Background:
The purpose of the current study is to develop a mathematics self-report inventory (MSRI) to measure Turkish elementary students’ mathematics expectancy beliefs and task values based on the expectancy-value theory of achievement motivation.

Materials and methods:
In Study-1 (n = 1,315), exploratory factor analysis (EFA) and reliability analysis are used to evaluate the MSRI. EFA results suggest a five-factor model that consists of interest value, extrinsic-utility value, importance value, personal cost, and expectancy beliefs. In Study-2 (n = 1,343), confirmatory factor analysis (CFA) and convergent, discriminant, and subgroup validity results are also used to examine construct validity for the MSRI.

Results:
The results indicate that (a) elementary students’ scores on the MSRI did not significantly differ by gender; (b) elementary students’ scores on the MSRI were significantly influenced by grade level; and (c) a significant, positive, and strong relationship existed between students’ scores on the MSRI and students’ achievement scores from the Level Determination Exam.

Conclusions:
The findings of this study showed that, with a few exceptions, the MSRI is a reliable and valid psychological tool for use with the elementary students in Turkey and may be regarded as beneficial in guiding subsequent study goals by explaining students’ achievement-related beliefs grounded in the expectancy-value theory.