Abstract
This study aims to examine students’ motivation and overcommitment in athletic clubs, in combination with students’ perception of their teacher in high school. For this purpose, a survey questionnaire was conducted on 813 male students from high school athletic clubs. The survey required students to answer questions regarding their perceptions of their teacher, their motivation and overcommitment in athletic clubs. Responses were analyzed using exploratory factor analyses. The questionnaire on students’ motivation for their activity had two subscales (autonomy and heteronomy). On the basis of their responses to perceptions of the teacher, participants were divided into four groups (acceptance, control, acceptance-control, and nonacceptance-noncontrol). Students’ perceptions of teachers were found to be related to the extent of students’ autonomous motivation, heteronomous motivation and overcommitment in their activity. The main results are as follows. In the acceptance-control group, motivation scores for both were high and their activities could be seen as overcommitment. In the nonacceptance-noncontrol and the control group, the opposite occurred. Finally, in the acceptance group, autonomous motivation scores were the next to highest level, while heteronomous motivation scores were low. Overcommitment was of no significance.
https://ror.org/00wejpz79 
