师生关系质量和学生的学习情感都是学习环境中非常重要的因素，会对一系列的学业结果（例如，学业成绩、职业选择和终身学习）产生影响，而师生关系质量也会影响学生学习情感的发展。有部分研究指出，学习情感在师生关系对学生学业成绩的影响中起到中介作用。然而，这些研究往往没有涵盖学习情感中的情绪、态度和信念这三个核心要素。在涉及多种学习情感时，也大多没有考虑这些学习情感之间的内在联系和递进关系。对学习情感的中介作用进行解释时，也不够具体和清晰。因此，本研究采用量化与质性结合的方法来回答师生关系对学生学业成绩的影响及其机制。

       研究一（量化研究）采用 PISA2012 数据，将 5177 名中国上海地区中学生作为样本，并运用结构方程模型来分析师生关系对数学学业成绩的影响，以及数学学习情感（包括数学焦虑、数学兴趣和数学自我概念）的中介作用。其中，数学焦虑、数学兴趣和数学自我概念分别代表了学生数学学习情感的三个核心要素，即情绪、态度和信念。研究结果表明：第一，师生关系对数学学业成绩的正向预测作用显著。第二，师生关系不仅可以分别通过数学焦虑、数学兴趣和数学自我概念间接影响数学学业成绩，还可以通过“数学焦虑→数学兴趣”，“数学焦虑→数学自我概念”，“数学兴趣→数学自我概念”以及“数学焦虑→数学兴趣→数学自我概念”这几条路径的链式中介作用间接影响数学学业成绩。

       研究二（质性研究）在研究一的基础上，对 10 名初中生进行了个人访谈，以进一步了解师生关系是如何影响数学学业成绩的。对文本资料使用扎根理论的编码方式进行编码分析，并建立师生关系对数学学业成绩的影响机制模型。这一模型结果支持了研究一的结果，也揭示了教师支持和学习投入在师生关系、数学学习情感和数学学业成绩的关联中起到的桥梁作用。具体而言，良好的师生关系可以通过不同方面的教师支持降低学生的数学焦虑、增强学生的数学兴趣和提升学生的数学自我概念，而更低的数学焦虑、更高的数学兴趣和更积极的数学自我概念又会增加学生的学习投入，并进一步提高学生的数学学业成绩。

       本文的研究结果说明师生关系在学生学习中发挥着重要的作用，进一步说明教育工作者在关注学生学业成绩的同时，也要重视学生学习情感的发展。对此，本文为教师和学生提出如下的建议：教师应当给予学生更多的情感支持（例如，沟通交流、关注学生、开导学生）和教学支持（例如，答疑解惑、鼓励学生、表扬学生），以促进学生学习情感的发展和学业成绩的提高；学生应当及时关注自己的学习情感，并在学习上给予更多的投入。

      Both the quality of teacher-student relations and students' learning emotions are very important factors in the learning environment and can have an impact on a series of academic outcomes (such as academic achievement, career choices, and lifelong learning), while the quality of teacher-student relations can also affect the development of students' learning emotions. Some studies have pointed out that learning emotions play a mediating role in the impact of teacher-student relations on students' academic achievement. However, these studies often do not cover the three core elements of learning emotions, namely emotion, attitude, and belief. When it comes to multiple learning emotions, most of them do not consider the internal connections and progressive relationships between these learning emotions. When explaining the mediating role of learning emotions, it is not specific and clear enough. Therefore, this study adopts a combination of quantitative and qualitative methods to answer the impact and mechanism of teacher-student relations on students' academic achievement.

        Study 1 (Quantitative Research) used PISA 2012 data on a sample of 5,177 secondary school students in Shanghai, China, and applied Structural Equation Modeling to analyze the effects of teacher-student relations on mathematics academic achievement and the mediating role of mathematics learning emotions (including mathematics anxiety, mathematics interest, and mathematics self-concept). Among them, mathematics anxiety, mathematics interest, and mathematics self-concept represent the three core elements of students' mathematics learning emotions, namely, emotion, attitude, and belief, respectively. The findings indicated that, firstly, the positive predictive effect of teacher-student relationships on academic achievement in mathematics was significant. Secondly, teacher-student relations can not only indirectly affect mathematics academic achievement through mathematics anxiety, mathematics interest, and mathematics self-concept respectively, but also indirectly affect mathematics academic achievement through the chain mediating effect of "mathematics anxiety→ mathematics interest", "mathematics anxiety→ mathematics self-concept", "mathematics interest→ mathematics self-concept", and "mathematics anxiety→ mathematics interest→ mathematics self-concept".

       Based on Study 1, Study 2 (Qualitative Research) conducted personal interviews with 10 middle school students to further understand how teacher-student relations affect academic achievement in mathematics. The textual data were coded and analyzed using the coding method of Grounded Theory, and a model of the influence mechanism of teacher-student relations on academic achievement in mathematics was developed. The results of this model supported the findings of Study 1 and revealed the role of teacher support and learning engagement in bridging the association between teacher-student relations, mathematics learning emotions, and academic achievement in mathematics. Specifically, positive teacher-student relations can reduce students' mathematics anxiety, increase students' mathematics interest, and enhance students' mathematics self-concept through different aspects of teacher support, and lower mathematics anxiety, higher mathematics interest, and more positive mathematics self-concept will in turn increase students' engagement in learning and further improve students' academic achievement in mathematics.

      The findings of this paper suggest that teacher-student relations play an important role in student learning and further suggest that educators should pay attention to the development of students' learning emotions along with their academic achievement. In this regard, this paper makes the following suggestions for teachers and students: teachers should give more emotional support (e.g., communicate, pay attention to students, and enlighten students) and teaching support (e.g., answer questions, encourage students, and praise students) to promote students' development of learning emotions and academic achievement; students should pay attention to their learning emotions in a timely manner and give more input in their learning.