A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support

Despite increased acknowledgement of the significance situational factors to engagement, engagement is traditionally seen as a student characteristic. In this study, we investigated what extent variation in observational measures behavioral during seatwork due students versus teachers, teacher-student dyads, or (i.e., time) effects. Additionally, studied whether adaptive support interactions contributes following that interaction. A cross-classified multilevel analysis 324 video- and audio-recorded secondary school showed error were strongest source variability engagement. Other than expected, teacher-related dyad-related limited. Although after interaction was significantly higher pre-interaction post-interaction levels not related level provided These findings imply deserve more attention research, for example by investigating contribute For time-variant, situation-dependent nature opens up valuable opportunities actively design optimal learning situations.