教师对学生学业的影响作为一项基础性研究一直以来受到研究者的广泛关注，教师支持是教师在学习和生活中给予学生的关心和帮助，有助于学生身心成长和学业发展。而学生自身在学习过程中的主观体验也不容忽视，已有研究表明良好的学业情绪能够促进学生的学业表现。因此本研究引入学业情绪作为中介变量，来进一步探讨教师支持对学生数学学业成就的影响机制。

以重庆市万州区Z小学五、六年级学生为研究对象展开问卷调查，研究结果显示：（1）教师支持、学业情绪水平均超过中间值，且在性别和年级上不存在显著差异；（2）教师支持与积极学业情绪正相关，与消极学业情绪负相关；（3）控制年级和性别后，教师支持正向预测学生数学学业成就但相关性较弱，其中只有能力支持维度显著相关；（4）学业情绪在教师支持和学生数学学业成就之间发挥了中介作用，但消极高唤醒学业情绪在两者间的中介效应不显著。

The impact of teachers on students' academic achievement has always been a fundamental study that has received a great deal of attention from researchers. Teacher support is the care and assistance that teachers give to students in their learning and life, which contributes to students' academic development and mental health. In addition, the subjective experiences of students in the learning process should not be ignored, and studies have shown that good academic emotions can promote students' academic performance. Therefore, this study introduced academic emotion as a mediating variable to further explore the mechanism of teacher support on students' academic achievement in mathematics.

The questionnaire survey was conducted on fifth and sixth grade students of Z Primary School in Wanzhou District, Chongqing. The results showed that: (1) the levels of teacher support and academic emotions were above the median, and both in gender and grade there were no distinct differences; (2) teacher support was negatively related to negative academic emotions and positively related to positive academic emotions; (3) after controlling for differences in grade and gender, teacher support positively predicted students' academic achievement in mathematics, but the correlation was weak, with only the ability dimension correlated significantly; (4) academic emotions mediated the effect between teacher support and students' academic achievement in mathematics, but the mediating effect of negative high arousal academic emotions between the two was not significant.