本研究之目的是要了解未來時間觀、學習投入、學習策略與學科情緒等變項對學習成就的影響力大小，同時建構未來時間觀與學習成就的中介模式。問卷調查主要包含「未來時間觀量表」、「學習投入」、「學習策略」，以及「數學情緒」等量表。以107學年度之國中生為研究對象，自臺灣北、中、南、東及離島（金門、馬祖）五區抽選，有效問卷735份。主要研究發現有：1.未來時間觀與數學成就之間以學習投入為中介變數，可發展最佳學習模式；未來時間觀與數學成就之間以學習策略為中介變項，為次佳學習模式。2.數學學業情緒在未來時間觀與數學成就之間無法產生中介作用。3.數學學習投入的影響力大於數學學習策略，學習投入、學習策略與學業成就之間僅可產生部分中介作用。研究結果可提供教師對學習輔導或差異化教學的參考，亦可提供發展客製化教材的考量。

The purpose of this study was tried to use future time perspectives, learning engagement, learning strategies, and academic emotions as factors to understand statistical influence, as well as construct mediation models of future time perspectives and learning achievements. The instruments were “learning strategy scale”, “academic emotion scale”, and separately compiled “future time perspective scale” and “math learning engagement scale”. The study was conducted on 735 students who came from 107 middle school which were selected from the five districts of Taiwan: North, Middle, South, East, and Islands (Kinmen, Matsu). The results of the study showed that future time perspective, learning engagement and academic achievement was the best mediation model. The second good mediation model was future time perspective, learning strategy and academic achievement. Learning engagements, learning strategies and academic achievements can only produce part of the mediation effect. Mathematics emotions cannot be used as a mediation variable. Based on the analysis results, this study had implications for class management in mathematics, customized or differentiated teaching.