This study examines the complexities of the social learning environment in middle school physical education. Specifically, we investigate the independent and interactive predictive effects of situational interest and needs supportive teaching on students’ personal interest and class engagement. Middle school students (N = 388) in compulsory physical education courses completed questionnaires on situational interest, needs supportive teaching, personal interest, and behavioral and emotional engagement. Results from structural equation modeling tests revealed independent predictive effects of situational interest and needs supportive teaching on personal interest, and behavioral and emotional engagement. There was also an interactive effect between situational interest and needs supportive teaching on personal interest. This association was conditional on a minimum level of needs support in the social learning environment. To date, the conceptualization of situational interest has focused on student – activity interactions; however, our findings highlight the importance of social learning environment on student – activity interactions.

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This study has provided insight into the complex relationship between situational interest, the social environment, competence, and behavior. This quasi-experiential design included a pre-test questionnaire, intervention activity of throwing and catching a football, and post-test questionnaire administered to forty children aged 7–13 enrolled in a summer camp. The results of this study supported a theoretical approach that hypothesized that competence positively influences situational interest. The implications for summer camp owners and counselors support providing an environment that is supportive of elementary-age children participating in an established curriculum that results in positive interactions and activities where summer campers can perceive that they are competent.

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Although the number of African immigrants in the United States has steadily increased, there remains a gap in understanding their lived experiences in the context of employment and wellness. Using qualitative method, this study investigated underemployment and wellness among six foreign-educated African immigrants. The purpose of this chapter is to discuss three themes that emerged from this study. Study design utilized was grounded theory. Participants in this study held professional jobs before relocating to the US. Results suggest that despite excitement of migrating to the US, African immigrants experience myriad life events from the time they land until when they settle down. Yet, the adaptation mechanisms reported include social networking and social support. Thus, three themes that emerged from this study are occupational, emotional, and social wellness. From the findings, the authors developed underemployment versus wellness conceptual framework that can be used for future studies.