How do self-confidence and social interaction influence students' learning motivation?
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Abstract
This study uses a quantitative approach with multiple linear regression analysis. The research sample consisted of 214 students of grades VII and VIII of SMP 1 Kudus who were selected using a simple random sampling technique. Data were collected through a questionnaire that met the validity and reliability criteria, then analyzed using IBM SPSS Statistics after all classical assumptions were met. The results showed that self-confidence (t = 7.348; p < 0.05) and social interaction (t = 6.600; p < 0.05) had a positive and significant effect on learning motivation. In addition, both variables simultaneously also had a significant effect (F = 198.107; p < 0.05). The coefficient of determination (R²) value of 0.653 indicates that self-confidence and social interaction together were able to explain 65.3% of the variation in learning motivation. These findings confirm that learning motivation is influenced by both internal and external factors simultaneously. Therefore, guidance and counseling teachers can develop services that integrate self-confidence enhancement through group guidance, individual counseling, and self-development training with strengthening social interaction through collaborative activities, group discussions, peer counseling, and cooperative learning to optimally increase student learning motivation.
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