情绪创造力作为一种性格特征能够促进课堂内积极情绪的增加，进而产生较高水平的学习动机，提高学生的学习投入程度，因此探究中学生的情绪创造力、积极情绪、学习动机与学习投入的特点及其相互关系，有利于提升学业成就，完善情绪与学习的相关理论。为从量化角度了解四者在中学生群体的关系与特点，并基于此基础提出有关情绪创造力、积极情绪、学习动机与学习投入的发展建议，本研究采用情绪创造力量表、积极情绪量表、学习投入量表与学习动机量表对珠海市5所学校1135名中学生进行数据收集与分析，结果表明：（1）中学生情绪创造力、积极情绪、学习动机与学习投入在性别、年级和家庭情况上存在一定差异。（2）中学生的情绪创造力与积极情绪、学习动机与学习投入，积极情绪与学习动机、学习投入，学习动机与学习投入呈正相关关系。（3）情绪创造力能显著正向预测积极情绪、学习动机与学习投入，积极情绪显著正向预测学习动机与学习投入；学习动机显著正向预测学习投入。（4）积极情绪和学习动机在情绪创造力与学习投入之间起多重中介作用。基于以上结果，对中学生情绪创造力、积极情绪、学习动机与学习投入的发展提出以下建议：设计开发培养情绪创造力的实用性综合训练课程；通过心理健康课培养积极情绪，激发学生的学习动机；提高教育教学过程中培养学生积极情绪的关注度。

Emotional creativity as a kind of personality will promote the increase of positive emotions in class, and then generating a higher level of learning motivation and improving students' learning engagemen. Therefore, the inquiry of the characteristics and their mutual relationship between middle school students' emotional creativity, positive emotions, learning motivation and learning engagement is conducive to the improvement of academic achievement and the perfection of related theories on emotions and learning. In order to understand the relationship and characteristics between these four variables in middle school students from quantitative angle, and put forward suggestions on the development of emotional creativity, positive emotion, learning motivation and learning engagement based on this basis, this study used emotional creativity scale, positive emotion scale, learning engagement scale and learning motivation scale to investigate 1135 middle school students from five schools in Zhuhai for data collection and analysis. The results acknowledged the following ideas. Firstly, there are some differences in middle school students' emotional creativity, positive emotions, learning motivation and learning engagement in terms of gender, grade and family situation.Secondly, students' emotional creativity and positive emotions, learning motivation and learning engagement, positive emotions and learning motivation, learning engagement, learning motivation and learning engagement are positively correlated. Thirdly, emotional creativity could significantly positively predict positive emotion, learning motivation and learning engagement, while positive emotion significantly positively predicted learning motivation and learning engagement. Learning motivation significantly positively predicted learning engagement. Fourthly, positive emotion and learning motivation play multiple mediating roles between emotional creativity and learning engagement. Based on the above results, the following Suggestions are proposed for the development of middle school students' emotional creativity, positive emotions, learning motivation and learning engagement: We should design and develop practical Integrated training courses to foster emotional creativity; Cultivate positive emotions through mental health class, stimulate students' learning motivation; Raise the attention of cultivating students' positive emotions in the process of education and teaching.