Further, some studies have documented a relationship between individuals' psychosocial adjustment, both within and outside of the academic realm, and their academic achievement. For instance, Teo et al. (1996), in the study described above, found a relationship between individuals' cumulative socioemotional adjustment, as measured by teacher ranking of children on their emotional health and peer competence in the 1st, 2nd, 3rd, and 6th grades, and their reading and math achievement in at age 16. Further, Jordan and Nettles (1999) found that 10th grade academic self-concept predicted math and science achievement in the 12th grade, after accounting for background factors.