RELATIONSHIP OF SOCIAL SUPPORT, SELF-CONCEPT, AND SELF-EFFICACY WITH MOTIVATION TO LEARN PHYSICAL EDUCATION IN BOARDING AND REGULAR SCHOOL STUDENTS

Abstract

This study aims to determine the relationships among social support, self-concept, and self-efficacy, and the motivation to learn physical education among boarding and regular school students. Specifically, this study analyzes: (1) the correlation of social support with motivation to learn physical education, (2) the correlation of self-concept with motivation to learn physical education, (3) the correlation of self-efficacy with motivation to learn physical education, and (4) the correlation of social support, self-concept, and self-efficacy simultaneously with motivation to learn physical education in both groups of students. This study uses a quantitative, cross-sectional method. The study population comprised 1,408 students from two schools: SMA Negeri 1 Comal and MAN Pemalang. The sampling technique used was purposive sampling, yielding a sample of 228 students. The research instruments included the Physical Self-Description Questionnaire–Short to measure self-concept, the General Self-Efficacy Scale to measure self-efficacy, and a questionnaire on motivation to learn physical education. Data analysis was carried out using descriptive statistics, normality tests, Pearson correlation tests, and multiple regression analyses with the JASP software. The results of this study indicate that social support, self-concept, and self-efficacy are related to physical education learning motivation in both boarding and regular students, both partially and simultaneously. However, the strength of the relationship and the contribution of these variables tend to be better in the regular student group than in the boarding student group. This study concludes that psychological and social factors play an important role in shaping motivation for physical education learning. These findings extend previous studies by emphasizing differences in characteristics between student groups and recommend that physical education practitioners pay attention to social support, strengthening self-concept, and increasing self-efficacy in the learning process.