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The present study examined predictive effect of gender, home educational resources, family involvement, and motivational beliefs of self-efficacy and task value in science on students’ academic expectancies. 6331 eight grade students who participated in TIMSS 2011 in Turkey consisted of the sample of the study. Logistic regression analyses results revealed that girls had higher levels of expectations to attain university education than boys. Home educational resources, family involvement, and self-efficacy in science emerged as significant and positive predictors of students’ academic expectations, as well. Some suggestions were provided for science teachers to promote their students’ self-efficacy beliefs and for parents to improve their involvement in schooling.