Of the non-familial influences on child and adolescent outcomes, schools have been the most widely investigated. Although the majority of this work has focused on academic outcomes, including academic performance and motivation, there are findings within the literature relevant to emotional well-being as well. Studies have been conducted, for example, on the associations of classroom characteristics, including goal structures (i.e., ability and competition versus learning and cooperation), perceptions of autonomy support, and emotional involvement from teachers on children's self-esteem, perceived competence, and perceived control in the academic domain (e.g., Call & Mortimer, 2001; Dweck, 1991; Midgley, Feldlaufer, & Eccles, 1989; Roeser et al., 1998; Roeser, Midgley, & Urdan, 1996; Ryan, Stiller, & Lynch, 1994).