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Concerns tend to be massive decline in motivation to learn most students (at high schools in the city of Padang) encourage researchers feel the need to examine the influence of lecturer competence and student self-concept on learning motivation. This study uses a quantitative approach with a population of 449 and a sample of 217 (43.5%) students, with the Proportional Stratified Random Sampling technique, a cross sectional survey method, path analysis, and with the help of the IBM SPSS 20 program. Hypothesis testing using the t test and test F. The hypothesis is accepted if t or Fcount is greater than t or F table with a Sig. smaller than 0.05.Partially, the results of hypothesis testing one and two prove that each lecturer competence (X1) and self-concept (X2) have a positive and significant influence on student motivation (Y), with a coefficient of 0.453 and a coefficient of 0.183. While simultaneously/ collectively (third hypothesis) lecturer competence (X1) and self-concept (X2) have a positive and significant influence on student motivation (Y), with a coefficient of 0.453. The three findings of the hypothesis test results imply that in order to increase student motivation with all the consequencesit is necessary to improve the quality of lecturers competencies and students' self concepts. Keywords—Influence, Lecturer Competence, Self-concept, Learning Motivation

The Influence of Lecturer Competence and Self Concepts on Student Learning Motivation (Study on the Pancasila and Citizenship Education Study Program at Higher Education in Padang)