When teachers are more supportive of autonomy and less controlling, students demonstrate higher levels of intrinsic motivation and self-determination. The purpose of this study was to examine socialcontextual conditions that led teachers (N ϭ 254) who taught classes from Grades 1 to 12 to be more autonomy supportive versus controlling with their students. Using structural equation modeling, the authors observed that the more teachers perceive pressure from above (they have to comply with a curriculum, with colleagues, and with performance standards) and pressure from below (they perceived their students to be nonself-determined), the less they are self-determined toward teaching. In turn, the less they are self-determined toward teaching, the more they become controlling with students.

Based on a motivational perspective of passion, we investigated the associations between passion for the Internet and level of self‐determined motivation toward the couple's relationship. Our results show that an obsessive passion toward the Internet was associated with lower self‐determination in the couple, greater conflict in the relationship, and low levels of dyadic adjustment. In contrast, harmonious passion toward the Internet was associated with greater self‐determination in the couple, less conflict, and greater dyadic adjustment. Results suggest that use of the Internet is not necessarily associated with negative interpersonal outcomes. Rather, it appears that the way the activity has been internalized is associated with how individuals internalize their reasons for behaving in other domains.

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