学业情绪如愉悦、无聊、焦虑、绝望等不仅影响学生当下的学习状态及面对新的学习情境时的应对方式，还有可能转化为稳定的学业情绪信念，进而影响其后续的学业及发展路径的选择。但如何有效激发或调动学生积极课堂学业情绪、预防并消除学生消极课堂学业情绪，仍是亟待解决的现实问题。教师对学生的自主支持与控制被视为两种典型的教学风格，它们在影响学生的学习方式及学习成效方面的关键作用已被大量研究所证实。那么，学生的课堂学业情绪是否也会受到这两种教学风格的影响？同时，近来研究表明，教师和学生之间的互动并不完全是由教师驱动的，学生可以影响甚至塑造教师的教学情绪与教学行为。那么，学生课堂学业情绪是否也可影响教师的教学风格呢？换言之，两类变量间是否存在相互作用的关系呢？揭示教师教学风格与学生课堂情绪间的双向关系，将有助于进一步验证和充实已有理论框架，更为辩证而深刻地理解“教”与“学”的互动机制。 本研究基于自我决定理论和控制-价值理论，采用纵向追踪和横断调查的研究设计以及变量-中心和个体-中心相结合的方法，通过四个子研究，深入探讨了教师自主支持和控制与学生课堂学业情绪之间的双向关系。 研究1对455名小学四、五年级学生进行了连续五周的问卷追踪调查，并通过构建三阶段的纵向结构方程模型，检验教师教学风格和学生课堂学业情绪（愉悦、无聊、焦虑和绝望）间的动态关系。结果发现，教师自主支持和控制与学生课堂学业情绪间的相互作用可在较短时期内发生，且两者间存在双向的循环回路：“学生课堂愉悦高→教师自主支持增多→学生课堂愉悦进一步增强”，“教师控制高→学生课堂绝望增多→教师控制进一步加剧”；但就双向作用效应而言，学生对教师的影响比教师对学生的影响更为明显。 基于研究1，研究2综合考虑变量的特质和状态属性，采用潜变量增长曲线模型，更为细致地考察了教师教学风格与学生课堂学业情绪间的双向关系。结果发现，学生在某节课中的状态性学业情绪主要取决于其先前特质性课堂学业情绪及教师当下的状态性教学风格；学生先前特质性课堂焦虑和绝望对教师状态性控制的初始水平的负面影响较为顽固，具有一定的延续性，表现在即使控制教师先前的特质性控制和学生状态性课堂学业情绪后，这些影响依旧存在；学生状态性课堂学业情绪可预测同一时间点的教师状态性教学风格。 研究3对893名四、五年级的学生开展了两波段的、横跨半年的纵向追踪研究，并基于个体-中心视角再次验证教师教学风格和学生课堂学业情绪间的双向关系。潜在剖面及转化分析结果显示，教师自主支持和控制这两种教学风格呈现出多种不同的剖面类型，但教师高控制为主导的剖面并未出现；所有剖面都呈现一定的稳定性和变化性，其中高自主支持为主导的剖面（即最佳剖面）具有最高程度的跨时间稳定性。线性及逻辑回归分析结果显示，与剖面的不良转化及较差剖面的维持相比，教师教学风格剖面的积极转化和较佳剖面的维持会引发学生随后课堂学业情绪的更多积极变化；同时，学生先前体验到的课堂愉悦越多或课堂无聊、焦虑和绝望越少，越有可能在随后归属于教师教学风格最佳剖面或剖面积极转化组。 研究4对513名小学教师进行了问卷调查，试图基于教师视角考察教师教学风格的剖面类型及学生课堂学业情绪对其教学风格的影响作用，以检验基于学生视角所得的结果；同时，纳入学校层面的因素，即教师感知到的自主性与上级支持，以进一步探讨学生课堂学业情绪对教师教学风格影响的独特性与重要性。综合采用变量-中心及个体-中心法发现，教师教学风格存在与研究3类似的剖面类型，这在一定程度上表明学生知觉到的教学风格与教师报告的教学风格之间的一致性；教师知觉到的学生课堂学业情绪对教师教学风格具有重要的预测作用，即使在纳入其它因素的影响后，其预测作用仍不可忽略；教师感知到的较高自主性和上级支持对其教学风格具有一定的保护性作用，但与学生课堂学业情绪的影响路径相互独立。 通过上述四个子研究，主要得出以下几点结论：（1）教师自主支持和控制与学生课堂学业情绪之间存在双向的动态影响关系，但学生对教师的影响效应比教师对学生的影响效应更为明显；（2）学生在某节课堂上体验到的学业情绪主要取决于其当下知觉到的教师自主支持和控制的程度以及其以往课堂学业情绪的累积性体验；（3）学生课堂焦虑和绝望对随后教师控制的负面影响快速且持久；（4）教师自主支持为主导的剖面人数占比最多，且该剖面具有相当高的跨时间稳定性；（5）高教师自主性和上级支持可被视作教师教学风格的保护性因素，但无法调节学生课堂学业情绪对教师教学风格的影响。 整体而言，本研究深入、系统地揭示了教师自主支持和控制与学生课堂学业情绪之间的双向动态关系，丰富和拓展了现有理论框架及实证研究，深化了对班级内教师“教”与学生“学”相互作用的认识，为教育工作者如何进一步优化或改善学生课堂学业情绪、营造良好的课堂氛围、让师生互动更具有建设性等提供了启示，也为学校管理者如何调整和改进教师教学风格、促进教师成长等提供了参考。

Both student academic emotions and teacher teaching style (in terms of teachers’ orientation to support students’ autonomy or control them) have attracted increasing and ample attention from researchers in educational psychology, respectively. As for the former, a growing body of research has indicated their important contributions to students’ learning function, academic performance, academic emotional beliefs, and in turn even future development paths (e.g., major and career choices). Therefore, how to facilitate students’ positive academic emotions and prevent negative academic emotions in the classroom needs to be solved for educators. As for the latter including autonomy supportive and controlling teaching, it has been consistently found to be critical in shaping students’ school functioning and various educational outcomes. Limited research, however, has linked teachers’ teaching style to primary students’ specific academic emotions in the classroom. In fact, the existing theories and empirical studies have suggested that the interaction process between teachers and students in the classroom is not just teacher-driven, and student functioning can also affect and even shape teachers’ practices. In turn, teacher teaching style may be reciprocally associated with students’ various academic emotions in the classroom; however, as far as we know, evidence is relatively scarce for this issue. Exploring this issue will help to enrich and verify existing theoretical frameworks and understand the interaction process between teachers and students. Grounded in control-value (CVT) and self-determination (SDT) theories, the current investigation, consisting of the following four studies, aimed to systematically explore whether teacher teaching style is reciprocally associated with student academic emotions in the classroom by using multiple methods (e.g., two longitudinal and one cross-sectional designs, both variable- and person-centered approaches, both student and teacher perspectives). Study 1―a multi-wave longitudinal study spanning five weeks―examined the lagged paths between perceived teacher teaching style and student class-related emotions (i.e., enjoyment, boredom, anxiety, and hopelessness) by surveying 455 primary students. With three-wave longitudinal structural equation model analysis, we found the reciprocal effects between perceived teacher teaching style and student class-related emotions in the short time frame and some reciprocal feedback loops: High enjoyment in class → increased perceptions of teacher autonomy support → increased enjoyment in class, high perceptions of teacher control → increased hopelessness in class → increased perceptions of teacher control; yet, the effects from teachers to students seemed less prominent than that from students to teachers. Therefore, Study 1 initially confirms the reciprocal relationship between teacher teaching style and student academic emotions in the classroom. Study 2, on the basis of Study 1, further examined the bidirectional effects between teacher teaching style and student academic emotions in the classroom by using the latent growth curve analysis and considering the state and general perceptions of the main variables simultaneously. Results revealed that (a) state academic emotions among students in a specific class mainly depended on their momentary perceptions of teacher teaching style and their prior general academic emotions in the classroom, yet the predictive role of prior general teacher teaching style seemed to be not prominent; (b) general class-related anxiety and hopelessness had salient effects on the initial levels of state perceived teacher control, with higher prior anxiety and hopelessness aggravating students’ state perceptions of teacher control even after controlling for prior general perceived teacher control and incorporating state anxiety or hopelessness; and (c) students’ class-related emotions seemed to exert immediate effects on perceived teacher teaching style in a specific class. Study 3―a two-wave longitudinal study spanning half a year―aimed to address research gaps and once again examine the reciprocal relationship between teacher teaching style and student academic emotions in the classroom by surveying 893 primary students from a person-centered perspective. Latent profile transition analysis found that (a) three distinct profiles of perceived teacher teaching style across time were identified, yet the profile with high perceived teacher control failed to emerge; and (b) all profiles demonstrated a certain degree of stability and change across two waves, yet autonomy supportive profile had the highest stability. Further analysis revealed that (c) compared to the maladaptive change in profile and remaining in the less optimal profile, adaptive change in profile and remaining in the more optimal profile involved greater positive changes in class-related enjoyment, boredom, anxiety, and hopelessness over time; and (d) even after controlling for prior profiles, prior class-related emotions were significant predictors of subsequent profiles and profile stability and change among students, with high enjoyment and low boredom, anxiety, and hopelessness enhancing the probabilities to hold the more adaptive profile, to stay in the most adaptive profile, and to move into the more adaptive profile. Thus, this study once again provides evidence for the reciprocal relationship between teacher teaching style and student academic emotions by adopting a longer time frame and person-centered perspective. To validate the findings derived from the student perspectives, Study 4―a cross-sectional study from teachers’ perspectives―examined the profiles of teacher teaching style and the predictive role of students’ class-related emotions in teacher teaching style; moreover, to further identify the roles of student class-related emotions and to provide guidance for future teacher interventions, this study also considered and explored the associations of teacher autonomy and supervisory support with teacher teaching style. Through surveying 513 primary teachers and by incorporating both variable-centered and person-centered approaches, results revealed that (a) three teaching style profiles―which were similar with the results of Study 3 from the student perspectives―emerged; (b) the predictive effects of perceived student academic emotions were significant, even after controlling for the effects of teacher autonomy and supervisory support; and (c) teacher autonomy and supervisory support had significant effects on teaching style among teachers, yet such effects were independent from student class-related emotions. As a whole, the four studies provided converging evidence for the reciprocal relationship between teacher teaching style and student academic emotions in the classroom and initially revealed the protective role of school contextual factors in teacher teaching style. The findings highlight the vital role of student academic emotions in influencing environmental factors, further contribute to SDT- and CVT-based research efforts in educational psychology, bear important implications for our understanding of the reciprocal relation between teachers’ teaching and students’ learning in the classroom, and give more accurate guides for how teachers optimize education effectiveness and for how school managers facilitate teachers’ teaching style and professional development.