Prior work has elucidated factors contributing to middle and high school students' perceptions, but less is known about elementary students' perceptions¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Prior work has addressed middle and high school students' perceptions of teacher interactions, leaving elementary students' perceptions understudied. → Catherine Corbin 2020
Evidence¶
Catherine Corbin 2020¶
Catherine Corbin, Erik Ruzek, Jason Downer, Amy Lowenstein, Joshua Brown. (2020). Correlates of change in elementary students' perceptions of interactions with their teacher. Journal of Applied Developmental Psychology 69, 101144. https://doi.org/10.1016/j.appdev.2020.101144
q1 · i? · associational · r?
The article states this research gap as motivation: prior work covers "middle and high school students' perceptions" while "less is known about elementary students' perceptions". No supporting citations are printed in the available text.
"While prior work has elucidated what individual and contextual factors contribute to the development of middle and high school students' perceptions, less is known about elementary students' perceptions."
Discussion¶
Learner Variables¶
- Age and Developmental Stage — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Female elementary students rated their teacher more positively over time than male students
- Unexpectedly, students in classrooms characterized by high Instructional Support rated their teachers less positively over time
- Elementary students' perceptions of interactions with their teacher become more positive over time in classrooms characterized by positive teacher-student interactions
- Students' perceptions of interactions with their teacher lay the stage for future interactions and ultimately influence students' success in school
- The evidence map reveals gaps: little is known about motivation regulation in pre- and primary school children, its development across school years, and its contextual characteristics — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
less-known-about-elementary-students-perceptions-of-teacher-interactions |
title |
Prior work has elucidated factors contributing to middle and high school students' perceptions, but less is known about elementary students' perceptions |
description |
Prior work has elucidated factors contributing to middle and high school students' perceptions, but less is known about elementary students' perceptions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — catherine-corbin-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.