This study investigated feedback's impact on eighth grade math students' math self-efficacy, grit, and self-regulation. Teacher feedback conferences and self-reflections were implemented. Total math self-efficacy was not impacted significantly, but increased success with math assignments and no significant increase in math related physical tension were reported by the self-feedback group. Total grit was not significantly impacted, but persevering through difficulties improved after feedback conferencing. Scrap paper use increased during the conferencing treatment. Qualitative analysis of reflections yielded brief, vague responses with higher achievers interpreting errors more negatively than lower achievers. The findings of this study support continued research into effective interventions to strengthen math self-efficacy, promote grit, and foster the use of effective self-regulation strategies and meaningful self-reflection practices. [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.]