The aim of this study is to investigate the relationship between a variety of non-cognitive factors and the mathematics performance levels of eighth grade students in the Trends in International Mathematics and Science Study (TIMSS). The sample group consists of 4077 Turkish students who took part in TIMSS 2019. Data were collected using the student background scales in the student questionnaire and achievements tests by TIMSS practitioners. It was interpreted through correspondence analysis as an exploratory and multivariate statistical technique. Results indicated a significant correspondence between students' achievement and attitudes towards mathematics, instructional structure, school climate, and home educational resources. High-achieving students were found to express more positive attitudes, attach higher instructional clarity to mathematics lessons, encounter less disorderly behavior during mathematics lessons, and have more home educational resources. Regarding school climate, high-achieving students had less sense of school belonging than low-achieving students. As for school discipline and safety, high-achieving students faced more bullying than intermediate-level students. Results suggest that students with low mathematics achievement should be supported in terms of both educational resources and non-cognitive factors.