本研究綜合理論文獻建構一個國中生數學學業成就模式，目的在探討自我概念與學習策略對學習成就的效果。以結構方程模式方法，分析所蒐集的觀察資料與模式的適配度。受試者採用分層隨機抽樣的方式，有效樣本共444人。研究工具為數學自我概念量表、數學學習策略量表和數學第一次與第二次段考成績。數學自我概念的構面分別是「自重感」、「自我行動」二個構面，數學學習策略有「訊息處理」、「批判思考」、「支持策略」、「監控與診斷」「時間安排」、「專心經營」、「人際求助」等六個構面。 研究結果發現：數學學業自我概念直接正向影響數學學業成就、數學學業自我概念直接正向影響數學學習策略、數學學習策略直接正向影響數學學業成就，數學學業自我概念可以藉由數學學習策略為中介變項，間接影響數學學業成就。最後，本研究根據研究結果，對教師、相關工作者與後續研究者提供各項建議。

This study aims to develop a structural model of a causal relationship between mathematics self-concept and the learning strategies employed in mathematics, and their effect on the achievements of junior high students in this subject. Structure equation modeling with the LISREL computer program was used to investigate the model proposed by the author. The participants included 444 eighth-graders from junior high schools in Taipei. The results showed that there is a significantly positive relationship between mathematics self-concept, mathematics learning strategies and achievement in mathematics. Mathematics self-concept has a significantly positive effect on academic achievement, and more, mathematics academic self-concept has a significantly positive effect on mathematics learning strategies. In turn, mathematics learning strategies have a significantly positive effect on achievement in the subject. The results also revealed that mathematics academic self-concept can influence academic achievement in the subject indirectly, with the learning strategies found to be intermediary. The implications for the present study are discussed and suggestions for teachers and further research are also proposed.