Exploring the Interplay of Self-Concept, Self-Efficacy, and Motivation in Physical Education: A Comparative Study of Boarding and Regular Schools

Students’s participation in physical education is determined by learning motivation. Studies examining Self-concept, Self-efficacy, and PE learning motivation in boarding and reguler school is still limited. This study aims to investigate the relationship between self-concept and self-efficacy and their impact on PE learning motivation among boarding and regular students. The research method employed is quantitative, utilizing a cross-sectional approach. The sample in this study consisted of 114 students from SMA Negeri 1 Comal (regular) and 114 students from MAN Pemalang (boarding). The data collected using the Physical Self-Description Questionnaire-Short (PSDQ-S), the General Self-Efficacy Scale (GSES), and Physical Education Learning Motivation questionnaire. The data analysis technique used the correlation analysis. The results of the study showed that 1) there is a relationship between self-concept and PE learning motivation in boarding and regular students. 2) There is a relationship between self-efficacy and PE learning motivation in boarding and regular students. 3) There is a relationship between self-concept, and self-efficacy toward PE learning motivation in boarding and regular students. This study demonstrates that self-concept and self-efficacy influencing PE learning motivation, although their contribution is relatively minor. For boarding students, the contribution of these two variables in PE learning motivation is slightly greater than regular students. Other factors, beyond the scope of this study, play more significant role in shaping student motivation, both in boarding and regular school.