A BIBLIOMETRIC ANALYSIS OF AFFECTIVE, PSYCHOLOGICAL, AND PEDAGOGICAL FACTORS IN UNIVERSITY MATHEMATICS EDUCATION
DOI:
https://doi.org/10.35631/IJEPC.1163051Keywords:
Bibliometric Analysis, Mathematics Education, Pedagogical Factors, Psychological Factors, ReviewAbstract
Mathematics at the university level is challenging as it requires intense logical reasoning, and the content is delivered in a fast-paced environment. Over the decades, researchers have devoted themselves to improving the effectiveness of teaching and learning mathematics through different techniques, investigating the influences of affective, psychological, and pedagogical factors on the students’ performance. This study aims to provide a comprehensive understanding of this field by conducting a bibliometric analysis on data retrieved from Scopus, which contains bibliographic data of publications published between 2001 and 2025. The analysis provides information about the publication trends, the most active contributors, the most cited publications, and research themes. The findings show that existing research could be grouped into technology-integrated learning, psychological and policy factors, cognitive development in mathematics, teacher-related factors, educational pressures and artificial intelligence adoption, and anxiety-related constructs. Among these, motivation and self-efficacy received high attention, showing that psychological and cognitive factors are important. The findings also suggest that problem-based learning, educational policy, collaborative learning, teaching confidence, formative assessment, stress, working memory, and depression could be possible future research directions. This study contributes an integrated perspective on mathematics education by connecting pedagogical practices with learner-related psychological and affective factors. The findings offer valuable implications for educators, researchers, and policymakers in enhancing student learning and success in university-level mathematics education.
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