standOff, and the article is at its publisher via the link below. When we have changed our mind. Some entries in the table begin with a word in capitals and the reason for it. EVIDENCE CORRECTED — the finding still stands, but we had quoted the wrong sentence from the paper, and the quotation has been replaced with the right one. RETRACTED — the entry itself was wrong; it stays on the page, marked, with the reason, rather than being deleted. WITHDRAWN AND REPLACED — the entry was wrong, and a corrected version of it appears in the entries below. Each mark carries its own reason, in brackets, because the reasons differ from one entry to the next. An entry we have WITHDRAWN is removed from this page and kept in the record, with its reason. A line reading Audit and a date is a later re-reading of the entry against its whole sentence: DOUBTFUL means it was kept, and the reason says what is loose about it. Quotation marks inside the tagger's sentence. Where a tag is the tagger's own sentence, a phrase in quotation marks inside it is borrowed from the paper — the tagger's wording around it is not. The paper's own sentence is the evidence quote for that row; on this page it is withheld with the article, and the article is at its publisher. Nothing inside quotation marks anywhere on this page is ours: if it is quoted, it is the paper's. Whose words a concept carries. A concept entry records a term the paper itself uses, so the term, the sense given for it, and its evidence are the paper's own words, quoted where the paper fixes them. This is the opposite of a sense entry in the tag table, which is the tagger's sentence about how the paper uses a term. Where a concept entry could not be grounded in the paper's words, the entry says so on its own row.| relation to other work | claim_relations | how this paper stands to another: agrees, contradicts, extends, qualifies |
| claim type | claim_type | the shape of the claim: existence, mechanism, method, critique, prediction, null |
| concept edge | concept_edges | an asserted relation between two concepts, with the sentence asserting it |
| concept | concepts | an idea the paper works with, quoted where the paper uses it |
| content tag | content_tags | a finding, definition, quantity, statistic or variable named in the paper |
| control | controls | an experiment run to eliminate a rival explanation |
| limitation | limitations | what the paper says its evidence cannot support |
| mechanism | mechanisms | how the reported effect is said to come about |
| method | method | how the paper produced its evidence |
| phenomenon | phenomenon | the effect or regularity under study |
| sense | senses | a distinct use of a term, quoted where the paper fixes it |
Relations on this page carry a quotation for the claim. Where a relation was separately evidenced — and so tested against the vocabulary for its type — the row says so; none of 3 relations here carry that mark. The rest are the tagger’s reading of the sentence quoted beside them.
| facet | tag | field | conf. | whose words |
|---|---|---|---|---|
| claim_type | mechanism Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | claim_type | the paper's words | |
| phenomenon | self-reported mathematics performance in undergraduates Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | phenomenon | the paper's words | |
| method | observational-study Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: observational-study | method | the paper's words | |
| mechanisms | mechanisms Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | mechanisms[0] | the tagger's words | |
| mechanisms | mechanisms Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | mechanisms[1] | the tagger's words | |
| limitations | The study analysed only the higher-order constructs of teaching quality and learning interest, not their first-order sub-dimensions, which might have yielded different results. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. what this limits: the level at which the finding holds: THIS STUDY HOWEVER FOCUSED ON THE HIGHER-ORDER VARIABLES (TEACHING QUALITY AND LEARNING INTEREST), WITHOUT SPECIFIC ATTENTION ON THE FIRST-ORDER VARIABLES | limitations[0] | the tagger's words | |
| limitations | Attending to the first-order variables is left to future research. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. what this limits: the treatment of the first-order variables: FOCUSING SPECIFIC ATTENTION ON THE FIRST-ORDER VARIABLES MAY HAVE PROVIDED [a] DIFFERENT PERSPECTIVE TO THE RESULTS ATTAINED | limitations[1] | the tagger's words | |
| limitations | Measurement items were deleted by a stipulated loading threshold, so the constructs analysed are not the constructs as originally specified. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. what this limits: the constructs in this model as the ones the instrument was designed to measure: items loading below 0.5 were deleted during the confirmatory factor analysis | limitations[2] | 1.0 | the tagger's words |
| limitations | Only the higher-order variables were analysed; the authors state the first-order dimensions were not examined and might have given a different picture. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. what this limits: conclusions about teaching quality or learning interest as such: only the higher-order variables were analysed, and the authors state the first-order dimensions might have given a different perspective | limitations[3] | 1.0 | the tagger's words |
| limitations | The sample is non-random and drawn from a single campus, while the framing concerns mathematics performance across the region. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. what this limits: generalising these results beyond the studied group: the 373 first-year undergraduates were selected by purposive and convenience sampling on one campus | limitations[4] | 1.0 | the tagger's words |
| limitations | THREE OF THE FIVE CONSTRUCTS FALL BELOW THE CONVENTIONAL 0.7 RELIABILITY THRESHOLD and the paper reports the figures without comment: motivation 0.655, mathematics learning 0.597, interest 0.667, against teaching quality 0.701 and performance 0.704. The two mediation results the paper turns on rest on the interest scale at 0.667. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | limitations[5] | 0.95 | the tagger's words |
| limitations | Seven measurement items were deleted after the fact for loading below 0.5 - two each from motivation and peer assisted learning, three from teaching quality - so the constructs analysed are not the constructs the instrument was designed to measure, and the deletion is reported per construct rather than justified. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | limitations[6] | 0.9 | the tagger's words |
| controls | the Fornell and Larcker thresholds applied - average variance extracted at least 0.5 and composite reliability at least 0.7 - before the constructs are used Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. eliminates: constructs that do not measure a single thing, or measure it unreliably, being carried into the structural model as if they did · outcome (stated by the tagger, no quotation): held | controls[0] | 0.85 | the tagger's words |
| concepts | teaching quality Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: teaching quality | concepts[0] | the paper's words | |
| concepts | confirmatory factor analysis Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: confirmatory factor analysis | concepts[1] | the paper's words | |
| concepts | performance in mathematics Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: performance in mathematics | concepts[2] | the paper's words | |
| concepts | mathematics learning interest Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: mathematics learning interest | concepts[3] | 0.95 | the paper's words |
| concepts | peer assisted learning Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: peer assisted learning | concepts[4] | 0.95 | the paper's words |
| concepts | mathematics learning motivation Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: mathematics learning motivation | concepts[5] | 0.95 | the paper's words |
| senses | teaching quality - AS ANALYSED HERE: a single higher-order variable, with its first-order dimensions deliberately not examined Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | senses[0] | 1.0 | the tagger's words |
| senses | performance in mathematics - as a latent variable measured by questionnaire items, whose number is decided after the fact by the factor loadings Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | senses[1] | 1.0 | the tagger's words |
| senses | mediation - used here in two senses that the paper distinguishes by result: PARTIAL, where the direct path survives (motivation, teaching quality), and FULL, where it does not (peer assisted learning) Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | senses[2] | 0.9 | the tagger's words |
| claim_relations | contradicts → prior peer-tutoring findings that peer assisted learning directly determines mathematics performance (Thurston et al., 2020; Rockinson-Szapkiw & Wendt, 2020; Alegre et al., 2019) Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | claim_relations[0] | the tagger's words | |
| concept_edges | peer assisted learning —causes→ mathematics learning interest Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. strength of the relation: 0.9 · note: FULL MEDIATION, which is a claim that a DIRECT path is absent: peer assisted learning reaches performance only through interest. The paper's contribution is the removal of an edge other studies drew, not the addition of one.
Audit 2026-09-28: DOUBTFUL - read against its full span and kept, but interest 'fully mediated' the relation of peer assisted learning to performance; causes on the first leg is loose. | concept_edges[0] | 0.9 | the tagger's words |
| concept_edges | mathematics learning motivation —causes→ performance in mathematics Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. differs in: PARTIAL AGAINST FULL MEDIATION - motivation keeps a direct path to performance alongside the one through interest, where peer assisted learning keeps none. Same mediator, same outcome, and the difference is whether the direct effect survives · strength of the relation: 0.8 | concept_edges[1] | 0.9 | the tagger's words |
| concept_edges | mathematics learning interest —causes→ performance in mathematics Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. strength of the relation: 0.8 | concept_edges[2] | 0.85 | the tagger's words |
| content_tags | confirmatory factor analysis Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: confirmatory factor analysis | content_tags.statistics[0] | the tagger's words | |
| content_tags | structural equation modeling Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: structural equation modeling | content_tags.statistics[1] | the tagger's words | |
| content_tags | Cronbach's alpha Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: Cronbach's alpha | content_tags.statistics[2] | the tagger's words | |
| content_tags | bootstrap Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: bootstrap | content_tags.statistics[3] | the tagger's words | |
| content_tags | average variance extracted Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: average variance extracted | content_tags.statistics[4] | the tagger's words | |
| content_tags | correlation Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: correlation | content_tags.statistics[5] | the tagger's words | |
| content_tags | mean Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: mean | content_tags.statistics[6] | the tagger's words | |
| content_tags | confidence interval Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: confidence interval | content_tags.statistics[7] | the tagger's words | |
| content_tags | descriptive and inferential statistics Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.statistics[8] | the tagger's words | |
| content_tags | Mathematics learning motivation had a direct positive effect on performance in mathematics, supporting H1. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.findings[0] | the tagger's words | |
| content_tags | Peer assisted mathematics learning had no statistically significant direct effect on performance in mathematics, so H2 was rejected. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.findings[1] | the tagger's words | |
| content_tags | Mathematics teaching quality had a direct positive effect on students' performance in mathematics. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.findings[2] | the tagger's words | |
| content_tags | Because peer assisted learning had no direct effect, student interest in mathematics fully mediated the peer-learning-to-performance relationship. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.findings[3] | the tagger's words | |
| content_tags | Student interest only partially mediated the motivation-to-performance relationship, because motivation also acted directly on performance. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.findings[4] | the tagger's words | |
| content_tags | Motivation had a significant positive effect on students' interest in mathematics (β = 1.574). Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.findings[5] | the tagger's words | |
| content_tags | Students' interest in mathematics itself had a significant positive effect on their performance in mathematics. Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.findings[6] | the tagger's words | |
| content_tags | intrinsic motivation Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: intrinsic motivation | content_tags.definitions[0] | the tagger's words | |
| content_tags | extrinsic motivation Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: extrinsic motivation | content_tags.definitions[1] | the tagger's words | |
| content_tags | peer assisted learning Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: peer assisted learning | content_tags.definitions[2] | the tagger's words | |
| content_tags | convergent validity Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: convergent validity | content_tags.definitions[3] | the tagger's words | |
| content_tags | discriminant validity Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: discriminant validity | content_tags.definitions[4] | the tagger's words | |
| content_tags | cognitive activation Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: cognitive activation | content_tags.definitions[5] | the tagger's words | |
| content_tags | classroom management Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: classroom management | content_tags.definitions[6] | the tagger's words | |
| content_tags | p-close Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: p-close | content_tags.definitions[7] | the tagger's words | |
| content_tags | Mathematics learning motivation (MOTI) Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.variables[0] | the tagger's words | |
| content_tags | Peer assisted mathematics learning (PEER) Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.variables[1] | the tagger's words | |
| content_tags | Mathematics teaching quality (QUAL) Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: Mathematics teaching quality (QUAL) | content_tags.variables[2] | the tagger's words | |
| content_tags | Performance in mathematics (ACHIEV) Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: Performance in mathematics (ACHIEV) | content_tags.variables[3] | the tagger's words | |
| content_tags | Student interest in mathematics Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. also in: Student interest in mathematics | content_tags.variables[4] | the tagger's words | |
| content_tags | β = 0.937; C. R. = 5.534 — Path coefficient and critical ratio for the direct effect of mathematics learning motivation on performance in mathematics Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[0] | the tagger's words | |
| content_tags | β = 1.574; C. R. = 9.106 — Path coefficient and critical ratio for the effect of mathematics learning motivation on students' interest in mathematics, the study's largest coefficient Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[1] | the tagger's words | |
| content_tags | β = 0.618; C. R. = 9.968 — Path coefficient and critical ratio for the effect of interest in mathematics on performance in mathematics Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[2] | the tagger's words | |
| content_tags | 0.973 — Coefficient of the indirect (mediated) effect of motivation on performance via interest Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[3] | the tagger's words | |
| content_tags | 0.143 — Coefficient of the indirect effect of peer assisted learning on performance via interest Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[4] | the tagger's words | |
| content_tags | 373 — Number of usable questionnaires retained out of an ideal sample of 375 Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[5] | the tagger's words | |
| content_tags | 0.951 — Cronbach's alpha for the students' interest in mathematics scale, the highest of the five constructs Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[6] | the tagger's words | |
| content_tags | 5,000 — Number of bootstrap samples drawn for the bias-corrected percentile mediation test Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[7] | the tagger's words | |
| content_tags | 4.427 — Highest construct mean on the 5-point Likert scale, for mathematics learning motivation Quotation withheld — this record is not cleared for redistribution. The sentence is in the paper at the link above. | content_tags.quantities[8] | the tagger's words |
Tags that could not be placed in the text:
What was deliberately not tagged, and why, is recorded per paper by the tagger. Where a paper has no such record, this page says so rather than implying that nothing was declined.