Disentangling teacher and lesson variance and their relations to supportive learning environments: A machine learning assessment of teacher nonverbal behavior.

Abstract

We adapted a framework of temporal variability and context-specificity from motivational psychology to the context of instructional research. Using machine learning methods to assess teachers’ nonverbal immediacy (NVI) in class, our findings revealed that NVI varied between teachers and across lessons. Teaching thus can be seen as a situated practice shaped by both individual and contextual factors. Our results further indicate that NVI is linked to a supportive classroom climate and autonomy-supportive teaching. (PsycInfo Database Record (c) 2025 APA, all rights reserved)