In their analyses of data from the MAGICS longitudinal study, Roeser and colleagues (1998) found that, after controlling for demographic characteristics and earlier-reported emotional functioning, adolescents' perceptions of their schools as placing emphasis on ability and competition, of negative treatment in school due to gender and due to race or ethnicity all predicted diminished emotional adjustment (i.e., increases in self-reported experiences of anger and depressive affect) over time. In contrast, perceptions of positive teacher regard, including support for competence and autonomy, predicted positive change in emotional adjustment during middle school.