111 JPJO 4 (2) (2019) 111-117 Jurnal Pendidikan Jasmani dan Olahraga http://ejournal.upi.edu/index.php/penjas/index Regression Equation Model of Motivation, Self-Confidence, and Anxiety Variables in Mastering Badminton Games Learning Outcome Test Yady Supriyatna 1 , Nurlan Kusmaedi 1 ,Yusuf Hidayat 1 , Burhan Hambali 2 Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Indonesia 1 Prodi Pendidikan Jasmani Kesehatan dan Rekreasi, Universitas Pendidikan Indonesia, Indonesia 2 Article Info Article History : Received July 2019 Revised August 2019 Accepted August 2019 Available online September 2019 Keywords : Anxiety, Badminton, Motivation, Self- Confidence Abstrak Tujuan Penelitian ini bertujuan untuk menguji model persamaan regresi variabel moti- vasi, kepercayaan diri, dan kecemasan dalam penguasaan hasil belajar bermain bulu- tangkis. Metode penilitian yang digunakan dalam penelitian ini adalah descriptive ko- relasional dengan jumlah partisipan sebanyak 100 siswa sekolah bulutangkis berumur 11-15 tahun. Penelitian dilakukan pada siswa-siswi sekolah bulutangkis yang ada di kota Bandung. Instrumen yang digunakan dalam penelitian ini adalah skala motivasi, skala kepercayaan diri, skala kecemasan dan tes hasil belajar bermain bulutangkis Data yang diperoleh dianalisis dengan menggunakan metode regresi dengan menggunakan analisis regresi ganda yang dibantu dengan software analisis statistic SPSS for win- dows versi 21. Hasil penelitian menunjukan bahwa motivasi, kepercayaan diri dan kecemasan memberikan dampak yang signifikan terhadap hasil belajar keterampilan dasar bulutangkis. Abstract The study was aimed at testing the models of variable regression equations of motiva- tion, self-confidence, and anxiety in the mastery of badminton learning outcomes. The method used in this research was the correlational descriptive method involving 100 badminton school students aged 11-15 years as participants. The research was con- ducted in the Badminton schools in Bandung City. The instruments used in this study were motivational scales, confidence scales, anxiety scales, and Badminton learning test outcomes. The data obtained were analyzed by using regression method with dou- ble regression analysis employing SPSS statistic analysis software for Windows ver- sion 21. The results showed that motivation, confidence, and anxiety had a significant impact on the basic learning outcomes of badminton.  Correspondence Address : Jln. Dr. Setiabudhi 229. Bandung. Indonesia E-mail : yadysupriyatna@gmail.com ISSN 2580-071X (online) ISSN 2085-6180 (print) DOI : 10.17509/jpjo.v4i2.18677 112 Yady Supriyatna et.al/ Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) INTRODUCTION Traditionally, coach and athlete focus their effort on physical coaching. However, as the time goes by, technical, tactical, and practical aspects gain a critical role (Dosil, 2008). Since applied sport psychology has not reached an equal development with other fields ded- icated for education and research, new approach is needed to meet the athlete and people in sport need, thus the collaboration of the psychological expert in club and team is possible (Dosil, 2008). Motivation has become a central topic in sport psychology for the last few years according to Weiner in (Spray, Wang, Biddle,& Chatzisarantis, 2006), un- derstanding and improving motivation is a field of psy- chological research that is popular nowadays in sport and coaching psychology (Tenenbaum Gershon & Rob- ert C. Eklund,2013). Teachers and coaches could teach how to use self-talk in order to improve self-confidence and movement ability to the athletes (Hidayat & Budi- man, 2014). Badminton games requires physical ability, but in the real practice physical ability is not enough, the mental aspects such as self-confidence, motivation, anxiety, solidarity, aggresiveness, and so many more are necessary (Subarjah & Hidayat, 2010). Motivation process can be defined by psychological construction that gives energy, direct, and control the achievement behavior (Tenenbaum Gershon & Robert C. Eklund, 2013). Self-confidence is the fundamental aspect of a per- son to achieve an accomplishment. A person who has a self-confidence is able to and believe that they could achieve the goals they set. Self-confidence is a funda- mental aspect to move forward, since the accomplish- ment of a maximum achievement should be started by a belief that they could reach beyond their previous achievement (Gunarsa, 1989). Badminton player is a player who is popular among people, this game is played by two person or more by stroking a shuttlecock so that it does not fall in the own field. The research of Fadillah (2014) argues that self-confidence contributes to the result of funda- mental skill of the player through anxiety level for about 52,6%. Anxiety is defined as a fear and pressure caused by the environment or expectation of the sur- roundings that is related with desire (Khodayari, 2011). Moran (2005) explains anxiety as: An emotional condi- tion that is characterized by fear, the feeling of fear and/ or stress that tends to happen without the existence of the real threat. Previous research still have a lack in mo- tivation, self-confidence, anxiety on the badminton game fundamental skill, therefore this study was aimed to find out the effect of motivation, self-confidence, and anxiety on badminton fundamental skill. METHODS Design of The Study The purpose of this study was mainly to examine the motivation and anxiety variability contributing to the badminton learning outcome. Therefore, to solve the problem in the research, the researcher chose to use descriptive correlational study as the design of the study. In general, the main reason of the use of descrip- tive correlational study was to arrange a description of relationship among motivation, self-confidence, and anxiety on badminton learning outcome. Participants Participants of this study were the students of bad- minton schools in Bandung, consisting of Badminton School of FPOK, KOTAB, and SGS PLN that in- volved 100 students with 1 inclusive criteria. The age of the student was 11-15 years, the period of training was 1 to 2 years, the sex of the students were male and fe- male. The students consisted of 84 male students and 15 female students. The participants were taken by using purposive sampling with the assumption that the participants were chosen based on the inclusive criteria that had been formulated by the researcher. Data Collection Technique There are three instruments used in this research to measure each independent variable and an instrument to measure a dependent variable. The instruments in- clude : (1) Motivation Scale, (2) Self-confidence Scale, (3) Anxiety Scale, (4) Fundamental Badminton Skill Test. The instrument to measure the scale of motivation that was used is motivation scale developed by (Li, Ka- wabata, & Zhang, 2016). The instrument consisted of 18 items that includes six subscales measuring motiva- http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.18677 113 tion, external regulation, introjection regulation, identi- fied regulation, integrated regulation, intrinsic motiva- tion. Correlation coefficient intra class was 0,70 to 0.89 (Li et al., 2016). The instrument used to measure self-confidence was self-confidence scale developed by Hidayat (2016). The development of the scale is based on the multi- dimension self-confidence model constructed by Vealey dan Knight (2002) that is integrated into the conceptual self-confidence model in sport (Vealey & Chase, 2008), consisting of three dimensions including (1) cognitive efficiency (2) physical skill and training (3) resilience. The result of the factor analysis test found 35 valid item with the value of loading factor ranged from 0,52 to 0,82, consisted of 14 items of cognitive efficiency dimension (loading factor 0,50 to 0,81 ), 8 item of physical skill and training dimension (loading factor 0,55 to 0,85), and 13 items from resilience dimension (loading factor 0.50 to 0.76). Meanwhile the reliability analysis result using internal consistency reliability Cronbach alpha obtained reliability value 0,90, cogni- tive efficiency 0,75, physical skill and training dimen- sion 0,71, and resilience dimension 0,78 (Hidayat, 2016). The instrument to measure the anxiety level was Sport Anxiety Scale-2 developed by (Ramis, Viladrich, Sousa, & Jannes, 2015). Similar with the Sport Anxiety Scale-1, Sport Anxiety Scale-2 consisted of 15 item s developed based on three dimensions including (1) so- matic anxiety, (2) worry and (3) concentration disrup- tion. The validity test used confirmatory factor analysis (CFA) and the reliability test used cronbach alpha. The internal consistency was assessed for each subscale for each subsample. Alpha Cronbach coefficient was 0,73 to 0,89, and the inter-item correlation was 0,31 to 0,61 (Smith, Smoll, Cumming, & Grossbard, 2006 ; Ramis, Viladrich, Sousa, & Jannes, 2015). The badminton fundamental skill learning out- come is the ability that is performed during badminton fundamental skill test in sub-test high service and de- fense lob measured by the number of accurate strokes and shuttlecock falls in the target area 0, 1, 2, and 3. Each item was conducted 12 times, 6 times from right side and left side of one fourth of the square of the field. The score of the badminton fundamental skill test is gained from the average of the three test items did by the students. The higher the score gained, the higher the success shown, and vice versa. The instrument to meas- ure the badminton skill was adapted from the test devel- oped by Hidayat (2016) with validity index that is relat- ed to the criteria is 0,74 and the test-retest reliability is 0,90. The trial analysis related to this research results in validity index estimation related to the criteria is 0,70 and the reliability estimation of tes-retest is 0,81 (Hidayat, 2016), besides that the high service test gained reliability tes-retest 0,94. The trial analysis relat- ed to the research results in reliability estimation test- retest 0,81. Meanwhile, the validity with the criteria gained validity value 0,70. Every athlete did 12 times of clear lob-BS stroke, six times from the half of left and right side measured by the number of success (Hidayat, 2016). Data Analysis All of the data analysis were conducted by using statistical techniques including descriptive statistics (Mean, Standard Deviation, and percentage) and infer- ential statistics with Simple Regression Analysis and Multiple Regression Analysis. The regression analysis technique was used to predict the value of dependent variable according to the other independent variables (Uyanto, 2006). Other opinion related to the regression analysis technique is Sugiyono (2010) who states that “regression analysis is used to predict how far the de- pendent variable value changes, if the independent vari- able is manipulated or changed”. The regression model that was used in this research is : Ŷ = a +bx1 + bx2 + bx3 for analyzing multiple regression (Ali, 2011). All of the analysis employed the statistical analysis soft- ware SPSS (Statistical Package for Social Science) for windows version 21. RESULT Descriptive Statistics Statistic descriptive is an initial depiction of the analysis result presented in this research, the statistics parameter presented as the initial depiction were Mean and Standard Deviation of each group. The following is the result of the descriptive statistic analysis. http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.18677 Yady Supriyatna et.al/ Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) 114 The innovation based on the result of descriptive statistics from the table 1 shows the average score of motivation variable was 47.45, standard deviation was 3.89, and standard error 0.38. The self-confidence vari- able average score was 76.87, standard deviation was 5.83, and standard error was 0,58. The worry variable gained average score 21.60, standard deviation 7.08, and standard error 0.71. Meanwhile, the fundamental skill gained average score 53.15, standard deviation 4.92, and standard error 0.41. The following is the diagram showing the result of the descriptive statistic analysis. Double Regression Analysis According to the result of analysis in table 2, the value or R in the Model Summary table is 0,75 and the value of significance is p_value 0,00 (0,00 < 0,05). It shows that there is a correlation between motivation, self-confidence, and anxiety variables along with the outcome of the badminton test outcome, with the coef- ficient correlation 0,75 and determination coefficient 0,55. Motivation, self-confidence, and anxiety give 55% contribution on the badminton learning outcome test. Other 45% was affected by other factors that were not identified in this study. In the analysis of each variable, it is found that the coefficient correlation of the coefficient table above is 0,52 (correlation between motivation and the badmin- ton learning outcome test), 0,24 (correlation between self-confidence and the badminton learning outcome test), -0,16 (correlation between anxiety and the bad- minton learning outcome test). The result of analysis shows that according to bi- variate analysis, motivation, self-confidence, and anxie- ty variables give different impacts on the result of the badminton learning outcome test. It is proven by the value of coefficient correlation 0,52 in the correlation between motivation*the badminton learning outcome test that shows a positive significant correlation. It means that the one unit increase on motivation variable will be followed by one unit increase of the badminton learning outcome test variable. Furthermore, the corre- lation between self-confidence and the mastery of the badminton learning outcome test gained coefficient cor- relation value 0,24, which means that there is a positive correlation between self-confidence and the mastery of the badminton learning outcome test. Meanwhile, in the anxiety variable, the coefficient correlation is -0,16 which means that there is a negative correlation be- tween anxiety and the mastery of the badminton learn- ing outcome test. It shows that the increase of one unit http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.18677 Figure 1. The Result of The Descriptive Statistics Analysis Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 0.75a 0.55 0.54 3.34 Coefficients a Model Unstandardized Coefficients Standardized Coefficients t Sig. B Std. Error Beta 1 (Constant) 8.62 6.22 1.38 0.18 MO 0.65 0.09 0.52 6.69 0.00 KD 0.20 0.06 0.24 3.11 0.00 KC -0.11 0.05 -0.16 -2.17 0.03 a. Dependent Variable: KDBB Table 2. Double r egr ession analysis Yady Supriyatna et.al/ Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) Variable N Mean SD SEM MO 100 47.59 3.89 0.38 KD 100 76.87 5.83 0.58 KC 100 21.60 7.08 0.71 KDBB 100 53.15 4.92 0.49 Table 1. The Result of Descr iptive Statistics Analysis Note : Mo = Motivation KD = Self-confidence, KC = Worry, KDBB = Fundamental Badminton Skill. 115 of anxiety variable will be followed by the one unit de- crease of the badminton learning outcome test, and vice versa. DISCUSSION The main purpose of this study was to test the re- gression equation model of the motivation, self- confidence, and anxiety variable in the mastery of the badminton learning outcome test. According to the re- sult of analysis, it gained a regression equation model Ŷ=8,62 + 0,65 Motivation + 0,20 Self-Confidence – 0,11 Anxiety. The analysis indicates that each inde- pendent variable is proven to give different contribu- tion, which means that motivation, self-confidence, and anxiety level variable contributes to the badminton learning outcome test. The higher the motivation of a person, the mastery of the badminton learning outcome test will follow. Besides that, the higher the self- confidence of a person will have impact on the im- provement of the mastery of the badminton learning outcome test. Moreover, the lower the anxiety level of a person, the higher the mastery of the badminton learn- ing outcome test. The result of the analysis gained significant value of motivation 0,000 < 0,05. Therefore, it concludes that there is significant effect of motivation on the badmin- ton learning outcome test. Motivation has a function to give energy, decide, and direct the performance (Singh & Pathak, 2017). Motivation helps an individual in set- ting hard goals and direct the energy and effort to reach the goals. The motivated athlete will intrinsically spend a high effort to master a skill and driven by inner moti- vation to finish a task. The explanation above concludes that motivation could affect a person skill. Besides that, the significance value of self- confidence is 0,002 < 0,05. Therefore, it concludes that there is a direct significant effect of self-confidence on the badminton learning outcome test. Self-confidence is a multi dimension construction constructed by three dimensions including cognitive efficiency, physical training and skill, resilience skill (Hidayat, 2011). The three dimensions are elaborated into eight indicators including focusing attention, making decision, manag- ing self-though, mastering physical skill, mastering technical skill, overcoming the mistakes, overcoming the doubt, and performing best performance. Meanwhile, the significant value of self- confidence variable is 0,032 < 0,05. It concludes that there is a significant effect of anxiety on the badminton learning outcome. The relationship between anxiety and performance can be drawn in upside down U, with both high and low level have negative effect on perfor- mance, but the optimal performance could be achieved when a person have a moderate anxiety level (Kristjánsdóttir, Erlingsdóttir, & Saavedra, 2018). According to the explanation, the anxiety, low or high, has a negative effect on performance. However, the moderate level of anxiety could result in optimal performance. Moderate level means that the amount is in the right level, not to high and not too low. Further- more, (Wilson, Wood, & Vine, 2009) states that the high competitive anxiety level, cognitive or somatic, could have a great effect on performance. According to the statement, the researcher argues that the higher the anxiety, the more negative effect it gives on the perfor- mance. It concludes that an athlete who could control their anxiety level will have a positive effect on their performance. According to the opinions above, the researcher concludes that self-confidence is related to the mastery of technical skill mastery thus it has impact on the bad- minton learning outcome test. It is supported by the opinion of (Brewer, 2007) who states that self- confidence can be thought of as the “mental modifier,” because confidence seems to modify how athletes feel about, respond to, and think about everything that hap- pens to them in sport. Self-confidence is considered as “mental changer”, since self-confidence is like chang- ing how an athlete feels, responds, and thinks of every- thing happens to them in sport. For example, self- confidence has proven positively predict the effort and persistence of athletes in sport. The regression equation model resulted in this re- search is Ŷ=8,62 + 0,65 Motivation + 0,20 Self- confidence – 0,11 Anxiety. It shows that the motivation variable gives highest contribution in predicting the mastery of the badminton learning outcome test than self-confidence and anxiety variables. http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.18677 Yady Supriyatna et.al/ Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) 116 CONCLUSION According to the result of analysis presented in discussion section, this research concludes that regres- sion equation model is proven significantly and suitable with the theoretical concept of relevant studies. The regression equation of motivation variable gives the highest contribution in predicting the mastery of the badminton learning outcome test that self-confidence and anxiety variables. However, in general, motivation, self-confidence, and anxiety give significant effects in predicting the badminton learning outcome test of the badminton school students aged 11-15. REFERENCES Arief, M Fadhillah (2014). 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