as appropriate for simple, visualizable, and supplemental learning contexts but inappropriate for complex, subjective, or interactive ones
• Students view games as relaxing and fun, building confidence for speaking - Students view games as relaxing and fun, building confidence for speaking
• Students view GenAI use on a spectrum from unethical to ethical, with a vast middle grey area of uses such as paraphrasing AI-generated text or generating ideas - Students view GenAI use on a spectrum from unethical to ethical, with a vast middle grey area of uses such as paraphrasing AI-generated text or generating ideas
• Students want curriculum connected to real life, careers, and life skills, and report that the majority of the high school curriculum lacks real-world application - Students want curriculum connected to real life, careers, and life skills, and report that the majority of the high school curriculum lacks real-world application
• Students want ongoing targeted formative feedback, but faculty time constraints and large class sizes limit providing it - Students want ongoing targeted formative feedback, but faculty time constraints and large class sizes limit providing it
• Students were generally opposed to tutors contacting them via Facebook for formal teaching, though a majority saw some role for departmental and module-level administrative uses. - Students were generally opposed to tutors contacting them via Facebook for formal teaching, though a majority saw some role for departmental and module-level administrative uses.
• Students were highly engaged in the in-school environment, with engagement increasing over the implementation duration. - Students were highly engaged in the in-school environment, with engagement increasing over the implementation duration.
• Students were identified for special education after failing the promotion gate, not before taking it - Students were identified for special education after failing the promotion gate, not before taking it
• Students were more positive about advising when their advisor was dedicated to a specific program of study or student population - Students were more positive about advising when their advisor was dedicated to a specific program of study or student population
• Students were more positive than staff that GAI use enhances academic performance, with staff means below the scale midpoint - Students were more positive than staff that GAI use enhances academic performance, with staff means below the scale midpoint
• Students were reasonably accurate overall across the nine scored interview questions (M = 6.17, SD = 2.12), with accuracy varying by question type - Students were reasonably accurate overall across the nine scored interview questions (M = 6.17, SD = 2.12), with accuracy varying by question type
• Students were significantly more positive about classroom academic environments and teacher attention in Summer Bridge than in the school year - Students were significantly more positive about classroom academic environments and teacher attention in Summer Bridge than in the school year
• Students were split between early entry into a program of study and exploring options, and most wished for more structured exploration opportunities - Students were split between early entry into a program of study and exploring options, and most wished for more structured exploration opportunities
• Students who accessed exemplar examination answers on the LMS achieved higher grades than those who did not - Students who accessed exemplar examination answers on the LMS achieved higher grades than those who did not
• Students who are deaf or hard of hearing continue to grow and acquire literacy skills well into middle school when tracked across grades 2-8 - Students who are deaf or hard of hearing continue to grow and acquire literacy skills well into middle school when tracked across grades 2-8
• Students who attend schools with higher suspension rates are more likely to be arrested and incarcerated as adults and less likely to attend a 4-year college - Students who attend schools with higher suspension rates are more likely to be arrested and incarcerated as adults and less likely to attend a 4-year college
• Students who attended FAST three or more times showed strong positive effects on Grade 1 reading and more modest effects on mathematics, but a strong negative effect on kindergarten attendance - Students who attended FAST three or more times showed strong positive effects on Grade 1 reading and more modest effects on mathematics, but a strong negative effect on kindergarten attendance
• Students who attended TEP for four years had math test score gains equal to an additional 1.6 years of school compared to similar students in comparable New York City public schools - Students who attended TEP for four years had math test score gains equal to an additional 1.6 years of school compared to similar students in comparable New York City public schools
• Students who began as ELs and demonstrated proficiency by eighth grade had academic outcomes similar to or higher than students never classified as ELs - Students who began as ELs and demonstrated proficiency by eighth grade had academic outcomes similar to or higher than students never classified as ELs
• Students who began as ELs were not overidentified for special education services relative to students never classified as ELs - Students who began as ELs were not overidentified for special education services relative to students never classified as ELs
• Students who began as English Learners graduated from high school at a slightly higher rate than never-classified EL students and enrolled in college at about the same rate, with more two-year enrollment - Students who began as English Learners graduated from high school at a slightly higher rate than never-classified EL students and enrolled in college at about the same rate, with more two-year enrollm
• Students who began kindergarten as English Learners had similar achievement and growth, and higher attendance, compared to students never classified as ELs - Students who began kindergarten as English Learners had similar achievement and growth, and higher attendance, compared to students never classified as ELs
• Students who benefited from retrieval practice rated it as more effective after receiving individual feedback, while other groups showed no statistically significant change (Experiment 1) - Students who benefited from retrieval practice rated it as more effective after receiving individual feedback, while other groups showed no statistically significant change (Experiment 1)
• Students who collaborated (in collaborative and combined conditions) reported higher situational interest in the fractions activity - Students who collaborated (in collaborative and combined conditions) reported higher situational interest in the fractions activity
• Students who collected more peers' ideas wrote poorer explanations, while generating own redundant ideas related to better explanations - Students who collected more peers' ideas wrote poorer explanations, while generating own redundant ideas related to better explanations
• Students who commit to a program of study within their first year are more likely to complete a credential or transfer within five years - Students who commit to a program of study within their first year are more likely to complete a credential or transfer within five years
• Students who compared a climate model with non-climate analog models during productive failure scored significantly higher on far across domain transfer than students who used only the climate model - Students who compared a climate model with non-climate analog models during productive failure scored significantly higher on far across domain transfer than students who used only the climate model
• Students who completed more DLC reflection modules exhibited a more strategic approach to solving an exam problem on angular momentum - Students who completed more DLC reflection modules exhibited a more strategic approach to solving an exam problem on angular momentum
• Students who continued feedback conversations with ChatGPT perceived more utility in AI feedback than one-shot users - Students who continued feedback conversations with ChatGPT perceived more utility in AI feedback than one-shot users
• Students who did not report the discrepancy in peer feedback showed longer first-pass reading times - Students who did not report the discrepancy in peer feedback showed longer first-pass reading times
• Students who did not retest in fall 2020 were disproportionately minoritized and lower-achieving compared with students who retested - Students who did not retest in fall 2020 were disproportionately minoritized and lower-achieving compared with students who retested
• Students who discussed the prompts answered them more often and gave more domain-related answers, and domain-relatedness predicted learning gain - Students who discussed the prompts answered them more often and gave more domain-related answers, and domain-relatedness predicted learning gain
• Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy - Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy
• Students who engaged more meaningfully with the GenAI tended to have more sustained interest than control students (exploratory) - Students who engaged more meaningfully with the GenAI tended to have more sustained interest than control students (exploratory)
• Students who enroll in developmental education courses attain degrees at lower rates than comparable entrants who do not - Students who enroll in developmental education courses attain degrees at lower rates than comparable entrants who do not
• Students who enrolled in dual enrollment and did not pass are about 6 percentage points more likely to enroll in college than comparable students who never took advanced coursework - Students who enrolled in dual enrollment and did not pass are about 6 percentage points more likely to enroll in college than comparable students who never took advanced coursework
• Students who entered CSU without declaring a major were retained at slightly lower rates than students who entered with a declared major - Students who entered CSU without declaring a major were retained at slightly lower rates than students who entered with a declared major
• Students who experienced annotation subjectivity firsthand most frequently requested ways to reduce disagreement, indicating they had not internalised disagreement as meaningful signal - Students who experienced annotation subjectivity firsthand most frequently requested ways to reduce disagreement, indicating they had not internalised disagreement as meaningful signal
• Students who experienced the virtual field trip via a 3D HMD scored higher on a delayed posttest roughly three weeks later than 2D-video students - Students who experienced the virtual field trip via a 3D HMD scored higher on a delayed posttest roughly three weeks later than 2D-video students
• Students who fail Algebra I more often enter ninth grade with preexisting math and reading deficits, though many enter with average or higher achievement - Students who fail Algebra I more often enter ninth grade with preexisting math and reading deficits, though many enter with average or higher achievement
• Students who fail Algebra I show far more signs of ninth-grade disengagement, including higher absenteeism and suspension rates - Students who fail Algebra I show far more signs of ninth-grade disengagement, including higher absenteeism and suspension rates
• Students who fail to reach an ACT 20 gained only 0.6 points from PLAN to ACT versus 3.3 for those who reached 20, falling behind expected gains - Students who fail to reach an ACT 20 gained only 0.6 points from PLAN to ACT versus 3.3 for those who reached 20, falling behind expected gains
• Students who failed both reading and math made up the majority of retained students, and fewer than 20% of them passed both subjects in Summer Bridge - Students who failed both reading and math made up the majority of retained students, and fewer than 20% of them passed both subjects in Summer Bridge
• Students who formulated their own rules for when to use AI performed better on assignments in both conditions - Students who formulated their own rules for when to use AI performed better on assignments in both conditions
• Students who generate their own research question are apt to be more invested and more engaged - Students who generate their own research question are apt to be more invested and more engaged
• Students who generated their own solutions or observed the full process did not significantly outperform students who only viewed the outcomes of failed solution attempts on conceptual knowledge - Students who generated their own solutions or observed the full process did not significantly outperform students who only viewed the outcomes of failed solution attempts on conceptual knowledge
• Students who got stuck on the desk-scale number line proactively returned to the body-scale number line to validate their answers, achieving perspectival mutuality - Students who got stuck on the desk-scale number line proactively returned to the body-scale number line to validate their answers, achieving perspectival mutuality
• Students who implemented code without AI (usage level 0) maintained consistently high code comprehension, while level-3 AI users showed very little comprehension in the Mid period - Students who implemented code without AI (usage level 0) maintained consistently high code comprehension, while level-3 AI users showed very little comprehension in the Mid period
• Students who interact more deterministically within iSTART-ME generate higher quality self-explanations during training - Students who interact more deterministically within iSTART-ME generate higher quality self-explanations during training
• Students who just completed secondary education and those from the English curriculum showed the least teleologic-anthropomorphic affordance - Students who just completed secondary education and those from the English curriculum showed the least teleologic-anthropomorphic affordance
• Students who learned mindfulness-based conflict resolution strategies used them outside school with siblings and friends - Students who learned mindfulness-based conflict resolution strategies used them outside school with siblings and friends
• Students who like writing report the highest writing self-efficacy across all studies examining writing attitude - Students who like writing report the highest writing self-efficacy across all studies examining writing attitude
• Students who made the greatest school-year gains experienced the greatest summer learning loss - Students who made the greatest school-year gains experienced the greatest summer learning loss
• Students who meet Criterion 1 achieve at the same level whether they remain in EL status or exit, suggesting retention in EL status after proficiency provides no clear academic benefit - Students who meet Criterion 1 achieve at the same level whether they remain in EL status or exit, suggesting retention in EL status after proficiency provides no clear academic benefit
• Students who met the promotional cutoffs, including after Summer Bridge, maintained positive test trajectories two years after promotion - Students who met the promotional cutoffs, including after Summer Bridge, maintained positive test trajectories two years after promotion
• Students who only kept learning diaries showed a decrease in their motivation - Students who only kept learning diaries showed a decrease in their motivation
• Students who perceive assessment demands as assessing deep, higher-level cognitive processing employ deep approaches, while those perceiving rote-recall demands employ surface approaches - Students who perceive assessment demands as assessing deep, higher-level cognitive processing employ deep approaches, while those perceiving rote-recall demands employ surface approaches
• Students who perceive teaching as good, and perceive clear goals, supportiveness and relevant courses, are more inclined towards a deep approach - Students who perceive teaching as good, and perceive clear goals, supportiveness and relevant courses, are more inclined towards a deep approach
• Students who perceived the class performance level as higher reported lower situational self-concept in the IVR classroom - Students who perceived the class performance level as higher reported lower situational self-concept in the IVR classroom
• Students who preferred AI feedback cited clarity, understandability, consistency, specificity, and 24/7 availability - Students who preferred AI feedback cited clarity, understandability, consistency, specificity, and 24/7 availability
• Students who preferred human tutor feedback cited face-to-face interaction, engagement, follow-up questions, and speaking practice - Students who preferred human tutor feedback cited face-to-face interaction, engagement, follow-up questions, and speaking practice
• Students who rapid-guess less on a MAP Growth retest tend to see score gains, while those who rapid-guess more tend to see declines - Students who rapid-guess less on a MAP Growth retest tend to see score gains, while those who rapid-guess more tend to see declines
• Students who received corrective feedback post-processed practice tests more intensely and rated the tests as more useful for monitoring than students without feedback - Students who received corrective feedback post-processed practice tests more intensely and rated the tests as more useful for monitoring than students without feedback
• Students who received the ability signal enrolled in and passed about one more AP course the following year - Students who received the ability signal enrolled in and passed about one more AP course the following year
• Students who received the MACE lesson series improved more than comparison students in describing the geometrical aspects space, space suggestion, and composition in a visual artwork - Students who received the MACE lesson series improved more than comparison students in describing the geometrical aspects space, space suggestion, and composition in a visual artwork
• Students who received the personalized AP message were more likely to take an AP exam and passed a higher number of exams, making them eligible for college credit - Students who received the personalized AP message were more likely to take an AP exam and passed a higher number of exams, making them eligible for college credit
• Students who remain in STEM majors report greater sense of belonging than leavers, and lack of science identity distinguishes leavers - Students who remain in STEM majors report greater sense of belonging than leavers, and lack of science identity distinguishes leavers
• Students who self-explain worked examples learn more effectively than those who do not, and the quality of self-explanations relates to explaining deep structure - Students who self-explain worked examples learn more effectively than those who do not, and the quality of self-explanations relates to explaining deep structure
• Students who teach a ChatGPT teachable agent in natural language achieve greater knowledge gains than students who learn the same material from online videos - Students who teach a ChatGPT teachable agent in natural language achieve greater knowledge gains than students who learn the same material from online videos
• Students who took the first quarter of CLASP before general chemistry earned significantly higher chemistry grades in all three quarters of the chemistry sequence - Students who took the first quarter of CLASP before general chemistry earned significantly higher chemistry grades in all three quarters of the chemistry sequence
• Students who transferred prior-domain knowledge tended to offer correct explanations in the other domain - Students who transferred prior-domain knowledge tended to offer correct explanations in the other domain
• Students who transitioned into or remained in the Self-Determined profile showed the greatest improvements in AI literacy - Students who transitioned into or remained in the Self-Determined profile showed the greatest improvements in AI literacy
• Students who use homework management skills at a high level are more likely to complete their homework - Students who use homework management skills at a high level are more likely to complete their homework
• Students who use the ePSRL Management System meet the course completion deadline at a significantly higher rate than non-users - Students who use the ePSRL Management System meet the course completion deadline at a significantly higher rate than non-users
• Students who use the ePSRL Management System post more scaffold reflections and self-reflections per month than non-users - Students who use the ePSRL Management System post more scaffold reflections and self-reflections per month than non-users
• Students who use the ePSRL Management System spend more time learning per month and complete the course in fewer months than non-users - Students who use the ePSRL Management System spend more time learning per month and complete the course in fewer months than non-users
• Students who used AI reported feeling less accomplished, with heavier reliance associated with greater loss of satisfaction - Students who used AI reported feeling less accomplished, with heavier reliance associated with greater loss of satisfaction
• Students who used LLMs on assignments scored significantly lower than non-users on the first midterm (large effect size), but this gap narrowed and was non-significant on the later midterms - Students who used LLMs on assignments scored significantly lower than non-users on the first midterm (large effect size), but this gap narrowed and was non-significant on the later midterms
• Students who were not surveyed for the study did not respond to the ability signal - Students who were not surveyed for the study did not respond to the ability signal
• Students who were promoted made larger achievement gains than students with the same propensity for retention who were retained, in almost all grades - Students who were promoted made larger achievement gains than students with the same propensity for retention who were retained, in almost all grades
• Students who withdrew after Midterm 1 had higher H-scores than course completers, with the gap widening by Spring 2026 - Students who withdrew after Midterm 1 had higher H-scores than course completers, with the gap widening by Spring 2026
• Students who witnessed concern for community and current events at home, in the neighborhood or at school were more likely to be committed to civic participation - Students who witnessed concern for community and current events at home, in the neighborhood or at school were more likely to be committed to civic participation
• Students whose anxiety, surprise or enjoyment decreased over the course achieved more positive learning-outcome change than students with stable trajectories in those emotions. - Students whose anxiety, surprise or enjoyment decreased over the course achieved more positive learning-outcome change than students with stable trajectories in those emotions.
• Students whose assignments are more authentic produce more authentic intellectual work in both writing and mathematics - Students whose assignments are more authentic produce more authentic intellectual work in both writing and mathematics
• Students whose beliefs aligned with knowledge building showed more productive participation patterns on Knowledge Forum - Students whose beliefs aligned with knowledge building showed more productive participation patterns on Knowledge Forum
• Students whose LLM use was mostly student-driven support scored higher on Midterm 1 than LLM-driven users (about 10%), but the two groups converged on later midterms - Students whose LLM use was mostly student-driven support scored higher on Midterm 1 than LLM-driven users (about 10%), but the two groups converged on later midterms
• Students whose teachers attended one or two PLI professional learning courses gained more on SBAC, with larger gains for two sessions than one - Students whose teachers attended one or two PLI professional learning courses gained more on SBAC, with larger gains for two sessions than one
• Students whose tutors have access to Tutor CoPilot are 4 percentage points more likely to master lesson topics (pass exit tickets) in live K-12 math tutoring - Students whose tutors have access to Tutor CoPilot are 4 percentage points more likely to master lesson topics (pass exit tickets) in live K-12 math tutoring
• Students with a better understanding of how AI systems work show higher academic self-efficacy - Students with a better understanding of how AI systems work show higher academic self-efficacy
• Students with a history of abuse or neglect are at particularly high risk of suspension, with almost a third suspended in 2013-14 - Students with a history of abuse or neglect are at particularly high risk of suspension, with almost a third suspended in 2013-14
• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) - Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.)
• Students with alternatively certified teachers did no worse on achievement tests than students with traditionally certified teachers - Students with alternatively certified teachers did no worse on achievement tests than students with traditionally certified teachers
• Students with APD were rated below average by teachers far more often than non-APD peers, especially in reading and language skills - Students with APD were rated below average by teachers far more often than non-APD peers, especially in reading and language skills
• Students with ASD always used verbal means to solicit help, plus nonverbal and verbal means to draw teachers' attention - Students with ASD always used verbal means to solicit help, plus nonverbal and verbal means to draw teachers' attention
• Students with ASD used new help-seeking categories — ambiguous and organizational help seeking — beyond traditional instrumental help seeking and confirmation-asking - Students with ASD used new help-seeking categories — ambiguous and organizational help seeking — beyond traditional instrumental help seeking and confirmation-asking
• Students with belonging, purpose, collaboration, goal-setting, and perseverance skills alongside academic knowledge are more likely to reach their full potential - Students with belonging, purpose, collaboration, goal-setting, and perseverance skills alongside academic knowledge are more likely to reach their full potential
• Students with busy schedules are wary of mandatory services such as orientation and student success courses, but want high quality if services are mandatory - Students with busy schedules are wary of mandatory services such as orientation and student success courses, but want high quality if services are mandatory
• Students with chronic medical conditions are less likely to complete high school on time than their healthy peers - Students with chronic medical conditions are less likely to complete high school on time than their healthy peers
• Students with chronic medical conditions show demographic differences from healthy peers in the Add Health subsamples - Students with chronic medical conditions show demographic differences from healthy peers in the Add Health subsamples
• Students with disabilities are overrepresented in school discipline: 16 percent of enrollment but 25–28 percent of suspensions and expulsions - Students with disabilities are overrepresented in school discipline: 16 percent of enrollment but 25–28 percent of suspensions and expulsions
• Students with disabilities are suspended at more than twice the rate of students without disabilities, and Black students with disabilities face the highest risk at 19% - Students with disabilities are suspended at more than twice the rate of students without disabilities, and Black students with disabilities face the highest risk at 19%
• Students with disabilities attained postsecondary readiness and success outcomes at about one half to one third the rate of students without disabilities, the largest difference between any student group and its counterpart - Students with disabilities attained postsecondary readiness and success outcomes at about one half to one third the rate of students without disabilities, the largest difference between any student gr
• Students with disabilities cost 50.5 percent more to educate to comparable academic growth than peers without disabilities - Students with disabilities cost 50.5 percent more to educate to comparable academic growth than peers without disabilities
• Students with disabilities in grades K-4 grow as much or more academically during some school years than peers without disabilities - Students with disabilities in grades K-4 grow as much or more academically during some school years than peers without disabilities
• Students with disabilities may have experienced disproportionate academic impacts from COVID-19, according to NWEA research - Students with disabilities may have experienced disproportionate academic impacts from COVID-19, according to NWEA research
• Students with disabilities suffered disproportionately from reduced instructional time and disconnection from school communities during COVID-19 - Students with disabilities suffered disproportionately from reduced instructional time and disconnection from school communities during COVID-19
• Students with E/BD in K-12 public school settings show large academic achievement deficits across all content areas - Students with E/BD in K-12 public school settings show large academic achievement deficits across all content areas
• Students with EDF grow into school-assessed learning disabilities, written expression first and reading comprehension next - Students with EDF grow into school-assessed learning disabilities, written expression first and reading comprehension next
• Students with good-quality or moderately positive motivational profiles scored higher on the problem-solving posttest than students with poor-quality or moderately negative profiles - Students with good-quality or moderately positive motivational profiles scored higher on the problem-solving posttest than students with poor-quality or moderately negative profiles
• Students with good-quality or moderately positive profiles self-assessed more accurately after studying video modeling examples than students with poor-quality or moderately negative profiles - Students with good-quality or moderately positive profiles self-assessed more accurately after studying video modeling examples than students with poor-quality or moderately negative profiles
• Students with greater economic need participated at higher rates in Chicago Connected - Students with greater economic need participated at higher rates in Chicago Connected
• Students with high initial performance profit more from area-specific practice while students with low initial performance profit more from general practice - Students with high initial performance profit more from area-specific practice while students with low initial performance profit more from general practice
• Students with higher baseline relatedness satisfaction perceive less additional relatedness support from AI chatbot use - Students with higher baseline relatedness satisfaction perceive less additional relatedness support from AI chatbot use
• Students with higher eighth-grade achievement saw larger core GPA declines across the transition to high school - Students with higher eighth-grade achievement saw larger core GPA declines across the transition to high school
• Students with higher general cognitive ability are more efficient in equation rearrangement - Students with higher general cognitive ability are more efficient in equation rearrangement
• Students with higher initial achievement in German benefited more from higher class mean achievement levels - Students with higher initial achievement in German benefited more from higher class mean achievement levels
• Students with higher perceived academic dishonesty perceive greater risk in using ChatGPT - Students with higher perceived academic dishonesty perceive greater risk in using ChatGPT
• Students with higher spring reading assessment scores in kindergarten through grade 3 also had higher KEI and grade 3 PSSA ELA scores - Students with higher spring reading assessment scores in kindergarten through grade 3 also had higher KEI and grade 3 PSSA ELA scores
• Students with IEPs related to disabilities other than learning disabilities graduated at a far lower rate (46.4%) than students with learning-disability IEPs (77.5%) or without IEPs (84.6%) - Students with IEPs related to disabilities other than learning disabilities graduated at a far lower rate (46.4%) than students with learning-disability IEPs (77.5%) or without IEPs (84.6%)
• Students with LD made statistically significant gains in oral reading fluency on off-grade-level passages but no significant gains on word reading or comprehension standard scores - Students with LD made statistically significant gains in oral reading fluency on off-grade-level passages but no significant gains on word reading or comprehension standard scores
• Students with learning disabilities and mild cognitive disabilities benefit less from rigorous study habits than students without identified disabilities, and for mild cognitive disabilities there is no relationship between study habits and course failures - Students with learning disabilities and mild cognitive disabilities benefit less from rigorous study habits than students without identified disabilities, and for mild cognitive disabilities there is
• Students with low achievement can assume high-level responsibility for collectively accomplishing knowledge-building discourse in a supportive knowledge-building environment. - Students with low achievement can assume high-level responsibility for collectively accomplishing knowledge-building discourse in a supportive knowledge-building environment.
• Students with low peer problems score significantly higher in reading comprehension than students with high peer problems - Students with low peer problems score significantly higher in reading comprehension than students with high peer problems
• Students with low prior test scores and students with disabilities were suspended at substantially higher rates than their peers in CPS - Students with low prior test scores and students with disabilities were suspended at substantially higher rates than their peers in CPS
• Students with lower baseline performance (below the 50th percentile) showed significantly greater math achievement gains with ASSISTments than matched virtual peers - Students with lower baseline performance (below the 50th percentile) showed significantly greater math achievement gains with ASSISTments than matched virtual peers
• Students with lower baseline self-efficacy achieved greater learning gains in both practice formats, though the relationship varied with favorability toward each format - Students with lower baseline self-efficacy achieved greater learning gains in both practice formats, though the relationship varied with favorability toward each format
• Students with moderate initial CT levels show substantially greater self-efficacy gains than high-CT and low-CT peers, an 'Optimal Development Zone' effect - Students with moderate initial CT levels show substantially greater self-efficacy gains than high-CT and low-CT peers, an 'Optimal Development Zone' effect
• Students with more misconceptions before studying more strongly underestimated their transfer performance, regardless of instructional method - Students with more misconceptions before studying more strongly underestimated their transfer performance, regardless of instructional method
• Students with more positively oriented academic mindsets show better academic behaviors and earn better grades than students for whom the mindset beliefs do not feel true - Students with more positively oriented academic mindsets show better academic behaviors and earn better grades than students for whom the mindset beliefs do not feel true
• Students with portfolios and knowledge-building principles asked more questions and higher-level questions than both comparison classes - Students with portfolios and knowledge-building principles asked more questions and higher-level questions than both comparison classes
• Students with positive perceptions of the instrumentality of schoolwork for future goals are more motivated, use more effective learning strategies, and perform better in school - Students with positive perceptions of the instrumentality of schoolwork for future goals are more motivated, use more effective learning strategies, and perform better in school
• Students with prior college experience graduated faster, averaging at least 0.9 years after re-enrolling versus at least 4.8 years for students without prior college experience - Students with prior college experience graduated faster, averaging at least 0.9 years after re-enrolling versus at least 4.8 years for students without prior college experience
• Students with reading difficulties were more likely assigned to the Attention Control profile, while typically developing students were more likely assigned to the Decoding/Cognitive profile - Students with reading difficulties were more likely assigned to the Attention Control profile, while typically developing students were more likely assigned to the Decoding/Cognitive profile
• Students with SEN are more likely to belong to motivational profiles with maladaptive patterns - Students with SEN are more likely to belong to motivational profiles with maladaptive patterns
• Students with strong qualifications took themselves out of four-year college planning, choosing early two-year enrollment as a low-risk solution when searches felt overwhelming and costly - Students with strong qualifications took themselves out of four-year college planning, choosing early two-year enrollment as a low-risk solution when searches felt overwhelming and costly
• Students with the best self-taught understanding of how language models work used AI tools most deliberately and achieved the highest assignment scores - Students with the best self-taught understanding of how language models work used AI tools most deliberately and achieved the highest assignment scores
• Students with the intermediate school-leaving certificate report higher academic self-concepts, better perceived labor market chances, and less disengagement than students with the low certificate - Students with the intermediate school-leaving certificate report higher academic self-concepts, better perceived labor market chances, and less disengagement than students with the low certificate
• Students with the least means studied the most and made the best grades, while students tired of school studied least and made relatively low grades - Students with the least means studied the most and made the best grades, while students tired of school studied least and made relatively low grades
• Students with the same absence rates had higher GPAs (and in grades 7-8, higher test scores) in post-pandemic years than pre-pandemic years - Students with the same absence rates had higher GPAs (and in grades 7-8, higher test scores) in post-pandemic years than pre-pandemic years
• Students with the same HSGPA or the same ACT score graduate from college at different rates depending on which high school they attended - Students with the same HSGPA or the same ACT score graduate from college at different rates depending on which high school they attended
• Students with the weakest pre-intervention sourcing skills showed the clearest positive change during the intervention - Students with the weakest pre-intervention sourcing skills showed the clearest positive change during the intervention
• Students with the weakest skills relative to their peers need close monitoring and support regardless of whether their achievement is low or high relative to a national comparison - Students with the weakest skills relative to their peers need close monitoring and support regardless of whether their achievement is low or high relative to a national comparison
• Students with visible notifications check their phones more frequently in class than students with hidden notifications - Students with visible notifications check their phones more frequently in class than students with hidden notifications
• Students with visual impairments and additional disabilities reported more school social challenges than peers who were only visually impaired - Students with visual impairments and additional disabilities reported more school social challenges than peers who were only visually impaired
• Students with visual impairments rated leisure and structured recreation in other locations as their most enjoyable activities - Students with visual impairments rated leisure and structured recreation in other locations as their most enjoyable activities
• Students with visual impairments show accelerated reading growth between 9th and 10th grade while the nationally normed group tends to drop - Students with visual impairments show accelerated reading growth between 9th and 10th grade while the nationally normed group tends to drop
• Students with visual impairments show lower initial reading achievement in third grade than the national norm - Students with visual impairments show lower initial reading achievement in third grade than the national norm
• Students with weak eighth grade basic skills have the poorest attendance, but cutting is widespread even among top achievers (42 percent on or above grade level were moderate to extreme truants) - Students with weak eighth grade basic skills have the poorest attendance, but cutting is widespread even among top achievers (42 percent on or above grade level were moderate to extreme truants)
• Students without home broadband or who rely only on a cell phone show a digital skill gap of roughly three grade levels and are less likely to plan for college - Students without home broadband or who rely only on a cell phone show a digital skill gap of roughly three grade levels and are less likely to plan for college
• Students without prior programming experience anchor more heavily in code and engage minimally with metaphor views compared to students with prior experience - Students without prior programming experience anchor more heavily in code and engage minimally with metaphor views compared to students with prior experience
• Students working with multi-view program visualizations spend nearly half their attention on the code view, with attention distribution varying by task topic - Students working with multi-view program visualizations spend nearly half their attention on the code view, with attention distribution varying by task topic
• Students' 6th-grade SEL level and SEL growth from 6th to 8th grade relate to successful transition to secondary school - Students' 6th-grade SEL level and SEL growth from 6th to 8th grade relate to successful transition to secondary school
• Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons - Students' ability to understand and explain geometric phenomena improved in all conditions, with no difference between MACE and regular geometry lessons
• Students' academic outcomes tentatively benefit from teacher-focused classroom management programs - Students' academic outcomes tentatively benefit from teacher-focused classroom management programs
• Students' actual task selections deviate about half a difficulty level and half a support level from SRLTS model-based selections - Students' actual task selections deviate about half a difficulty level and half a support level from SRLTS model-based selections
• Students' AI workflows shifted toward guided, step-by-step use and more sophisticated prompting and critical evaluation over the semester - Students' AI workflows shifted toward guided, step-by-step use and more sophisticated prompting and critical evaluation over the semester
• Students' algebra mal-rules are used very irregularly, are severely skewed in frequency, and differ in explanatory power from school to school - In a study of elementary algebra errors in three schools, mal-rules were very unstable within students, a few were frequent and many rare, and different mal-rules explained errors in different schools
• Students' application of teacher support predicts accurate answers in small-group work
• Students' appropriation of class interaction practices was mediated by prior sociohistorical educational experiences - Students' appropriation of class interaction practices was mediated by prior sociohistorical educational experiences
• Students' argumentative essay quality improves substantially from initial to revised drafts regardless of feedback source - Students' argumentative essay quality improves substantially from initial to revised drafts regardless of feedback source
• Students' attendance and middle grades on-track rates in Success schools improved during the first two program years, especially in Year 2 - Students' attendance and middle grades on-track rates in Success schools improved during the first two program years, especially in Year 2
• Students' baseline performance of target behaviors was low (0% to 20%) and rose to 100%, maintained by Andy, Jane, and Joan during the maintenance condition - Students' baseline performance of target behaviors was low (0% to 20%) and rose to 100%, maintained by Andy, Jane, and Joan during the maintenance condition
• Students' baseline SRL profiles show help-seeking as the highest and reflection FOR action as the lowest skill in both cohorts - Students' baseline SRL profiles show help-seeking as the highest and reflection FOR action as the lowest skill in both cohorts
• Students' best-guess predictions of the measured arm span most often relied on a modal idea without using the term mode - Students' best-guess predictions of the measured arm span most often relied on a modal idea without using the term mode
• Students' classroom experiences and learning over the 2 years illustrate the impact of the instructional supports - Students' classroom experiences and learning over the 2 years illustrate the impact of the instructional supports
• Students' collaborative historical reasoning evolved over two days while co-constructing network representations with Net.Create, per the editorial's report of Craig et al. - Students' collaborative historical reasoning evolved over two days while co-constructing network representations with Net.Create, per the editorial's report of Craig et al.
• Students' collective understanding during a physics tutorial alternates repeatedly between two distinct interpretations of tickertape distance rather than changing once - Students' collective understanding during a physics tutorial alternates repeatedly between two distinct interpretations of tickertape distance rather than changing once
• Students' conceptions of self-regulated learning can diverge from their reported self-regulated learning activities - Students' conceptions of self-regulated learning can diverge from their reported self-regulated learning activities
• Students' conceptual-question and editing-request LLM usage is positively correlated with exam outcomes in the spring semester - Students' conceptual-question and editing-request LLM usage is positively correlated with exam outcomes in the spring semester
• Students' confidence and readiness correlate mostly with self-efficacy and collaboration rather than with formal instruction - Students' confidence and readiness correlate mostly with self-efficacy and collaboration rather than with formal instruction
• Students' content-area anxiety is stable across the year, with within- and cross-content-area positive correlations - Students' content-area anxiety is stable across the year, with within- and cross-content-area positive correlations
• Students' courses of action differed by instrumentation: photogate and tape-timer groups centred on numbers and dots with motion concepts rare, while probeware groups centred on motion concepts - Students' courses of action differed by instrumentation: photogate and tape-timer groups centred on numbers and dots with motion concepts rare, while probeware groups centred on motion concepts
• Students' creative writing speed decreased in panel 1 except for students with relatively high Creative Self-Concept, and increased in panel 2 - Students' creative writing speed decreased in panel 1 except for students with relatively high Creative Self-Concept, and increased in panel 2
• Students' critical examination of AI-generated outputs increased across learning cycles, though unevenly, with some participants continuing to seek confirmation from AI - Students' critical examination of AI-generated outputs increased across learning cycles, though unevenly, with some participants continuing to seek confirmation from AI
• Students' decisions about feedback diverge by agreement and emotion type: agreeing with negative feedback with deactivating emotions lowered self-esteem and produced defensive behaviors, while disagreeing led to mastery-proving or defeatist resistance depending on whether emotions were activating or deactivating - Students' decisions about feedback diverge by agreement and emotion type: agreeing with negative feedback with deactivating emotions lowered self-esteem and produced defensive behaviors, while disagre
• Students' differing values about a campus predator-prey problem produced no agreed definition of the issue and no agreed action - Students' differing values about a campus predator-prey problem produced no agreed definition of the issue and no agreed action
• Students' difficulty rankings of equation types partly mismatch their measured performance, though metacognitive accuracy improves with age - Students' difficulty rankings of equation types partly mismatch their measured performance, though metacognitive accuracy improves with age
• Students' discussion skills increased from first to third year in all three institutions, but at different rates across cultures - Students' discussion skills increased from first to third year in all three institutions, but at different rates across cultures
• Students' Domain interest increased largely across a short introductory teaching course (Cohen's d = 2.07). - Students' Domain interest increased largely across a short introductory teaching course (Cohen's d = 2.07).
• Students' domain-specific self-concept moderates non-interactive teaching: low self-concept students profit, high self-concept students do not - Students' domain-specific self-concept moderates non-interactive teaching: low self-concept students profit, high self-concept students do not
• Students' emotional experience predicts later academic achievement, while relationship quality does not - Students' emotional experience predicts later academic achievement, while relationship quality does not
• Students' empirical fits of simulated magnetopause locations show good internal agreement, though student estimates and simulation-calculated locations often disagree beyond uncertainties - Students' empirical fits of simulated magnetopause locations show good internal agreement, though student estimates and simulation-calculated locations often disagree beyond uncertainties
• Students' enjoyment of mathematics classes decreased significantly but very slightly from Grade 7 to Grade 8 - Students' enjoyment of mathematics classes decreased significantly but very slightly from Grade 7 to Grade 8
• Students' errors on the desk-scale number line cluster on subtracting a negative number, with fewer errors on subtracting a positive from a negative or adding a negative to a positive - Students' errors on the desk-scale number line cluster on subtracting a negative number, with fewer errors on subtracting a positive from a negative or adding a negative to a positive
• Students' evaluation of group processing as a positive contribution to learning increased significantly from the beginning to the end of the course and again to the time of survey - Students' evaluation of group processing as a positive contribution to learning increased significantly from the beginning to the end of the course and again to the time of survey
• Students' evaluative judgment of cGPT responses shifted from strict principle compliance toward contextual appropriateness - Students' evaluative judgment of cGPT responses shifted from strict principle compliance toward contextual appropriateness
• Students' expectancies for success are the strongest direct predictor of subsequent math performance, while the importance attached to math is the strongest direct predictor of intentions to continue taking math - Students' expectancies for success are the strongest direct predictor of subsequent math performance, while the importance attached to math is the strongest direct predictor of intentions to continue
• Students' expectancy, intrinsic value, and utility value decline significantly while perceived psychological and effort costs increase during the first half of gateway math courses - Students' expectancy, intrinsic value, and utility value decline significantly while perceived psychological and effort costs increase during the first half of gateway math courses
• Students' experiences of learning conditions strongly and significantly predict their self-reports of school engagement - Students' experiences of learning conditions strongly and significantly predict their self-reports of school engagement
• Students' experiment-evaluation strategies shifted toward correct CVS after instruction, though 23% still used incorrect strategies - Students' experiment-evaluation strategies shifted toward correct CVS after instruction, though 23% still used incorrect strategies
• Students' expertise on the task may be an important prerequisite for accurate self-assessment - Students' expertise on the task may be an important prerequisite for accurate self-assessment
• Students' explanation (argument, presentation) levels improved after the intervention, though gains were smaller than in vocabulary - Students' explanation (argument, presentation) levels improved after the intervention, though gains were smaller than in vocabulary
• Students' explanations rarely use repeated addition for whole-number-by-decimal multiplication; many instead invoke a part-whole logic - Students' explanations rarely use repeated addition for whole-number-by-decimal multiplication; many instead invoke a part-whole logic
• Students' externalizing behavior is negatively associated with teachers' self-efficacy for instructional strategies, behavior management, student engagement, and emotional support - Students' externalizing behavior is negatively associated with teachers' self-efficacy for instructional strategies, behavior management, student engagement, and emotional support
• Students' feedback literacy experiences during CEA implementation clustered into seven themes - Students' feedback literacy experiences during CEA implementation clustered into seven themes
• Students' GenAI prompts overwhelmingly exact-copy instructions and request information rather than review - Students' GenAI prompts overwhelmingly exact-copy instructions and request information rather than review
• Students' GenAI use is ethically negotiated, with decisions emerging from intersecting personal integrity, institutional rules, fear of punishment and practical constraints - Students' GenAI use is ethically negotiated, with decisions emerging from intersecting personal integrity, institutional rules, fear of punishment and practical constraints
• Students' generated solutions rarely matched the erroneous solutions included in the explicit instruction phase - Students' generated solutions rarely matched the erroneous solutions included in the explicit instruction phase
• Students' generative AI use in upper secondary schoolwork clusters into four practices — explanation, creation, inspiration, and improvement — comprising eleven sub-processes - Students' generative AI use in upper secondary schoolwork clusters into four practices — explanation, creation, inspiration, and improvement — comprising eleven sub-processes
• Students' generative AI use may function either as a scaffold supporting thinking or as a shortcut bypassing essential cognitive processes - Students' generative AI use may function either as a scaffold supporting thinking or as a shortcut bypassing essential cognitive processes
• Students' geometrical creative thinking improved in all conditions, with no difference between MACE and regular geometry lessons - Students' geometrical creative thinking improved in all conditions, with no difference between MACE and regular geometry lessons
• Students' grades are a more important predictor of college enrollment than ACT scores, which mainly constrain the selectivity of colleges attended - Students' grades are a more important predictor of college enrollment than ACT scores, which mainly constrain the selectivity of colleges attended
• Students' graphics decoding performance improved each year from Grade 4 to Grade 6 across all six graphical languages - Students' graphics decoding performance improved each year from Grade 4 to Grade 6 across all six graphical languages
• Students' help requests to the AI tutor were predominantly instrumental rather than executive, with procedural content and low verification - Students' help requests to the AI tutor were predominantly instrumental rather than executive, with procedural content and low verification
• Students' help-seeking error frequencies correlate strongly across different Cognitive Tutor units and cohorts (r = 0.89) - Students' help-seeking error frequencies correlate strongly across different Cognitive Tutor units and cohorts (r = 0.89)
• Students' higher positive emotions predicted lower negative emotions in teachers - Students' higher positive emotions predicted lower negative emotions in teachers
• Students' historical argumentation rarely includes counterarguments or weighing of arguments - Students' historical argumentation rarely includes counterarguments or weighing of arguments
• Students' implementation of self-assessment is influenced by perceived usefulness, affective attitude, self-efficacy, important others, and psychological safety - Students' implementation of self-assessment is influenced by perceived usefulness, affective attitude, self-efficacy, important others, and psychological safety
• Students' individual interest in social sciences correlated with their situational interest during the OSL visit (catch r = .27; hold r = .26) - Students' individual interest in social sciences correlated with their situational interest during the OSL visit (catch r = .27; hold r = .26)
• Students' initial correct answers can mask reasoning based on a subtraction strategy not previously reported for integer order comparisons - Students' initial correct answers can mask reasoning based on a subtraction strategy not previously reported for integer order comparisons
• Students' initial knowledge level (midterm scores) did not significantly influence improvement in lab scores, indicating it did not confound the feedback-source difference - Students' initial knowledge level (midterm scores) did not significantly influence improvement in lab scores, indicating it did not confound the feedback-source difference
• Students' inquiry sequences differ by session: most start with Assertion questions in Session 1 (prob = 0.48) but with Instrumental/Procedural questions in Session 2 (prob = 0.43) - Students' inquiry sequences differ by session: most start with Assertion questions in Session 1 (prob = 0.48) but with Instrumental/Procedural questions in Session 2 (prob = 0.43)
• Students' internalizing behavior predicts lower teacher self-efficacy for instructional strategies and emotional support but higher self-efficacy for behavior management - Students' internalizing behavior predicts lower teacher self-efficacy for instructional strategies and emotional support but higher self-efficacy for behavior management
• Students' IRAT scores were consistently poorer than their TRAT scores, suggesting team collaboration benefits team test performance - Students' IRAT scores were consistently poorer than their TRAT scores, suggesting team collaboration benefits team test performance
• Students' JoL ratings became more consistent over time and evolved from under-rating to over-rating to accurate judgement - Students' JoL ratings became more consistent over time and evolved from under-rating to over-rating to accurate judgement
• Students' key areas of interest in GenAI are real-world business applications, ethical considerations, and future technological advancements - Students' key areas of interest in GenAI are real-world business applications, ethical considerations, and future technological advancements
• Students' knowledge of equals sign definitions relates to their equation-solving performance at the student level - Students' knowledge of equals sign definitions relates to their equation-solving performance at the student level
• Students' knowledge of GenAI is positively correlated with their frequency of use - Students' knowledge of GenAI is positively correlated with their frequency of use
• Students' learning strategies can be detected and interpreted from activity sequences in the Betty's Brain open-ended learning environment - Students' learning strategies can be detected and interpreted from activity sequences in the Betty's Brain open-ended learning environment
• Students' LLM use in CS2 fell into three themes: understanding, assisting code writing, and writing code, with only a few using LLMs to write code - Students' LLM use in CS2 fell into three themes: understanding, assisting code writing, and writing code, with only a few using LLMs to write code
• Students' main AI challenges are content reliability and depth, and most expect AI to serve as tutor, creative partner, and critical thinking partner rather than mere content generator - Students' main AI challenges are content reliability and depth, and most expect AI to serve as tutor, creative partner, and critical thinking partner rather than mere content generator
• Students' makerspace knowledge practices are mediated multimodally by discourse, materials, embodied actions, and physical space - Students' makerspace knowledge practices are mediated multimodally by discourse, materials, embodied actions, and physical space
• Students' math and verbal achievement changes are positively correlated - Students' math and verbal achievement changes are positively correlated
• Students' math and verbal self-concepts are near-zero correlated even though their math and verbal achievement levels are strongly positively correlated - Students' math and verbal self-concepts are near-zero correlated even though their math and verbal achievement levels are strongly positively correlated
• Students' mathematical vocabulary use shifted from lower to higher rubric levels after the intervention - Students' mathematical vocabulary use shifted from lower to higher rubric levels after the intervention
• Students' mean self-rated impact of AI on their mechanics learning rose from 5.85 to 6.35 on a 0-10 scale - Students' mean self-rated impact of AI on their mechanics learning rose from 5.85 to 6.35 on a 0-10 scale
• Students' monitoring frequency during the collaborative exam was significantly and positively correlated with their number of EDA peaks. - Students' monitoring frequency during the collaborative exam was significantly and positively correlated with their number of EDA peaks.
• Students' monitoring judgments predict their regulation judgments before and after self-scoring - Students' monitoring judgments predict their regulation judgments before and after self-scoring
• Students' moral rationalizations of AI use are typically post hoc and often internally inconsistent - Students' moral rationalizations of AI use are typically post hoc and often internally inconsistent
• Students' online and offline social worlds coexisted and were used in different ways for different relationship types, rather than one simply converting into the other. - Students' online and offline social worlds coexisted and were used in different ways for different relationship types, rather than one simply converting into the other.
• Students' overall AI knowledge improved significantly after four integrated AI-biology lessons - Students' overall AI knowledge improved significantly after four integrated AI-biology lessons
• Students' overall biology knowledge showed only a slight, statistically non-significant increase - Students' overall biology knowledge showed only a slight, statistically non-significant increase
• Students' own bodily responses to the VR film became resources in reflective dialogue for characterizing emotional reactions and reinterpreting prior experiences - Students' own bodily responses to the VR film became resources in reflective dialogue for characterizing emotional reactions and reinterpreting prior experiences
• Students' own cognitive and metacognitive activities predict learning, off-task activity lowers metacognitive knowledge, and group mates' relational activities raise domain knowledge - Students' own cognitive and metacognitive activities predict learning, off-task activity lowers metacognitive knowledge, and group mates' relational activities raise domain knowledge
• Students' participation in preparatory exercises positively predicted their final exam grade in every intervention year (β = 0.16–0.31; R² = 0.03–0.16) - Students' participation in preparatory exercises positively predicted their final exam grade in every intervention year (β = 0.16–0.31; R² = 0.03–0.16)
• Students' perceived authenticity of the learning activity correlated with their situational interest but not with their knowledge acquisition - Students' perceived authenticity of the learning activity correlated with their situational interest but not with their knowledge acquisition
• Students' perceived class performance level fully mediates the effect of classmates' hand-raising behavior on situational self-concept - Students' perceived class performance level fully mediates the effect of classmates' hand-raising behavior on situational self-concept
• Students' perceived deep-learning benefits of LLMs declined over the term while satisfaction and time savings remained high - Students' perceived deep-learning benefits of LLMs declined over the term while satisfaction and time savings remained high
• Students' perceived relative lack of autonomy support positively predicts extrinsic regulation - Students' perceived relative lack of autonomy support positively predicts extrinsic regulation
• Students' perceived self-efficacy is positively associated with their reported time management - Students' perceived self-efficacy is positively associated with their reported time management
• Students' perception of possessing local knowledge that professional urban planners lack rose from 9% at baseline to 45% at endline in City at Play - Students' perception of possessing local knowledge that professional urban planners lack rose from 9% at baseline to 45% at endline in City at Play
• Students' perception of science instruction as clear and understandable is positively associated with their emotional engagement in science - Students' perception of science instruction as clear and understandable is positively associated with their emotional engagement in science
• Students' perception of science instruction as interesting is positively associated with their emotional engagement in science - Students' perception of science instruction as interesting is positively associated with their emotional engagement in science
• Students' perceptions of ethicality and of rule compliance were strongly and positively correlated, with rule ratings consistently higher than ethicality ratings - Students' perceptions of ethicality and of rule compliance were strongly and positively correlated, with rule ratings consistently higher than ethicality ratings
• Students' perceptions of futures broadened and pluralised, and deterministic thought patterns were questioned - Students' perceptions of futures broadened and pluralised, and deterministic thought patterns were questioned
• Students' perceptions of interactions with their teacher lay the stage for future interactions and ultimately influence students' success in school - Students' perceptions of interactions with their teacher lay the stage for future interactions and ultimately influence students' success in school
• Students' perceptions of mastery, emotions, and satisfaction were similarly high across all three feedback conditions - Students' perceptions of mastery, emotions, and satisfaction were similarly high across all three feedback conditions
• Students' perceptions of motivationally supportive instruction were associated with higher positive motivational beliefs - Students' perceptions of motivationally supportive instruction were associated with higher positive motivational beliefs
• Students' perceptions of the fairness of MMLA visualizations in an authentic nursing simulation deployment were mixed, hinging on accuracy and completeness of data representation - Students' perceptions of the fairness of MMLA visualizations in an authentic nursing simulation deployment were mixed, hinging on accuracy and completeness of data representation
• Students' perceptions of their classes and schools matter more for attendance in post-pandemic years than before the pandemic - Students' perceptions of their classes and schools matter more for attendance in post-pandemic years than before the pandemic
• Students' perceptions of their teacher's fixed mindset partially mediate the relationship between teacher math anxiety and student math achievement - Students' perceptions of their teacher's fixed mindset partially mediate the relationship between teacher math anxiety and student math achievement
• Students' performance improved from day 1 to day 2 of the TapaCarp activity - Students' performance improved from day 1 to day 2 of the TapaCarp activity
• Students' postings of personal experiences in discussion forums support, rather than undermine, knowledge building - Students' postings of personal experiences in discussion forums support, rather than undermine, knowledge building
• Students' preference levels for the four learning modalities were positively correlated, and cluster analysis separated a lower-preference group (135 students) from a higher-preference group (170 students) - Students' preference levels for the four learning modalities were positively correlated, and cluster analysis separated a lower-preference group (135 students) from a higher-preference group (170 stud
• Students' preferences for AI versus human scoring and feedback vary significantly across assessment scenarios, with strong human preference for high-stakes tasks - Students' preferences for AI versus human scoring and feedback vary significantly across assessment scenarios, with strong human preference for high-stakes tasks
• Students' primary concerns about AI videos are inaccurate information, reduced interaction with educators, and diminished educational value - Students' primary concerns about AI videos are inaccurate information, reduced interaction with educators, and diminished educational value
• Students' prior knowledge about a topic impacts their understanding of text as they read - Students' prior knowledge about a topic impacts their understanding of text as they read
• Students' question types shift from confusion-reporting toward procedural and task-oriented inquiry as tasks progress, though the session difference did not reach conventional significance - Students' question types shift from confusion-reporting toward procedural and task-oriented inquiry as tasks progress, though the session difference did not reach conventional significance
• Students' questions shift from broad to specific during Socratic AI tutoring, from about 10–15% specific in the first turn to all students asking specific questions by the final turn - Students' questions shift from broad to specific during Socratic AI tutoring, from about 10–15% specific in the first turn to all students asking specific questions by the final turn
• Students' reactivity to monitoring events showed no significant correlation with EDA peaks. - Students' reactivity to monitoring events showed no significant correlation with EDA peaks.
• Students' recognition did not differ between AI-generated and NLE MCQs - Students' recognition did not differ between AI-generated and NLE MCQs
• Students' reliance on surface-level evaluation strategies declined after the modules, including trust in dot-org domains, links, appearance, and About pages - Students' reliance on surface-level evaluation strategies declined after the modules, including trust in dot-org domains, links, appearance, and About pages
• Students' reports of parental support for learning are far higher in top quartile schools, where two-thirds report moderate or very supportive parents - Students' reports of parental support for learning are far higher in top quartile schools, where two-thirds report moderate or very supportive parents
• Students' reports of teacher personalism drop sharply between eighth and tenth grade in Chicago public schools - Students' reports of teacher personalism drop sharply between eighth and tenth grade in Chicago public schools
• Students' resolution of both direct and soft disagreements promoted collective knowledge advancement while maintaining a positive socio-emotional climate - Students' resolution of both direct and soft disagreements promoted collective knowledge advancement while maintaining a positive socio-emotional climate
• Students' respect for the instructor is affected by the horizontal posture dimension but not the vertical dimension, with pairwise differences no longer significant after correction - Students' respect for the instructor is affected by the horizontal posture dimension but not the vertical dimension, with pairwise differences no longer significant after correction
• Students' risk of suspension is more strongly determined by which school they attend than by their individual backgrounds - Students' risk of suspension is more strongly determined by which school they attend than by their individual backgrounds
• Students' roles showed strong temporal stability: each trajectory returned to its initial roles across the 13 weeks, which the authors interpret as stable collaborative dispositions. - Students' roles showed strong temporal stability: each trajectory returned to its initial roles across the 13 weeks, which the authors interpret as stable collaborative dispositions.
• Students' rules of operation for signed-number arithmetic are applied inconsistently by non-masters and stably by masters - When 161 eighth graders answered the same 32 signed-number items twice in different random orders, students who had not mastered the operations commonly switched the rules they used, while masters app
• Students' self-assessed question specificity was not significantly correlated with their observed specificity - Students' self-assessed question specificity was not significantly correlated with their observed specificity
• Students' self-assessments of social well-being and work habits provide valuable information about their development - Students' self-assessments of social well-being and work habits provide valuable information about their development
• Students' self-efficacy for quantitative biology tasks significantly increased after completing collaborative group work assignments, with large effect sizes - Students' self-efficacy for quantitative biology tasks significantly increased after completing collaborative group work assignments, with large effect sizes
• Students' self-efficacy for using generative AI increased over the semester, with current self-efficacy significantly higher after the fifth assignment than after the first - Students' self-efficacy for using generative AI increased over the semester, with current self-efficacy significantly higher after the fifth assignment than after the first
• Students' self-esteem and ability beliefs decline most sharply across the elementary-to-junior-high-school transition - Students' self-esteem and ability beliefs decline most sharply across the elementary-to-junior-high-school transition
• Students' self-reported AI literacy was moderately negatively correlated with objectively measured AI competency, suggesting potential overestimation of AI abilities - Students' self-reported AI literacy was moderately negatively correlated with objectively measured AI competency, suggesting potential overestimation of AI abilities
• Students' self-reported perception of peer assessment's benefit is virtually uncorrelated with their actual measured benefit - Students' self-reported perception of peer assessment's benefit is virtually uncorrelated with their actual measured benefit
• Students' self-reports of task effortfulness do not validly indicate a task's object-level cognitive requirements - Students' self-reports of task effortfulness do not validly indicate a task's object-level cognitive requirements
• Students' sense of belonging predicts their contributions to classroom knowledge building at both student and teacher levels - Students' sense of belonging predicts their contributions to classroom knowledge building at both student and teacher levels
• Students' SES and academic achievement level moderate their use of the SES stereotype - Students' SES and academic achievement level moderate their use of the SES stereotype
• Students' situation-specific interpretations of a learning situation as challenging or favourable affect their SRL and strategy use - Students' situation-specific interpretations of a learning situation as challenging or favourable affect their SRL and strategy use
• Students' situational stress (ASV) values were elevated during periods when students were engaged in tasks at the whiteboard - Students' situational stress (ASV) values were elevated during periods when students were engaged in tasks at the whiteboard
• Students' skill mastery for all five attributes improved during gameplay in The Nomads, with all quantiles differing significantly between halves - Students' skill mastery for all five attributes improved during gameplay in The Nomads, with all quantiles differing significantly between halves
• Students' social and work avoidance goals are psychological parameters of motivation identifiable through qualitative investigation - Students' social and work avoidance goals are psychological parameters of motivation identifiable through qualitative investigation
• Students' social reasoning in the previous three turns positively predicts social reasoning in the current turn - Students' social reasoning in the previous three turns positively predicts social reasoning in the current turn
• Students' social reasoning is less likely to be followed by teachers' high-level prompting and more likely to be followed by specific praise - Students' social reasoning is less likely to be followed by teachers' high-level prompting and more likely to be followed by specific praise
• Students' social support is positively related to one-year reading and math achievement gains in Chicago middle grades, controlling for background and school characteristics - Students' social support is positively related to one-year reading and math achievement gains in Chicago middle grades, controlling for background and school characteristics
• Students' spatial positions in the simulator display their understanding of bridge work roles, and instructors use these positions as a basis for embedded assessment and correction - Students' spatial positions in the simulator display their understanding of bridge work roles, and instructors use these positions as a basis for embedded assessment and correction
• Students' SRL profile under automated scoring was uneven, and only Execution-and-Monitoring was significantly associated with score gains - Students' SRL profile under automated scoring was uneven, and only Execution-and-Monitoring was significantly associated with score gains
• Students' stated beliefs about AI use diverge from their actual practice, including hidden or unrecognized policy-violating use - Students' stated beliefs about AI use diverge from their actual practice, including hidden or unrecognized policy-violating use
• Students' stated pre-interaction intentions only weakly correspond to their enacted help-seeking with an LLM - Students' stated pre-interaction intentions only weakly correspond to their enacted help-seeking with an LLM
• Students' strategy use formed mixed constellations: organisation and elaboration correlated strongly (r = 0.64), and effective strategies were also positively related to less effective ones such as rehearsal - Students' strategy use formed mixed constellations: organisation and elaboration correlated strongly (r = 0.64), and effective strategies were also positively related to less effective ones such as re
• Students' strategy use is partly context-specific and partly individual-bound, varying across courses yet consistent over courses - Students' strategy use is partly context-specific and partly individual-bound, varying across courses yet consistent over courses
• Students' subjective appraisals of the remote inquiry lesson are comparable across conditions, and perceived cognitive demands correlate negatively with test scores - Students' subjective appraisals of the remote inquiry lesson are comparable across conditions, and perceived cognitive demands correlate negatively with test scores
• Students' success in school and beyond is inextricably linked to healthy social and emotional development - Students' success in school and beyond is inextricably linked to healthy social and emotional development
• Students' surprise at measurement values was overwhelmingly expressed by identifying an outlier or extreme/unusual value - Students' surprise at measurement values was overwhelmingly expressed by identifying an outlier or extreme/unusual value
• Students' survey reports of their school experiences predict later academic and well-being outcomes including attendance, grades, test scores, graduation, college enrollment, and well-being - Students' survey reports of their school experiences predict later academic and well-being outcomes including attendance, grades, test scores, graduation, college enrollment, and well-being
• Students' task understanding confidence increases after collaborative tasks - Students' task understanding confidence increases after collaborative tasks
• Students' technology acceptance increased significantly after taking a MAIC course - Students' technology acceptance increased significantly after taking a MAIC course
• Students' teleologic explanations and anthropomorphic languages correlate with age and are associated with curricular undertaking - Students' teleologic explanations and anthropomorphic languages correlate with age and are associated with curricular undertaking
• Students' top two concerns about educational LLM use are output quality (fabricated or misleading content, 53 mentions) and the verification burden (34 mentions) - Students' top two concerns about educational LLM use are output quality (fabricated or misleading content, 53 mentions) and the verification burden (34 mentions)
• Students' use of metacognitive actions to direct group work increased over time when using the Knowledge Catalyser tools - Students' use of metacognitive actions to direct group work increased over time when using the Knowledge Catalyser tools
• Students' variation in concern across ethical issues corresponds with topic coverage on typical CS ethics syllabi, which rarely address military applications - Students' variation in concern across ethical issues corresponds with topic coverage on typical CS ethics syllabi, which rarely address military applications
• Students' writing and storytelling developed substantially, with the majority group publishing 23 school-level stories in Cycle 1 and 38 in Cycle 2 before a school cap limited publications - Students' writing and storytelling developed substantially, with the majority group publishing 23 school-level stories in Cycle 1 and 38 in Cycle 2 before a school cap limited publications
• Students, not expert scientists, played the moderating role by asking questions and making assertions, with one student bridging scientists and students - Students, not expert scientists, played the moderating role by asking questions and making assertions, with one student bridging scientists and students
• Students—particularly those facing significant social, economic, and academic impediments—demonstrate stronger academic, social, and emotional development in smaller learning settings - Students—particularly those facing significant social, economic, and academic impediments—demonstrate stronger academic, social, and emotional development in smaller learning settings
• Students’ actual genAI use correlates with interest and perceived usefulness of genAI but not with knowledge or critical-thinking dispositions - Students’ actual genAI use correlates with interest and perceived usefulness of genAI but not with knowledge or critical-thinking dispositions
• Students’ knowledge about genAI, measured both by self-report and performance test, positively predicts their critical use of genAI - Students’ knowledge about genAI, measured both by self-report and performance test, positively predicts their critical use of genAI
• Students’ language abilities positively predict their expectancies of success while learning from an instructional video, but not their intrinsic task value - Students’ language abilities positively predict their expectancies of success while learning from an instructional video, but not their intrinsic task value
• Students’ prompt self-efficacy increased significantly after the scaffolded GenAI course (t = 3.729, p < .001) - Students’ prompt self-efficacy increased significantly after the scaffolded GenAI course (t = 3.729, p < .001)
• Student–AI interactions in authentic coursework concentrate in a small number of recurring patterns rather than idiosyncratic use - Student–AI interactions in authentic coursework concentrate in a small number of recurring patterns rather than idiosyncratic use
• Student–student and teacher–teacher dialogue formats elicited significantly higher ARCS motivation than the teacher–student format - Student–student and teacher–teacher dialogue formats elicited significantly higher ARCS motivation than the teacher–student format
• Studies are underway to examine the learning benefits of pedagogical partnership in information studies curricula - Studies are underway to examine the learning benefits of pedagogical partnership in information studies curricula
• Studies collecting both subjective and objective effort measures reveal dissociations between the two types of measures - Studies collecting both subjective and objective effort measures reveal dissociations between the two types of measures
• Studies comparing digital tools to other instruction without hypothesizing instructional features cannot explain why effects occur - Studies comparing digital tools to other instruction without hypothesizing instructional features cannot explain why effects occur
• Studies comparing pure simulation-based discovery learning with expository teaching show no clear and univocal outcome in favor of simulations - Studies comparing pure simulation-based discovery learning with expository teaching show no clear and univocal outcome in favor of simulations
• Studies directly measuring WTC consistently report positive effects of AI on EFL learners' WTC across tool types, contexts, and age groups - Studies directly measuring WTC consistently report positive effects of AI on EFL learners' WTC across tool types, contexts, and age groups
• Studies disagree on whether low or high working memory learners benefit more from retrieval practice, and several find no relationship - Studies disagree on whether low or high working memory learners benefit more from retrieval practice, and several find no relationship
• Studies finding grades less predictive often use restricted samples or weighted or self-reported GPAs, which are less accurate - Studies finding grades less predictive often use restricted samples or weighted or self-reported GPAs, which are less accurate
• Studies in which online learners spent more time on task than face-to-face learners showed a greater benefit for online learning (+0.46 vs. +0.19; Q = 3.88, p < .05). - Studies in which online learners spent more time on task than face-to-face learners showed a greater benefit for online learning (+0.46 vs.
• Studies in which students used familiar online-learning software reported positive achievement effects during school closures - Studies in which students used familiar online-learning software reported positive achievement effects during school closures
• Studies measuring solitary pretend play amount yield lower correlations with social competence than studies measuring social pretend play amount - Studies measuring solitary pretend play amount yield lower correlations with social competence than studies measuring social pretend play amount
• Studies measuring the amount of pretend play yield lower correlations with social competence than studies measuring the quality of pretend play - Studies measuring the amount of pretend play yield lower correlations with social competence than studies measuring the quality of pretend play
• Studies of character education programs most often measure student-level outcomes, with behavioral outcomes measured for 31 of 36 programs, affective for 28, and cognitive for 25 - Studies of character education programs most often measure student-level outcomes, with behavioral outcomes measured for 31 of 36 programs, affective for 28, and cognitive for 25
• Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout - Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout
• Studies of oral-reading feedback seldom engage established feedback theories, relying instead on empirical research, and none advanced theory - Studies of oral-reading feedback seldom engage established feedback theories, relying instead on empirical research, and none advanced theory
• Studies of preservice teachers found no statistically significant associations between gender or other sociodemographic variables and AHS - Studies of preservice teachers found no statistically significant associations between gender or other sociodemographic variables and AHS