Given its relevance across various fields of study, achievement in mathematics can influence students' learning and future career paths. Accordingly, identifying the factors that influence students’ mathematics achievement is important for supporting and improving their learning outcomes. The main objective of this study was to examine the mediating role of help-seeking constructs (attitude toward help-seeking (ATHS) and academic help-seeking behavior (AHSB)) in explaining the relationship between students’ motivational orientations (social skills (SS) and social goal orientation (SGO)), and mathematics achievement (MA) among 924 Grade 8 students. Participants were selected using a systematic random sampling technique, by which a proportional number of students were chosen from each school. The study employed a quantitative approach and a correlational research design. Data were collected using the Social Skills Questionnaire (SSQ), Social Goal Orientation Questionnaire (SGOQ), Attitude Toward Help-Seeking Questionnaire (ATHSQ), and Academic Help-Seeking Behavior Questionnaire (AHSBQ). Data on mathematics achievement were obtained from official school records. Analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM), and the findings revealed significant parallel and sequential mediating roles of ATHS and AHSB in the relationship between SS and SGO with MA. Also, the findings confirmed that ATHS and AHSB are part of the mechanisms through which SS and SGO influence students’ mathematics achievement. Based on the results, the study recommends that schools and educators need to strive to develop students’ social skills and foster intimate peer relationships to promote positive attitudes toward help-seeking and encourage academic help-seeking behavior, ultimately enhancing mathematics achievement. Finally, the research underscores the importance of implementing comprehensive interventions to support and improve students’ achievement in mathematics.