本研究以期望价值理论为基础，通过问卷发放的形式对北师大教育学部本科生的学习投入现状进行调查，问卷由基本信息、大学生期望价值量表和大学生学习投入量表三部分构成。此次调查共获取有效样本276份，通过数据分析得到以下结论：（1）教育学部本科生的学习投入的总体水平不是很高，除男女生不存在显著性差异外，不同年级、专业、家庭背景（包括户籍、收入、父母受教育水平）的学生的学习投入水平均存在显著性差异；（2）期望价值、期望价值的三个维度与学习投入、学习投入的三个维度之间均呈显著的正相关关系；（3）在控制专业、年级、家庭背景等个体变量的情况下，期望价值对学习投入有着较高的解释能力，且对学习投入有着显著的正向预测作用。最后，结合调查结果，从教师和学生两个角度提出了提高大学生学习投入水平的对策建议。

In the view of the expectancy-value theory, this study investigates student involvement among undergraduates of Faculty of Education in BNU by issuing questionnaires. The questionnaire consists of three parts: student's basic information, Expectancy-Value Scale and Student Involvement Scale. A sample of 276 students participated in this survey. The following conclusions were obtained from the data analysis: (a) The average level of student involvement among undergraduates of Faculty of Education is not very high. In terms of student involvement, there are no significant differences between the groups of boys and girls, but the differences between different groups of grades, majors and family background are significantly; (b) The expectancy-value and its three dimensions are positively correlated with student involvement and its three dimensions respectively;(c) In the case of controlling individual variables such as major, grade, and family background, expectation-value has a higher ability to interpret student involvement, and it has a significant positive predictive effect on student involvement. Finally, the author puts forward some suggestions for enhancing student involvement.