Materials and method: The cross-cultural adaptation was conducted based on standard guidelines to produce the Malay version of the Identification of Functional Ankle Instability (IdFAI-M) questionnaire. The reliability and validity testing were then performed among one hundred and twenty-three physically active University of Malaya students. Among them, twenty-two students also participated in the second return of the questionnaire over a two-week interval, which was then evaluated for test-retest reliability testing.

Results: The content validity for item-level (I-CVI) and Kappa values for all items were more than 0.7, respectively and the all scales-level (S-CVI) values were 0.983 (consistency), 0.967 (representativeness), 1.00 (relevance) and 0.983 (clarity). The questionnaire also demonstrated excellent reliability with an intraclass correlation coefficient (ICC2.1) above 0.850 for all items. It was observed that outer loading of most items were more than the minimum acceptable value (0.7). Fornell-Larcker criterion demonstrate all values for each reflective construct was larger than the correlations with other constructs, indicating discriminant. The cross-loading values of each item has shown a weak correlation with all other constructs, except for the one to which it was theoretically associated.

PURPOSE: 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.

METHODS: 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.

RESULTS: 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.