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. 2023 May 2;8:11. doi: 10.1038/s41539-023-00162-1

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Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 6 — The correlations were re-calculated by computing the correlation between inter-brain couplings during Chinese sessions and the final exam scores of Math (a) and vice versa (c). b Scatter plots between theta-band student-class coupling during Chinese sessions and the final exam scores of Math. Bars with a lighter color indicated student-top-coupling-based correlations (top students’ number = 4), and bars with a darker color indicated student-class-coupling-based correlations. The stars indicated a significant correlation when both Pearson’s p and permutation p were smaller than 0.05.