本研究主要目的是探究國中學生學習風格、數學學習自我效能感、與其數學學習成就間的關係。研究者根據Herrmann（1981）的大腦優勢理論評量學生在四種類型學習風格的傾向，並根據Bandura（1977）的理論編訂量表評量學生的數學學習自我效能感。本研究共有136位來自中部地區某國中四個班級的二年級學生參與，受訪學生利用上課時間填寫學習風格量表及數學學習自我效能感量表。數學學習成就則是由學校提供學生在該學期及前一學期段考的數學成績。結果發現B型學習風格最能解釋數學學習自我效能與數學學習成就，而在控制數學學習自我效能感後，可大幅降低B型學習風格對數學學習成就的解釋力。研究者據此提出相關實務及研究上的建議。

The purpose of the present study was to explore the relationship among learning styles, self-efficacy in learning mathematics, and mathematics achievements of eighth graders. The researchers measured the learning styles based on the theory of brain dominance proposed by Herrmann （1981）. In addition, a questionnaire of self-efficacy in learning mathematics was designed based on Bandura’s （1977） theory. A total of 136 8 th graders from 4 classes at the same junior high school were recruited. The measures were done at school in group and their mathematics achievements were provided by their school. The results showed that, among the 4 type of learning styles, type B could explain for self-efficacy in mathematics and mathematics achievements best. After controlling the effect of self-efficacy, the explainable power of type B for mathematics achievements dropped dramatically. Research and practical suggestions were provided based on the results.