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

尽管越来越认识到情境因素对参与的重要性，但传统上将参与视为学生的特征。在这项研究中，我们调查了在座位工作期间行为学生参与的观察性度量在多大程度上是由于学生与教师，师生二元组或情境（即，时间变化）的影响。此外，我们研究了师生互动过程中的适应性支持是否有助于该互动后的学生参与。对324个视频和音频记录的中学师生互动的交叉分类多层次分析表明，情境因素和错误是学生参与度变化的最主要来源。除了预期之外，与教师有关和与二分位数有关的变异性是有限的。尽管师生互动后的行为参与度显着高于互动前学生的参与度，但较高的互动后水平与师生互动过程中提供的适应性支持水平无关。这些发现表明，情境因素在参与研究中应引起更多关注，例如，通过调查哪些情境因素有助于参与。对于教师而言，交往的时变和情境性质为积极设计最佳学习情境提供了宝贵的机会。这些发现表明，情境因素在参与研究中应引起更多关注，例如，通过调查哪些情境因素有助于参与。对于教师而言，交往的时变和情境性质为积极设计最佳学习情境提供了宝贵的机会。这些发现表明，情境因素在参与研究中应引起更多关注，例如，通过调查哪些情境因素有助于参与。对于教师而言，交往的时变和情境性质为积极设计最佳学习情境提供了宝贵的机会。