In this paper, we present the development of two instruments designed to determine what student team interactions relate to self-efficacy and achievement. The social-cognitive theory constitutes the theoretical framework for the development of the instruments. Seven first-year engineering student teams participated in this study. Students took the self-efficacy survey and were video and audio-recorded during a semester. The first instrument created was a survey that measures engineering

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... icacy. Construct validity of this survey was established by correlating it with students' achievement scores. The internal consistency of the self-efficacy survey is 0.9. The content validity of both instruments was established by a comprehensive literature review and feedback from a panel of experts. The second instrument is an observation protocol designed to capture team oral discourses that occur when solving engineering design problems. Thirty-five discourse moves were established through an iterative process of code development and refinement. These moves were grouped under six discourse categories: task-oriented, responseoriented, learning-oriented, support-oriented, challenge-oriented, and disruptive. The results show that achievement and gain in self-efficacy are significantly correlated. There is also a positive correlation between support-orientated discourse and post self-efficacy scores. Negative correlations are observed between disruptive discourse behaviors and post self-efficacy scores. Discussion includes recommendations for engineering educators on how to help teams build supportive environments and what to look for when evaluating student team interactions.