Real-time teacher-student interactions: The dynamic interplay between need supportive teaching and student engagement over the course of one school year

This study explored the relation between need supportive teaching and early adolescents’ engagement in moment-to-moment interactions development of interactional patterns over time. A single case was conducted on one teacher her eighth grade classroom, using classroom video observations evenly spread course school year. Multilevel State Space Grid analyses showed that what did (in terms supporting feelings autonomy, competence relatedness) when interacting with students mattered immediately for their engagement. Further, specific structural teacher-student interaction were found, both within lessons