Background: Ineffective motivational beliefs refer to the tendency of people to evaluate performance according to low criteria and lack of effort and perseverance to succeed in homework. Dysfunctional motivational beliefs lead to depression, anxiety, decreased self-esteem, academic self- efficacy, and other psychological problems. Although identifying and measuring dysfunctional motivational beliefs is essential to prevent psychological problems, there is a research gap in the construction and validation of the scale of dysfunctional motivational beliefs in the study population. Aims: This study aimed to construct and validate the scale of dysfunctional motivational beliefs in high school students. Methods: The method of the study was a combination of exploratory type and instrument development model. For this purpose, the foundation was first established through a qualitative study (in the previous study) based on data theorizing, using a semi-structured interview technique that was selected and interviewed with a sample of 15 students. The text of the interviews identified dysfunctional coding and motivational beliefs in behavioral, motivational, emotional, cognitive, personal, school, and family components using 12 methods of exercise, selection, and selectivity (Strauss & Corbin, 2015). In the next stage (the present study), based on the codes obtained from the qualitative part of the research, it became a tool for measuring the dysfunctional motivational beliefs of high school students and validating them. They were studying in 1399. They were selected using Purposive sampling and responded to the dysfunctional motivational beliefs scale. Results: The results of the confirmatory factor analysis showed that the dysfunctional motivational beliefs scale contained 40 questions and consisted of 4 validated factors. Items 1 to 8 related to the factor of academic self-efficacy; Items 9 to 18 related to the testing anxiety factor; Items 19 to 31 related to the factor of academic credentials, and items 32 to 40 were related to the factor of homework value. Indicators of model fit in confirmatory factor analysis confirmed the validity of this scale. Conclusion: In general, the results of the study provided evidence for the validity and reliability of the researcher-made questionnaire of ineffective motivational beliefs as a tool for measuring defective and inhibiting beliefs in the path of academic success of students, and it can be used as a reliable and valid tool for diagnosis used by researchers, therapists, and counselors, teachers should be placed.

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