This study is based on the theory of academic self-concept from March and the theory of academic emotions from Pekrun in an attempt to examine a model to mathematics learning model for junior high students. The purposes of this study are: (1) to examine the proposed academic self-concept process model and to test the model fit. (2) to analyze whether learning strategies mediate the association between academic self-concept and academic achievement.(3) to analyze whether academic emotions mediate the association between academic self-concept and academic achievement, (4) to combine academic self-concept and academic emotion variables to understand whether those variables interaction produces learning synergy. The results support the hypotheses that Observed data were analyzed by SEM and the model comparison approach. Implications for theory, instructional intervention and future research are discussed.