International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 14, Issue 8, 2020 439 Discerning the Intervening Roles of Students Mathematical Resilience and Academic Emotions between the Relationship of Home-School Ecological Structures and Achievement Eddiebal P. Layco, Ph.D. Planning and Development Director, Don Honorio Ventura State University, Philippines, Faculty, Senior High School and Graduate School, DHVSU, Philippines Email: eplayco@dhvsu.edu.ph This study is mainly anchored on the theory of Urie Bronfenbrenner, surrounding ecological theory assumptions regarding the effect of different environmental structures upon achievement. The intervening role of students’ mathematical resilience, and academic emotions upon the link between ecological system structures, and mathematics achievement was examined among 850 selected junior high school students in the Province of Pampanga. The Academic Emotions Questionnaire (Pekrun, Goetz, & Frenzel, 2005), and the Mathematical Resilience Scale (Janice Kooken, 2015) were used to assess how the resiliency of the students, and their positive and negative emotions mediated the effect of the ecological structures, and mathematics achievement. The results showed that the students’ home environment, and their relationship with their parents under the home microsystem, predicts their achievement. Further, their teachers’ instructional competence, mathematics learning environment, attitude towards school, positive affect, and self-perceived competence under the school microsystem structures are associated to their performance. The dimensions under the home-school mesosystem structure showed no impact upon students’ achievement. Moreover, mathematical resilience, and positive academic emotions (enjoyment, hope, and pride) have a significant relationship to achievement,