本研究之主要目的在發展「大學生學習投入量表」，而後驗證量表之信度、效度與複核效化穩定性。過程中首先參酌相關文獻並建立量表，接著針對預試結果進行項目分析；正式施測對象之有效樣本為1,644 位大學生，隨機將之分為三組獨立樣本。先以第一組樣本進行探索性因素分析，了解量表的因素結構，再以第二組樣本進行驗證性因素分析，架構量表模型並確立整體契合度，以及考驗內在結構；最後以第三組為效度樣本，以複核效化檢驗量表之穩定性。研究結果發現，所編製20 題、五構面之學習投入量表模型有良好之契合度，同時具有良好的信度、聚合效度、區別效度及效標關聯效度，最後經複核效化檢驗顯示量表模型具有穩定性。總結：本研究發展之「大學生學習投入量表」有良好之信度、效度以及穩定性，是一個符合實證的測量工具，可提供教育工作者做為評量學生投入程度之運用，後續研究者亦可應用本研究所架構之量表進行相關研究。

　　The purpose of this study was to develop a learning engagement scale for college students, and to validate the scale by performing exploratory factor analysis, confirmatory factor analysis, and cross-validation. The preliminary scale was developed based on reviewing the relevant literatures, and the formal scale was established after items analysis. The 1,644 valid samples were divided into 3 independent groups randomly. The first group was used to perform exploratory factor analysis in order to investigate the factor structure; the second group was applied to the confirmatory factor analysis for checking the model fitness; finally, the cross-validation for the model was examined on the third group. Some of the major findings are as follows: The constructed scale contains 20 items with 5 factors, not only having good fit but also having good reliability, convergent validity, discriminate validity, and criterion-related validity. The proposed scale has stability after checking the cross-validation. Therefore we can conclude that the “Learning Engagement Scale for College Students” is a practical tool with good reliability, validity, and stability. It can be offered to the educators for evaluating college students’ learning engagement and proceeding further researches.