<![CDATA[This research aimed to analyse the interaction patterns between dormitory supervisors (musyrifah) and female students (santriwati) in internalising the character of self-reliance, utilizing the Self-Determination Theory (SDT) framework. Employing a qualitative ethnographic design, the study focused on an Islamic boarding school in Yogyakarta. Using purposive sampling, data were collected from students and supervisors through in-depth interviews, participant observation, and document analysis, then analysed using Spradley’s Developmental Research Sequence. Findings revealed that self-reliance was achieved through targeted psychological nourishment rather than rigid authoritarianism. Autonomy support was demonstrated in student-led cognitive initiatives, such as the "sticky notes strategy" for time management. Competence was fostered by a structured daily schedule operating as a "silent educator." Relatedness was satisfied by the musyrifah adopting a "proxy-parent" role, utilizing private communication to mitigate ego-threat during discipline. Ultimately, fulfilling the psychological needs for autonomy, competence, and relatedness successfully shifted student motivation from external compliance to identified regulation, establishing self-reliance as an authentic and enduring character trait. Keywords: character education, self-reliance, Self-Determination Theory, Islamic boarding school]]>
Copyrights © 2025
