Design and validation of a conceptual model for students' scientific literacy - Cuixin Li, Beijing Normal University; Yang Yang, Beijing Normal University; Yafeng Zheng, Beijing Normal University

Exploring how Disposition toward Scientific Uncertainty Navigation and Epistemic Curiosity Interact to Influence Learning Engagement - Bukola Omowumi Akinbadewa, Arizona State University; Ying-Chih Chen, Arizona State University; Michelle Jordan, Arizona State University; Jongchan Park, Arizona State University; Carlos Meza-Torres, Arizona State University; Chin-Chung Tsai, National Taiwan Normal University

Exploring the Impact of STEM Education on Scientific Creativity and Reflecting Thinking in Elementary Science Education - Umran Atabas, Istanbul 29 Mayıs University; Gonul Sakiz, Marmara University

Middle School Students’ Learning Engagement and Achievement in an Uncertainty-driven Science Classroom - Yu Ye, Arizona State University; Carlos Meza-Torres, Arizona State University; Jongchan Park, Arizona State University; Ying-Chih Chen, Arizona State University; Michelle Jordan, Arizona State University

Roles of Grain Size and Emotions in Conceptual Change When Reading Different Refutation Texts - Victoria Teed, Washington State University; Onur Ramazan, Chinese University of Hong Kong; Gan Jin, Washington State University; Adam Ulysess Coldiron, Washington State University; Robert W. Danielson, Washington State University - Spokane

Zhaochen Gu, University of Illinois at Chicago

Exploring the Role of AI in Enhancing EFL Students’ Academic Writing and Self-Regulated Learning - Azzah Alzahrani, University at Buffalo - SUNY

Human-AI Collaborative Feedback Enhances EFL Writing with Chain-of-Thought Prompting under SFL Guidance - Jialing Wu, East China Normal University; Huirong Gao, East China Normal University

Integrating AI Literacy into Math Education: A Study on AI Self-Efficacy and Math Motivation - Linlin Li, WestEd; Jie Chao, The Concord Consortium; Trudi Lord, Concord Consortium; Rebecca Ellis, The Concord Consortium; Kelly Collins, WestEd; Wanli Xing, University of Florida; yuanlin zhang, Texas Tech University; April Fleetwood, Florida Virtual School

Reframing AI as Amplifier: Disciplinary Logics and Learner Agency in EFL Academic Reading - Xiaohang Luo, University of Pennsylvania; Yingqi Wang, University of Hong Kong

Charles E. Flowers, California State University - Fullerton

From Stage to Space: Teacher Roles, Instructional Strategies, and Self-Regulated Learning in Flexible Learning Spaces - Orit Avdiel, The Open University of Israel; Ina Blau, The Open University of Israel

How Academic Performance Shapes Place Attachment of Primary School Students? A Chinese Qualitative Case Study - Jiamin Cheng, East China Normal University; Yijun Wu, East China Normal University; Yuxi Xia, East China Normal University

Reimagining Learning Spaces: Examining Adjustments to Learning Environments Across Two Trump Administrations - Kristina M. Stamatis, University of Nebraska Omaha; James Dosky, Cherry Creek Schools

Reimagining the Future Classroom: Understanding Student Reproductions of Traditional Learning Spaces Despite Unlimited Imagination Prompts - Elif Ozturk, Middle East Technical University; Nur Cakir, Middle East Technical University; Serap Sevimli Çelik, Edith Cowan University

Cheng Hua, University of Montevallo

A Comparison of Combined Scoring and Standard-setting approaches applied to an Interim Assessment in Predicting Statewide Assessment Performance - Michelle Paul, Orange County Public School; Stephen A. Sivo, University of Central Florida; Parul Acharya, Columbus State University

Evaluating Longitudinal Change in STEM Identity: Explanatory Rasch Modeling - Justice Dadzie, University of Alabama; Daniel O. Oyeniran, University of Alabama; Joni M. Lakin, University of Alabama

Examining the Latent Structure of Self-Reported Constructs to Enhance STEM Program Evaluation - Theode Niyirinda, University of Alabama; Joni M. Lakin, University of Alabama; Daniel O. Oyeniran, University of Alabama

Second Order Latent Growth Modeling in Ordinal Responses : Focusing on Model Specification and Evaluation - Sook Hyun Park, University of Texas at Austin; Tiffany A. Whittaker, University of Texas at Austin

Using Dynamic Item Response Theory to Model Ability Development in Online Learning - Alice Xu, University of California - Los Angeles; Zhihua Ma, Shenzhen University; Guanyu Hu, Michigan State University; Icy Yunyi Zhang, University of Wisconsin - Madison

Daryn Dever, University of Florida

From Cognitive Load to Co-Adaptive Scaffolding: A Design-Based Inquiry of an AI Learning Tool - Hongming Li, University of Florida; Salah Esmaeiligoujar, University of Florida; Hai Li, University of Florida; Nazanin Adhami, University of Florida; Rui Tammy Huang, University of Florida

Integrating Self-Regulated Learning in Generative AI Chatbots: A Quasi-Experimental Study in Programming Education - Wei-Chih Hsu, National Yang Ming Chiao Tung University; Jerry Chih-Yuan Sun, National Yang Ming Chiao Tung University

Motivational Effects of Virtual Field Trips - Bernhard M. Ertl, Universität der Bundeswehr München; Kerstin Bohlen, Universität der Bundeswehr München

Teachers in Transition: Ecosystemic Perspectives on SRL Support Attitudes and Behaviors Post-Pandemic - Shuyu Chen, Zhejiang University; Jing Wang, Zhejiang University

Understanding and Fostering Curiosity and Self-Motivation in Digital Environments - Farhan Ali, Nanyang Technological University - National Institute of Education

Anastasia L. Betts, Learnology Labs

Discussing Exemplars with GenAI or Peers: The Role of Self-regulated Learning Strategies - Jiahe Gu, The Education University of Hong Kong; Dan SUN, The Education University of Hong Kong; Zi Yan, The Education University of Hong Kong

Examining the Effectiveness of LLMs as Online Teaching Assistants for Students through Cognitive Presence - Arjun Rawal, North Carolina School of Science and Mathematics; Harrish Ayyanar Jeyajothi Pommiraj, University College London - IOE; Yuyang Tong, Stanford University; Rohit Sandadi, University of California - Berkeley; Taransh Goyal, McMaster University; Charith Narreddy, Georgia Institute of Technology; Ishaan Gangwani, Indus International School

Interact More, Learn More? A Randomized Controlled Trial of GenAI Tutors on Student Learning - Weijiao Huang, University of Hong Kong; Andrew Thoeni, University of North Florida; Luke K. Fryer, University of Hong Kong

Role-Based Generative AI for Equitable Formative Feedback: Mixed-Methods Evidence from a Web-Based Course - Chenyu Zhang, Massachusetts Institute of Technology; Xiaohang Luo, University of Pennsylvania

The Battle of Wits: Comparing Single-Agent System and Multi-Agent Debate System in Scaffolding Argumentative Writing - Lin Dai, East China Normal University; Jing Leng, East China Normal University

Claudia C. Sutter, CourseKata

Fostering Transfer in Intro Stats: A Modeling-First Curriculum Grounded in Practicing Connections Pedagogy - Caylor Davis, CourseKata; Mariela Rivas, University of California - Los Angeles

Integrating R Programming into Introductory Statistics: College Students’ Perceptions of and Attitudes Towards R - Matthew Jackson; Jisun Min, Yonsei University; Claudia C. Sutter, CourseKata

From Invisible Problems to Instructional Change: Teacher-Led Innovation through Teaching Improvement Groups (TIGs) - Ji Son, California State University - Los Angeles; Karen Aguilar, Patrick Henry High; Renee Hill, Morse High; Sarah Gale, Lehi High; Tyler Haslam, Granger High; Jennifer Knapp, Mission Bay High; Pamela Patterson, La Jolla Country Day School; Gerald Scarzella, Timpview High; Thuy Uong, Point Loma High

Bridging Design, Research, and Instruction: Iterative Curriculum Improvement in Statistics Education - Claudia C. Sutter, CourseKata; Matthew Jackson; Adam B. Blake, University of California - Los Angeles; James W. Stigler, University of California - Los Angeles; Karen B. Givvin, University of California - Los Angeles

Claudia C. Sutter, CourseKata

James W. Stigler, University of California - Los Angeles

Kavya Sree Mariboyina, Little Priest Tribal College

Centering Teacher Expertise for Data Interpretation in Schools for the Deaf or Hard of Hearing - Sudip Ghosh, Pennsylvania State University; Simon Hooper, Pennsylvania State University; Leo Jian Liao, Pennsylvania State University; Susan Rose, University of Minnesota; Rayne A. Sperling, Pennsylvania State University

The Voice Paradox: How Student Perception Surveys Silence the Voices They Claim to Capture - Moriah Omer-Attali, The Hebrew University of Jerusalem

Clustering California: Unpacking Arts Education Policy, Data Plausibility, and District Performance - Lindsey Kunisaki, University of California - Los Angeles; Vinh Quang Tran, St. John's University; Gulnur Ozbek, St. John's University

Susan N. Nordstrom, University of Alabama

Dadirri and Pauline Oliveros: The Significancde of Deep Listening and (Educational) Qualitative Research - Walter S. Gershon, Rowan University

Collaborative concept mapping method for evolving and conflicting understandings in school safety leadership - Jennifer Classen, Dalhousie University

Tracing the Theoretical High: Cruel Optimism and the Promise of Relational Inquiry - Jessica Van Cleave, Gardner-Webb University; Hilary E. Hughes, University of Georgia

Astri Napitupulu, University of Missouri - St. Louis

An Accelerated Longitudinal Design Study Examining Emotional Engagement toward Learning Science from Grades 3 through 12 - Robert H. Tai, Australian Catholic University; Ji Hoon Ryoo, Yonsei University; Xin Xia, University of Georgia; John Almarode, James Madison University; Adam V. Maltese, Indiana University; Katherine P. Dabney, Virginia Commonwealth University

Predicting Science Achievement: A Machine Learning Approach to PISA Data Analysis Across 2006 and 2015 - Zeynep Mentesoglu, University of Iowa; Hyesun You, University of Iowa

Predictors of Korean Students’ Science Achievement PISA 2022: A Post-Selection Inference Approach - Nam-Hwa Kang, Korea National University of Education; Minjeong Rho, Korea National University of Education

Urban/Rural Science Achievement Disparities: A Causal Forest Analysis of Low-Performing Students in TIMSS 2023 - Li Zhu, University of Iowa; Zhenhan Fang, University of Iowa; Mingyu Huang, University of Iowa