没有爱就没有教育，没有兴趣就没有学习。“爱”和“兴趣”分别是有效教育和有效学习的重要前提，“爱”是指教师要热爱教育及学生，要求教师要给予学生自主支持并与学生建立良好的师生关系；而“兴趣”则是要维持学生对知识的好奇，使学生对学习充满内部动力。长期以来，教师内部教学动机与学生内部学习动机被当作两个独立的问题而分别进行研究，但有研究表明两者之间存在传递关系。为此，本研究旨在探究教师内部教学动机与学生内部学习动机之间是否存在传递关系，以及提升教师的内部教学动机是否会增加教师自主支持的教学行为，以及是否会使教师与学生建立积极的师生关系，最终能否增强学生的学习动机。同时，本研究的目的还在于探究学生内部学习动机、教师激励风格与师生关系在纵向时间跨度下的相互影响关系。
本研究选取北京市和陕西省宝鸡市的3所中学的教师和学生作为被试进行调研，最终得到有效的教师问卷44份和学生问卷2461份，同时对其中的488名学生进行了追踪调查，在秋季学期期中（时间点1）对学生进行第一次测量，在春季学期期中（时间点2）对学生进行了第二次测量，最终回收了有效的追踪问卷337份。其中，测量工具采用前人编制的学习自我调节量表、教师动机四种调节方式量表、教师行为评估量表和中学生师生关系量表，并结合当前我国中小学生的实际情况进行了适当修订，四个量表均采用李克特5点量表，且在本研究中的信效度良好。后续本研究采用SPSS22.0和Mplus7.0等软件对数据分析，并建立多层线性模型和交叉滞后模型进行假设检验。
研究发现：（1）教师内部教学动机可以显著正向预测学生内部学习动机；（2）教师内部教学动机可以通过提升教师自主支持型激励风格、增进积极师生关系并削弱消极师生关系而间接提升学生内部学习动机；（3）教师激励风格和师生关系在教师内部教学动机和学生内部学习动机之间发挥显著的链式中介作用；（4）追踪研究的时间点1的学生内部学习动机可以预测时间点2的教师激励风格和师生关系，而追踪研究的时间点1的教师激励风格和师生关系不能预测时间点2学生的内部学习动机。
因此，为推动教师专业发展和学生全面成长成才，学校管理者应充分意识到学生内部学习动机受教师内部教学动机的感染，要不断增强教师的内部教学动机并改善其教育教学行为，同时要关注到师生基本心理需要在动机传递过程中发挥的作用，并根据学校地域、文化有针对性地推动师生动机传递。

Without love there is no teaching, without interest there is no learning. “Love” and “interest” are the important prerequisites for effective teaching and effective learning. “Love” refers to teachers’ love for education and students, which requires teachers to give students autonomy support and establish a good teacher-student relationship with students. While “interest” refers to maintain students’ curiosity about knowledge and make students internally motivated to learn. For a long time, teachers’ intrinsic motivation for teaching and students’ intrinsic motivation for learning have been studied as two separate issues, but some studies have found a transmission relationship between the two. Therefore, this study aimed to investigate whether there is a transmission between teachers’ intrinsic motivation for teaching and students’ intrinsic motivation for learning, whether enhancing teachers’ motivation for teaching increase teachers’ supporting autonomy behaviors, whether teachers develop the positive teacher-student relationship with students, and ultimately, whether students’ motivation for learning is enhanced. Also, this study aimed to investigate the interactions between students’ intrinsic motivation for learning, teachers’ motivating style, and teacher-student relationships over a longitudinal time span.
Teachers and students in three middle schools in Beijing and Shaanxi were selected as participants for this study, 44 valid teacher questionnaires and 2461 student questionnaires were finally obtained. And this study conducted a follow-up survey on 488 students, we conducted the first measurement on these students in the fall semester (T1), and the second measurement on these students in the spring semester (T2), and finally we recovered 337 valid follow-up questionnaires. The measurements of this study are the Learning Self-Regulation Scale, the Four Modes of Teacher Motivation Scale, the Teacher Behavior Assessment Scale, and the Teacher-Student Relationship Scale for secondary school students which were compiled by other researchers, and we made some appropriate revisions on these scales. These four scales all used the 5-point Likert scale, the reliability and validity of these four scales in this study were good in this study. We used SPSS22.0 and Mplus7.0 to analyze the data, and established a multi-layer linear model and a cross-lag model for hypothesis testing. 
We found that (1) teachers’ intrinsic motivation for teaching could positively predict students’ intrinsic motivation for learning significantly; (2) teachers’ intrinsic motivation for teaching could also indirectly increase students’ intrinsic motivation for learning by enhancing teachers’ supporting autonomy motivating style, enhancing the positive teacher-student relationship and weakening the negative teacher-student relationship; (3) teachers’ motivating style and the teacher-student relationship play a significant chain mediating role between teachers’ intrinsic motivation for teaching and students’ intrinsic motivation for learning; (4) Students’ intrinsic motivation for learning at T1 of the longitudinal study could predict their perceived teachers’ motivating style and teacher-student relationship at T2 of the longitudinal study, while students perceived teachers’ motivating style and teacher-student relationship at T1 of the longitudinal study could not predict the students’ intrinsic motivation for learning at T2 of the longitudinal study.
Therefore, in order to promote teachers’ professional development and students’ overall growth, school administrators should be fully aware that students’ intrinsic motivation for learning is influenced by teachers’ intrinsic motivation for teaching, and they should continuously enhance teachers’ intrinsic motivation for teaching and improve their teaching behaviors. And school administrators should pay attention to the role played by teachers’ and students’ basic psychological needs in the transmission between teachers’ motivation and students’ motivation. Furthermore, school administrators should promote the transmission between teachers’ motivation and students’ motivation in a targeted manner according to the school’s regions and cultures.