Wang, MeiVickery, JamesLamb, Krysten2019-05-062019-05-062019-05http://hdl.handle.net/11603/13662This study was designed to determine whether written feedback and self-reflection impacted a student’s perception of his or her efficacy in mathematics and whether there exists a relationship between self-efficacy and mathematics achievement. In the treatment group, students were assigned homework to reflect on feedback written on exit tickets from the previous class period; students were given pretests and post tests in class to quantify their self-efficacy and mathematics understanding. The results of the study indicate that there was no significant change in students’ perception of efficacy as a result of reflection on their own work. Moreover, there was no significant correlation between students’ self-efficacy and mathematics achievement.33 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.MathematicsMiddle schoolAcademic Self-EfficacyEducation -- Research papers (Graduate).Text