Affective skills such as attitudes, beliefs, and self-efficacy of students towards a discipline significantly affect their academic success. Likert type scales are frequently used to determine the affective competence levels of individuals regarding a course or discipline. When the literature is examined, it is seen that the number of scales aiming to determine the self-efficacy perceptions of primary school students about the mathematics lesson is quite insufficient. Therefore, in this study, it was aimed to develop a reliable and valid scale that can determine the self-efficacy levels of fourth grade students in mathematics. The method of the study is quantitative and the model is survey. After the literature review, a self-efficacy scale form was prepared for the mathematics course, which consists of 40 items and includes answers in triple Likert type. Ethics committee approval dated 06.01.2022 and numbered 130502 was obtained from the Scientific Research and Ethics Committee of İnönü University for the research. The prepared scale form was applied to 591 fourth grade students who were studying in the Battalgazi and Yeşilyurt districts of Malatya province in the 2021-2022 academic year and selected by simple random sampling method. Of the collected data, 329 were used for exploratory factor analysis (EFA) and 262 for confirmatory factor analysis (CFA). Reliability and validity analyzes were performed on the data obtained after the application. In order to ensure content validity, the item pool was arranged in line with expert opinions. Construct validity was ensured by applying EFA and CFA to the draft scale form. After the construct validity analyzes, it was seen that the scale had three sub-dimensions and these dimensions were named as "Attitude", "Practice" and "Motivation". In the reliability analysis, it was seen that the Cronbach Alpha reliability coefficient was .84 in the scale, .79 in the "attitude" factor, .71 in the "practice" factor and .63 in the "motivation" factor. As a result of the analyzes and evaluations made, it can be said that the mathematics self-efficacy scale (MSES), which consists of three factors and 13 items, is a valid and reliable scale that can contribute to the literature in determining students' mathematics self-efficacy perceptions.

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