This study aims to i) determine the level of middle school students’ expectancy beliefs and value perceptions (intrinsic interest value, attainment value/importance, extrinsic utility value, task difficulty and required effort) regarding math and ii) examine their expectancy beliefs and value perceptions according to the variables of gender, class, and level of achievement. The study was realized with the participation of 225 middle school students (110 girls and 115 boys) who are in different schools in the center of Gaziantep. In order to determine students’ expectancy beliefs and value perceptions towards math, the Scale of Self and Task Perception in Math was used along with term-end math marks which were used to determine students’ math achievement. In analysis of the data, the descriptive statistical techniques ANOVA and MANOVA were used. According to the descriptive analyses’ findings, participant students’ expectancy beliefs are above the intermediate level. Attainment-importance, utility value and required effort perceptions of students are higher than intrinsic value and task difficulty perceptions. According to the ANOVA and MANOVA findings, female students’ perceptions of attainment-importance, required effort and task difficulty found higher. Findings revealed that the students at higher class levels displayed lower levels of expectancy beliefs, intrinsic value and the utility value of students. Besides, students with higher intrinsic value perception and expectancy beliefs and lower required effort perception found to have better achievement levels in mathematics. In order to increase expectancy beliefs and task values of students towards mathematics, they must be provided with successful experiences related to mathematics. |