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Background There is a growing body of research on situational interest (SI). Yet, we still know relatively little about how SI is supported in the classroom and the academic benefits of SI. Aims The current study investigated (1) contextual antecedents of SI, (2) potential benefits of SI for academic outcomes, and (3) SI as a mediator of classroom practices to academic outcomes. Sample Participants were 126 male and female adolescents (mean age = 14.6 years) who took part in a science course during a 3-week residential summer program for talented adolescents. Method Participants completed self-report measures prior to the start of the summer program and at the end of the program. Summer program instructors completed ratings of students’ engagement during the program. Results Multiple regression analyses were conducted to investigate the three study aims. After controlling for initial individual interest, perceived choice, instructor approachability, and course connections to real life were statistically significant predictors of SI during the summer program, with varying relations observed based on the form of SI (triggered, maintained-feeling, maintained-value). SI was positively related to individual interest and perceived competence in science at the end of the program as well as teacher-rated engagement; SI also mediated the relations of classroom practices to these outcomes. Conclusion Results suggest that classroom practices shape SI. In turn, SI supports motivation and engagement. Moreover, differentiated antecedents and outcomes of the three subcomponents of SI were identified, highlighting the utility of this three-component approach for studying SI.

Live donation benefits recipients, but the long-term consequences for donors remain uncertain. RELIVE surveyed kidney donors (N=2,455; 61% women; mean age 58, aged 24 – 94; mean time from donation 17 years, range 5 – 48 years) using the SF-36. The 95% CIs for white and African-American donors included or exceeded SF-36 norms. Over 80% of donors reported average or above average health for their age and sex (p<0.0001). Donors’ age-sex adjusted physical component summary [PCS] scores declined by half a point each decade after donation (p=0.0027); there was no decline in mental component summary [MCS] scores. White donors’ PCS scores were 3 points higher (p = 0.0004) than non-whites’; this difference remained constant over time. 9% of donors had impaired health (PCS or MCS score > 1 SD below norm). Obesity, history of psychiatric difficulties, and non-white race were risk factors for impaired physical health; history of psychiatric difficulties was a risk factor for impaired mental health. Education, older donation age, and a first degree relation to the recipient were protective factors. 1% reported that donation affected their health very negatively. Enhanced pre-donation evaluation and counseling may be warranted, along with ongoing monitoring for overweight donors.

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