This study examined how high-stakes assessments and benchmark assessments impact the self-efficacy of 6th-grade students. The study took place during the 2018-2019 school year and surveyed students three times during the year. The first time was in September to obtain baseline data, a second time in October after students took the NWEA, and then a final time in May after students took the M-Step. To control for error, students were placed into one of four groups according to the classes they were enrolled in: Honors math and English (double honors), Regular math and English (double regular), Help, or Honors math or English (one honors). A one-between, one-within repeated-measures ANOVA was performed to see if any statistically significant changes occurred after the students took the NWEA and the M-Step. The study indicated that the double honors group had a statistically significant, but small, increase in self-efficacy in the area of academic achievement after taking the NWEA. Additionally, the data indicated a decline in the perceived self-efficacy for all students in self-regulated learning, meeting others' expectations, and enlisting parental and community support after taking the M-Step. These findings imply that the M-Step has a negative effect on student self-efficacy, whereas the NWEA does not impact most students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]