There is far less research relating adolescents' academic self-concepts to their family circumstances than to their individual characteristics or other aspects of their environments. Only a single study was identified that documented a relationship between the characteristics of adolescents' family environments and their levels of academic self-concept. King (1994) found that higher levels of financial support from non-residential fathers were related to higher levels of global academic self-concept in a national sample of children ten years or older who were living in a separate home from their fathers (King, 1994). This study accounted for a number of other factors, such as the mother's wedlock status at the time of the child's birth, the child's distance from his or her father, and the family's economic status. However, because this study was non-experimental in design, a causal relationship between child support and academic self-concept cannot be determined.