本研究主要目的在於建構並驗證大學生成就目標、心理資本、學習投入對學習收穫之影響模式，採用立意抽樣的方式，以1136位大陸大學生為研究對象，使用大學生成就目標量表、大學生心理資本量表、大學生學習投入量表以及學習收穫量表進行測量，再以描述統計、信度分析、因素分析、多變量變異數分析、皮爾遜積差相關、多元迴歸分析與結構方程模型等統計方法進行分析。結果發現： 一、在大學生對學習成就目標的追求中，最重視「精熟目標」。不同專業大學生在「表現目標」和「成就目標」總分上有顯著差異。 二、大學生的心理資本較佳，不同性別大學生的「自我效能」有顯著差異；不同專業大學生在心理資本的四個維度上均有顯著差異；不同年級大學生在「心理資本」和「希望」維度上有顯著差異。 三、大學生學習投入程度較好，不同性別大學生在「行為投入」和「學習投入」上有顯著差異；不同專業大學生在「認知投入」上有顯著差異。 四、大學生的學習收穫情況很好，不同年級大學生在「專業收穫」、「應用收穫」以及「學習收穫」上均有顯著差異。 五、大學生的成就目標、心理資本、學習投入和學習收穫間存有顯著正相關。 六、大學生成就目標各維度與學習投入、學習收穫各維度間有顯著正相關。 七、大學生心理資本中的「自我效能」、「希望」、「樂觀」均與學習為投入、學習收穫各維度之間有中度的顯著正相關；「復原力」與學習投入中的「情感投入」和「認知投入」以及學習收穫中的各維度呈現較弱的顯著正相關。 八、大學生學習投入各維度與學習收穫各維度間有顯著正相關。 九、大學生的「情感投入」，是預測「學習收穫」及各維度的重要變項。 十、大學生成就目標、心理資本除了對學習收穫有直接影響外，亦可經由學習投入對學習收穫產生間接影響。 本研究根據研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 / The study aimed to construct and examine the model of college students' achievement goals, psychological capital, learning engagement and learning outcomes. A total of 1136 college students of China were enrolled to collect measurement of constructs based on self-report questionnaires, which included " College Students' Achievement Goals Scale", " College Students' Psychological Capital Scale", " College Students' Learning Engagement Scale" and " College Students' Learning Outcomes Scale ". The statistical analysis were conducted by descriptive statistics, reliability analysis, factor analysis, one-way ANOVA, Pearson product-moment correlation analysis, multivariate regression analysis and structural equation modeling analysis. The study finding were as follows: 1. In the pursuit of college students' achievement goals, the most important was "mastery goal". There were significant differences in the scores of "performance goals" and "achievement goals" among college students of different discipline. 2. Psychological capital of college students was better. There were significant differences in the "self-efficacy" of college students with different gender. There were significant differences in the four dimensions of psychological capital among college students with different discipline. There were significant differences in the dimensions of "psychological capital" and "hope" among college students of different grades. 3. The college students had a better degree of learning engagement . There were significant differences in "behavioral engagement" and "learning engagement" among college students with different gender. There were significant differences in "cognitive engagement" among different discipline college students. 4. The college students learning outcomes were very well, students of different grades in the "professional outcomes", "application outcomes" and "learning outcomes" were significantly different. 5.There is a significant positive correlation between achievement goals, psychological capital, learning engagement and learning outcomes. 6. The dimensions of achievement goals were significant correlate positively with the dimensions of learning engagement and the dimensions of learning outcomes. 7. The college students' psychological capital of "self-efficacy", "hope" and "optimism" had a moderate significant positive correlation with the dimensions of learning engagement and learning outcomes. Resilience with "emotional engagement" and "cognitive engagement" had weak positive correlation; Resilience with the dimensions of learning outcomes had significant positive correlation. 8.There is a significant positive correlation between the dimensions of college students' learning engagement and the dimensions of learning outcomes. 9. "Emotional engagement" of college students is important variables in predicting "learning outcomes" and its dimensions. 10. The achievement goals and psychological capital of college students not only influence learning outcomes directly, also influence learning outcomes through learning engagement indirectly. Based on this research results, several suggestions were proposed for future practical application and futher research.