Positive student engagement is a prerequisite for students’ educational success. In this study, a microanalytic approach was used to explore patterns in teachers’ use of specific motivating teaching behaviours from the perspective of self-determination theory in relation to indicators of students’ positive engagement. The lessons of 52 teachers were observed and event-based coded. Results showed that specifically asking motivating questions and providing positive feedback and support during exercises were associated with subsequent positive student engagement. Unexpectedly, some demotivating teaching behaviours were also found to relate to positive student engagement, although to a lesser extent. Implications and directions for future research are discussed.

积极的学生参与度是学生取得教育成功的先决条件。在这项研究中，采用微观分析的方法，从与学生积极参与指标相关的自决理论的角度，探索教师使用特定激励性教学行为的模式。观察了52名老师的课程，并基于事件进行了编码。结果表明，在锻炼过程中特别提出激励性问题并提供积极的反馈和支持与随后的积极的学生敬业度有关。出乎意料的是，一些积极的教学行为也被发现与积极的学生敬业度有关，尽管程度较小。讨论了未来研究的意义和方向。