University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 22 58 2025 05 22 Identify Effective Factors in Eight Grade Iranian Students Mathematical Performance at TIMSS 2019 Identify Effective Factors in Eight Grade Iranian Students Mathematical Performance at TIMSS 2019 132 107 8949 10.22111/jeps.2025.38733.4605 FA Abolfazl Rafiepour Associate Professor, Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman, Kerman, Iran Journal Article 2021 06 26 This research was carried out with the aim of identifying the factors affecting the Iranian student’s achievement in mathematics. In order to achieve this goal, by using the data from the results of the latest study of the International Association for the Evaluation of Educational Achievement, i.e. TIMSS 2019, and by using factor analysis on the items of the student questionnaire, the factors related to the mathematical progress of Iranian students were investigated. In the initial review, using research evidence, a test list of 59 items from the student questionnaire was selected for data analysis and subjected to factor analysis with principal components and Varimax rotation. Based on Scree test and eigenvalues ​​greater than one, seven factors were identified as the most explainers of variance. These factors, which explained 41.618% of the variance in general, are: students' attitude towards mathematics, educational facilities at home, valuing mathematics, mathematics self-concept, school connectedness, school atmosphere and parents' participation. In general, TEAMS 2019 data showed that in predicting the Iranian student’s achievement in mathematics, the factor of students' attitude towards mathematics has the most effect on students' math scores for the entire sample and for both genders. Although the results of the analysis showed that this factor has a greater effect on the math score of girls than boys. Emphasizing on the methods that lead to the creation of self-concept and positive attitude toward mathematics is a practical conclusion of the current research. This research was carried out with the aim of identifying the factors affecting the Iranian student’s achievement in mathematics. In order to achieve this goal, by using the data from the results of the latest study of the International Association for the Evaluation of Educational Achievement, i.e. TIMSS 2019, and by using factor analysis on the items of the student questionnaire, the factors related to the mathematical progress of Iranian students were investigated. In the initial review, using research evidence, a test list of 59 items from the student questionnaire was selected for data analysis and subjected to factor analysis with principal components and Varimax rotation. Based on Scree test and eigenvalues ​​greater than one, seven factors were identified as the most explainers of variance. These factors, which explained 41.618% of the variance in general, are: students' attitude towards mathematics, educational facilities at home, valuing mathematics, mathematics self-concept, school connectedness, school atmosphere and parents' participation. In general, TEAMS 2019 data showed that in predicting the Iranian student’s achievement in mathematics, the factor of students' attitude towards mathematics has the most effect on students' math scores for the entire sample and for both genders. Although the results of the analysis showed that this factor has a greater effect on the math score of girls than boys. Emphasizing on the methods that lead to the creation of self-concept and positive attitude toward mathematics is a practical conclusion of the current research. https://jeps.usb.ac.ir/article_8949_9a51b9be499b9144d04a7cf8665c0883.pdf