An individual's quality of interaction with peers during grade school predicts his or her regulatory abilities during early adolescence. A longitudinal study conducted by Burton and Kranz (1990) sampled 152 third-graders of varied ethnic and socio-economic backgrounds and conducted a follow up three years later. Results of the study indicate that those youth who were rejected by peers during early elementary school showed less behavioral control, less internal perception of control, and continuing peer problems at the time of the follow-up (Burton & Krantz, 1990).