Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors. The current study examined the association between student self-reported affective and behavioral engagement (n = 26,849 students) and observed instructional and behavioral classroom management practices within 401 classrooms in 54 high schools. We employed three-level hierarchical linear modeling and included student, classroom, and school variables. Results indicated that observed teacher use of positive behavior supports was positively and significantly associated with student reports of active engagement in the same classroom. Implications for improving teachers’ classroom management practices to promote student engagement are considered.

学生参与度是受复杂的学生，教室和学校因素影响的多维结构。尽管先前的研究已经研究了学生参与度的各个方面，但是很少有研究采用多层次的方法来将课堂实践的观察性指标与学生和学校因素同时纳入。本研究调查了学生自我报告的情感和行为参与之间的关联（n= 26,849名学生），并在54所高中的401个教室中观察了教学和行为教室管理实践。我们采用了三级分层线性建模，并包括了学生，教室和学校变量。结果表明，观察到的教师对积极行为支持的使用与同一教室积极参与的学生报告呈显着正相关。考虑了改善教师课堂管理实践以促进学生参与的意义。