Non-cognitive factors have been considered as particularly important aspects in shaping students' academic achievement. The current study aimed to examine a number of these factors in relation to the prediction of mathematics achievement among a representative sample of students in Greece. The sample consisted of 5125 15-year-old students who participated in the Programme for International Student Assessment (PISA) 2012. The study considered the extent to which students' mathematics self-beliefs, motivation to learn mathematics and attitudes towards school contributed to the prediction of their mathematics achievement. Multilevel modelling assessed both individual and school level variation, revealing that students' mathematics self-efficacy, anxiety, self-concept, instrumental motivation and attitudes towards school were statistically significant predictors of their mathematics achievement, even after controlling for their gender and school socio-economic status (SES). Policy implications are discussed based on the findings of the current research study. •The role of non-cognitive factors in predicting Greek students' mathematics achievement was examined•'Students' self-beliefs, motivation and attitudes were statistically significant predictors of their mathematics achievement•Boys statistically significantly outperformed girls in mathematics•Socio-economic status at school level was a statistically significant predictor of students' mathematics achievement•The final multilevel model explained a large proportion of the variance in mathematics achievement