Smart (2014) studied the relationship between student motivation and how teacher-student interactions were perceived in school science lessons mediums. Student motivation was seen as related to goal orientation, evaluation, and self-efficacy in relation to the material and performance. When teachers were perceived as having more cooperative behavior, such as helpfulness and understanding, students reported high motivation. They appreciated the increased independence and deeper content coverage, which provided them with skills for future performance as they transition to middle school. Students who reported negative perceptions of teacher communication and more oppositional behaviors also reported having low motivation. They viewed work and homework as simply a means to try to pass the grade and were more likely to seek teacher assistance when a challenge arose rather than try to.