The relationship in between mathematics students' self and group efficacies in a Thinking Classroom

Self-efficacy has been thoroughly studied in its connections to mathematics education and student learning. However, the modern secondary mathematics classroom is shifting towards increased group activities and tasks. The Thinking Classroom model is a particular means of increasing student engagement through group work. As classrooms evolve, group efficacy has become an increasing factor in student achievement. This study is an exploration of the possible relationships between self and group efficacy in a Thinking Classroom. Students were observed during group work and then given a questionnaire to measure their self and group efficacies and any possible variation. A select group of students was then interviewed. After the interview, the results were analyzed for common themes of particular efficacies. The results suggest that the Thinking Classroom model can lead to more positive group efficacy, which then leads to more positive self-efficacy.