The results of this study compile convergent validity evidence for the Student Interest Scale and Student Engagement Scale through associations among emotional support, emotion work, student interest, and engagement. Confirmatory factor analysis indicates that the factor structures of the measures are stable, reliable, and valid. The results indicate positive relationships among emotional support and students' emotional and cognitive interest and engagement and inverse associations among students' emotion work, interest, and engagement, providing evidence for convergent validity. Theoretical and pedagogical implications are discussed.