title: Antecedents and consequences of situational interest.
abstract: 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.
  
  
  OBJECTIVE
  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.
  
  
  METHODS
  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 programme for talented adolescents.
  
  
  METHODS
  Participants completed self-report measures prior to the start of the summer programme and at the end of the programme. Summer programme instructors completed ratings of students' engagement during the programme.
  
  
  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 programme, with varying associations observed based on the form of SI (triggered, maintained-feeling, and maintained-value). SI was positively related to individual interest and perceived competence in science at the end of the programme as well as teacher-rated engagement; SI also mediated the associations of classroom practices with these outcomes.
  
  
  CONCLUSIONS
  Results suggest that classroom practices shape SI. In turn, SI supports motivation and engagement. Moreover, differentiated antecedents and outcomes of the three sub-components of SI were identified, highlighting the utility of this three-component approach for studying SI.
authors.affiliation: Duke University, Durham, North Carolina, USA.
authors.forename: Lisa
authors.initials: L
authors.lastname: Linnenbrink-Garcia
authors.forename: Erika A
authors.initials: EA
authors.lastname: Patall
authors.forename: Emily E
authors.initials: EE
authors.lastname: Messersmith
mesh_terms: D000124:Achievement; D000293:Adolescent; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D012044:Regression Analysis; D013334:Students / Q000523:psychology*