The main objective of this study was to investigate the effectiveness of psychological and societal factors on students’ mathematical performance and beliefs. A sample 440 girl students of 9th grade were assessed on a questionnaire with 32 questions. The results indicate that psychological and societal factors such as parents’ degrees, jobs, income, attitudes towards mathematics and students’ attitudes toward mathematics, attention on mathematical lessons, beliefs about teachers role on their mathematical understanding, beliefs about the effect of their try on mathematical performance had significant correlation with students’ mathematical performance and beliefs. These findings could help provide some practical implications for improving students’ mathematical performance

Keywords