随着教育的不断发展，研究者们逐渐意识到非智力因素对学生的学习有重要作用，如情绪、动机等。本研究以深圳市某一所中学初一至初三的 612 名学生为研究对象，通过发放问卷，探索初中生学习投入、学习动机与情绪稳定性的关系，分析初中生学习动机、学习投入、情绪稳定性在人口学变量上的差异，验证情绪稳定性在学习动机和学习投入中是否存在中介作用。主要研究结果如下：（1）不同性别、年级的初中生在学习动机总得分上存在差异，但差异不显著（p>0.05）；初中生情绪稳定性在性别上存在显著性差异（t=-3.936，p<0.001）；学习投入在年级上差异显著（F=4.516，p<0.05）。（2）初中生学习动机各维度、情绪稳定性和学习投入各维度间存在显著相关关系（p<0.01）。（3）初中生学习动机和情绪稳定性对学习投入有显著预测作用（p<0.001）。（4）初中生的情绪稳定性在学习动机对学习投入的影响中起部分中介作用。本研究揭示了学习动机与学习投入的关系，并从情绪稳定性的角度对初中生学习投入现状进行解释。

With the continuous development of education, researchers have gradually realized that non-intellectual factors play an important role in students' learning, such as emotion and motivation.This study took 612 students from the first to the third grade of a middle school in Shenzhen as the research object, and explored the relationship between learning engagement,learning motivation and emotional stability of junior high school students by issuing questionnaires. It also analyzed the differences in demographic variables of learning motivation,learning engagement and emotional stability of junior high school students, and verified whether emotional stability played an intermediary role in learning motivation and learning engagement.The main findings were as follows:(1) the scores of learning motivation of junior high school students of different gender and grade were different, but the difference was not significant（p>0.05）. There were significant gender differences in emotional stability of junior middle school students (t=-3.936，p<0.001) , and significant grade differences in learning engagement (F=4.516，p<0.05) . (2) there were significant correlations among the dimensions of learning motivation, emotional stability and learning engagement (p<0.01) . (3) learning motivation and emotional stability of junior high school students had significant predictive effect on learning engagement(p<0.001) . (4) the emotional stability of junior high school students played a part mediating role in the influence of learning motivation on learning engagement.This study revealed the relationship between learning motivation and learning engagement, and explained the degree of learning engagement of junior high school students from the perspective of emotional stability.