Self-efficacy and learning motivation in vocational education: a systematic review

Abstract

Self-efficacy and learning motivation are widely recognized as key psychological factors influencing students’ engagement and learning outcomes. However, evidence regarding their measurement and relationship among vocational college students remains fragmented. This systematic review synthesizes recent empirical studies on self-efficacy and learning motivation among vocational college students, focusing on research trends, measurement approaches, and reported relationships between the two constructs. Following PRISMA-informed procedures, studies published in English-language peer-reviewed journals from January 2022 to early August 2026 were identified through five databases (Web of Science, Scopus, APA PsycINFO, PubMed, and ERIC). After screening and eligibility assessment, 12 studies were included for coding and synthesis. Findings were analyzed descriptively and thematically to summarize study characteristics, measurement instruments, and patterns of association. The findings showed considerable variation in the measurement of both self-efficacy and learning motivation. Despite this heterogeneity, the included studies generally reported a positive relationship between the two constructs, although the strength and form of the relationship varied across studies and motivational dimensions. Overall, the evidence supports a broadly consistent positive association between self-efficacy and learning motivation among vocational college students, while conceptual and methodological heterogeneity limits direct comparison across studies. Future research should improve construct and measurement consistency and employ longitudinal or experimental designs to clarify the relationship between self-efficacy and learning motivation. CRD420261301263.