Yet, not all studies seem to find a relationship between performance goals and students' motivation. A third study of students in three ethnically diverse Midwestern schools (Ryan & Patrick, 2001) finds no link between teachers' emphasis of performance goals and eighth grade students reports of their self-regulated learning after controlling for students prior motivation and achievement, gender, race, and teachers levels of support, promotions of students' social interactions, and promotion of mutual respect between students. The differences in these studies findings might be related to the motivational constructs measured in these studies. Whereas the first two studies examined students' endorsement of academic goals, the third study examined students' reports of their actual behavior when completing academic work (e.g., whether they check their work when it's finished, whether they think about whether they understand what they are working on).