以往國內有關數學之自我概念、學習策略與數學學業成就的研究都是小範圍的研究，限制了推論的有效性。本研究將研究範圍擴大，以瞭解變項之間或中介作用是否會有變化，藉以作為優質自我概念增強的方案設計。研究採用問卷調查法，以結構方程模式進行分析。研究結果顯示數學自我概念分別對數學學習策略與數學學業成績有顯著的影響，數學學習策略可以作為數學自我概念與數學學習成就的中介變數。本研究之結果與過往研究不同的是，完善周延的數學學習策略應包括認知策略，後設認知策略和資源管理策略。教師需要瞭解數學學習策略的特質，以便隨學生程度不同及時改變，靈活運用教學策略。

As mathematics educators, the student’s learning has been our major concern for long. Since many past researches were conducted in small-scale and limited in a validity of inferences, this research has been expanded into a larger scope to see if there could be changes between variables or mediators. It aims to re-conceptualize the self-concept and learning strategy on mathematics. It tries to facilitate the classroom teaching direction in the future, and to design a quality self-concept enhancement program for students. With the questionnaire survey used in this study, the instruments included the mathematics self-concept scale and the mathematics learning strategy scale. Then, the structural equation modelling was used to analyze the data (N=1,200) from the 8th graders in Taiwan. The findings from this research are consistent with the previous studies on (a) mathematics self-concept has a significant positive effect on mathematics learning strategies; (b) mathematics self-concept has a significant positive effect on mathematics academic achievement; and (c) mathematics learning strategies has a positive effect on mathematics academic achievement. Mathematics learning strategies are proved to be able to play as the mediator toward mathematics academic achievement in this study. Unlike previous researches, mathematics learning strategies should include cognition strategies, recognition strategies, and resource management strategies. Teachers need to be aware of the mathematics learning strategies for timely change and need to be flexible when using teaching strategies. The implications for the present study were discussed and the suggestions for teachers and further research were also proposed.