本研究旨在探讨教师情感支持行为的影响因素及师幼互动中的教师情感支持对幼儿自我调节学习的影响机制，以四川省7所幼儿园的23名教师及119名3—6岁幼儿为被试，采用观察法和问卷调查法收集数据，以考察教师情感信念、教师情感支持行为、师幼关系与幼儿自我调节学习之间的关系。结果表明，教师学历、班级类型及情感信念是教师情感支持行为的重要影响因素；教师情感信念对幼儿自我调节学习有显著的正向预测作用，教师情感信念能通过教师的情感支持行为和师幼关系的链式中介作用对幼儿自我调节学习产生影响。在分析研究结果的基础上，提出如下教育建议：在微观层面，教师应持续地以适宜方式关爱儿童，并重视自身情绪能力的发展；在中观层面，教师教育项目应注重培训教师的情感支持信念、提升教师在情感支持方面的专业技能；在宏观层面，应搭建家园合作平台，凝聚双方合力共同为幼儿提供情感支持，以更深久地促进幼儿自我调节学习能力等关键能力的发展。

The present study aimed to investigate the factors influencing teachers’ emotional support behaviours and examine the influencing mechanism of teachers’ emotional support in teacher-child interaction on children’s self-regulated learning. This study examined the relationship between teachers’ beliefs about feelings, teachers’ emotional support behaviours, teacher-child relationship and children’s self-regulated learning of 23 teachers and 119 children aged 3-6 years old in Sichuan Province with the use of the observation method and questionnaire method. The main findings suggested that the teachers’ education level, class type and teachers’ beliefs about feelings were influencing factors of teachers’ emotional support behaviours. Teachers’ beliefs about feelings had a significant positive predictive effect on children’s self-regulated learning. Teachers’ emotional support behaviours and teacher-child close relationship had serial mediating effects on the relationship between teachers’ beliefs about feelings and children’s self-regulated learning. Based on the analysis of the results, the following practical implications are generated. First, teachers should continue to support children appropriately and pay attention to the development of their own emotional competence. Second, teacher education programmes should focus on training teachers’ emotional beliefs about emotional support and enhancing their professional skills in emotional support. Third, a platform for family-kindergarten co-education should be established to unite the efforts of both parents and teachers in providing emotional support for children, to promote the development of children’s self-regulated learning in a more sustainable way.