Collapsing occupational identities on social media: new approaches to digital identity management.

Teachers play a critical role in shaping students’ motivation, learning experiences, and engagement in educational settings. Within the framework of Self-Determination Theory (SDT; ), teachers’ interpersonal styles are generally categorized as autonomy-supportive or controlling. Autonomy-supportive teaching involves acknowledging students’ perspectives and providing opportunities for choice and self-direction, whereas controlling teaching relies on pressure, external demands, and coercive strategies. These contrasting interpersonal styles are important because they influence how students experience the learning environment and engage in academic activities. Autonomy-supportive teaching is characterized by behaviors that encourage students’ initiative, provide meaningful rationales, and support their interests and preferences (; ; ). Previous studies have consistently shown that autonomy-supportive teaching is associated with greater intrinsic motivation, academic achievement, persistence, and psychological well-being (; ). When students perceive their teachers as supportive of their autonomy, they are more likely to invest effort in learning and participate actively in classroom activities. In contrast, controlling teaching is characterized by pressuring language, excessive monitoring, and the use of rewards or punishments to regulate behavior (; ; ; ). Such practices may undermine students’ sense of personal agency and lead to psychological need frustration (; ). Previous research has shown that controlling teaching is associated with negative educational outcomes, including emotional distress, lower motivation, reduced effort, and disengagement from learning activities (; ; ).