This research is the follow-up study of Hwang & Ko (2018), in which five different motivational profiles are identified. Considering students with negative motivational constructs (profiles 1 and 2 in Hwang & Ko, 2018) have high potential to perceive them as students who give up on learning mathematics, we examined parents’ education levels, how to do homework and extra lessons, home resources, sense of school belonging, student bullying, and achievement by motivational profile with descriptive statistics, tests, and ANOVA. The findings showed that students would avoid learning mathematics if they have limited home resources while they want to improve their achievement. However, having enough home resources is not enough. If students are not able to see the improvement in their achievement despite their efforts to take extra lessons and spend their home resources, they would also be students who give up on learning mathematics potentially.