Junior high math teachers were more controlling and less supportive than elementary teachers, and classrooms with the strongest such changes showed the largest declines in math motivation¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? Junior high math teachers were more controlling, less trusting, and used more social-comparative grading than elementary teachers; where these changes were strongest, students showed larger declines in math expectancies, ability self-concepts, and task values. → Jacquelynne S. Eccles · Allan Wigfield 2024
Evidence¶
Jacquelynne S. Eccles · Allan Wigfield 2024¶
Jacquelynne S. Eccles · Allan Wigfield. (2024). The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues' Situated Expectancy-Value Model of Achievement Performance and Choice. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09888-9
q3 · i? · review · r2
Classroom-level analyses from the transition longitudinal study reported via Midgley et al. (1988, 1989a, b): junior high teachers were "more controlling, less trusting of their students" than elementary teachers, and were seen as less supportive and caring.
"Some key findings were that junior high math teachers were more controlling, less trusting of their students, and used more social comparative grading strategies than did elementary school teachers."
Discussion¶
Related Claims¶
- Students' self-esteem and ability beliefs decline most sharply across the elementary-to-junior-high-school transition — a broader claim this one bears on
- Elementary classrooms score significantly higher on the PERTS academic mindset scale than middle school classrooms — related
- Intrinsic academic motivation scores are lower in 7th- and 8th-grade junior high students than in 4th-grade elementary students — related
- Prevalence of decreased intrinsic academic motivation is approximately twice as high in junior high as in elementary students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
junior-high-teachers-more-controlling-motivation-declines |
title |
Junior high math teachers were more controlling and less supportive than elementary teachers, and classrooms with the strongest such changes showed the largest declines in math motivation |
description |
Junior high math teachers were more controlling and less supportive than elementary teachers, and classrooms with the strongest such changes showed the largest declines in math motivation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jacquelynne-s-eccles-allan-wigfield-2024 |
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