The relationship between high school students' feelings of efficacy and efforts to study and teachers' classroom testing practices was examined. Questionnaires were administered in four high schools in biology, geometry, English, and United States history classes; a total of 69 classes participated. Some teachers were also interviewed. Students' efforts to study were indicated by their responses to items on time spent doing homework, completing homework on time, answering questions in class, soliciting teachers' help, listening in class, being late to class, and cutting class. Students' feelings of efficacy versus futility were measured by items about obtaining rewards as a result of effort. Academic motivation was indicated by how important it was to do well and by the desired grade. Results confirmed the expected positive relationships of motivation and efficacy to effort. The predicted negative relationship of futility to effort was weaker. Results of examining teachers' testing practices indicated that students' perceptions of communication, feedback, correspondence, and helpfulness were strongly interrelated; they were also related to efficacy and self-reported effort. The questionnaires are appended. (GDC).