目前一般社會大眾、教育工作者以及大學生，多數認為高等教育的品質未達理想，大學生呈現出的學習成果與競爭力，未能符合社會趨向多元化與全球化的要求。因此，提升大學生的學習品質，應是目前高等教育著力的重點工作。本研究參考相關理論與研究，從輸入因素（學校特質、學生個人背景）、過程因素（學校環境、人際投入與學術投入）、輸出成果（學習發展成果）等三大面向，探討大學教育品質與學生學習發展成果之關係，並建構因果模式。研究對象為高等教育資料庫2005學年度大三學生調查結果，包括公立大學8,618人、私立大學15,793人，共24,411人。資料分析運用結構方程模式統計方法，驗證大學教育品質與學生學習發展之因果模式。研究工具選取資料庫大三學生問卷，包括性別、身分別、自我概念、生涯抱負、學校環境（教學品質、校園支持）、人際投入（師生互動、同儕關係）、學術投入與學習發展（學習成果滿意度與自評多元能力）等。結果發現本研究因果模式適配度良好，且除了身分別對於人際投入的直接效果不顯著外，其餘所有影響路徑均達顯著水準。歸納研究結果，提出大學提升教育品質與學生學習發展之建議。

The purpose of this study was to explore the causal relationship between the quality for college education and outcomes of learning and development of students. The variables of this causal model included: input factors (colleges’ and students’ characters), process factors (campus support, social involvement, academic involvement) and outcomes of learning and development (satisfaction for learning outcomes, multiple competences). The data of the study collected from the junior survey of higher education data base on 2005 by Center for Research on Educational Evaluation and Development at National Taiwan Normal University. The participants consisted of 8,618 students of public universities and 15,793 students of private universities. Total size of the sample was 24,411 students. Data analysis was using Structural Equation Modeling to test the fitness of the causal model of this study. The findings were as follows: the fitness of model is good and all the paths are significant, except the direct effect from ethnic identities to social involvement. Finally, recommendations for college faculties and student affairs staffs to improve their teaching and programming were presented.