学生对与老师的互动的看法为未来的互动奠定了阶段，最终会影响学生在学校的成功。虽然事先工作阐明了个人和背景因素有助于发展中高中学生的发展感知，较少是初中学生的看法。因此，本研究利用了一个大型城市的三和四年级学生和教师的种族/种族不同的样本，调查稳定的学生和教师特征（例如，性别）和观察到课堂互动的质量是否影响了学生的变化’ perceptions of interactions with their teacher. Results indicated that students rated their teacher more positively from Time 1 to Time 2 when female and in classrooms characterized by positive teacher-student interactions. Unexpectedly, students in classrooms characterized by high Instructional Support rated their teachers less positively over time. Implications for teacher-student relationships and students’ academic and social-emotional achievement are discussed.