Further, a couple of studies have found a link between adolescents' attributions for academic success and self-regulation (two important components of achievement motivation) and their levels of school engagement. For instance, in a relatively large, diverse sample of high school students, Glasgow, Dornbusch, Troyer, Steinberg, and Ritter (1997) found that those who attributed school outcomes to causes other than their own effort reported being less involved and attentive at school and doing less homework at a later point in time than those who attributed school outcomes to their own behavior. This relationship remained even after controlling for differences across students in earlier levels of engagement, as well as characteristics of the adolescents' parents (education and parenting style) and adolescents' race, gender, and age. Wentzel (1997) found a similar link between students' sense of control over their academic outcomes and their level of effort in school in a smaller, less heterogeneous sample of junior high school students in the mid-Atlantic region. Finally, in a sample of urban, African American girls in junior high school, Connell and Halpern-Felsher (1997) found that those with higher levels of self-regulation reported being more emotionally engaged in school that those with lower levels of self-regulation, even after controlling other academic and non-academic characteristics of the individuals. Although the engagement and self-regulation variables in this study were measured at the same point in time, the general pattern of findings supports those found in the two other longitudinal studies relating achievement motivation to school engagement.