One study suggests that higher perceived adult involvement in the adolescent's education at home (e.g., caring about the adolescent's education, allowing the adolescent to have influence over decisions affecting him or her) was related to higher levels of self-regulation in learning in a sample of about 740 urban, African American junior high school students (Connell & Halpern-Felsher, 1997). This relationship was found for both boys and girls in this sample of urban, African American junior high school students and was found even after controlling for adolescents' levels of prior educational risk behavior, such as their prior suspensions, levels of absenteeism, and test scores. However, it is important to note that the measures of adult involvement at home and achievement motivation were taken from a single point in time. Hence, it is impossible to determine whether students who are more intrinsically motivated elicit more support at home or whether more support at home leads to more intrinsic achievement motivation (or both).