A bibliometric exploration of affective factors in mathematics education: research trends, thematic evolution, and topic modeling

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dc.contributor.authorTastepe, Mehtap
dc.contributor.authorOzkaya, Abdulkadir
dc.date.accessioned2026-04-25T14:20:26Z
dc.date.available2026-04-25T14:20:26Z
dc.date.issued2026
dc.departmentSinop Üniversitesi
dc.description.abstractThis study aims to examine research trends in the field of affective factors in mathematics education between 1978 and 2025 using trend topic analysis. A total of 2,587 articles systematically collected from the Web of Science and Scopus databases were analyzed using topic modeling, hierarchical clustering, and multidimensional scaling techniques. The findings reveal that the volume of research in the field has steadily increased, but there has been a shift in thematic focus from broad topics to more specific and contextual areas. While math anxiety emerged as the most dominant research focus, teachers' affective characteristics (Topic 4) and math anxiety (Topic 6) were the fastest growing themes in recent years. In contrast, the intersection of technology and materials with affective factors (Topic 1) and positive psychology-focused concepts (enjoyment, curiosity, flow) have been insufficiently researched. Hierarchical clustering showed that the topics fell into two main clusters: teaching/achievement-focused (Topics 2, 4, 5, 6) and context-factor-focused (Topics 1, 3, 7). The study highlights the asymmetric distribution and research gaps in the field, suggesting that future studies should focus on areas such as positive psychology, integrated theoretical models, and technology-based interventions. Furthermore, the importance of teacher training and math anxiety intervention programs is emphasized.
dc.identifier.doi10.3389/fpsyg.2025.1746934
dc.identifier.issn1664-1078
dc.identifier.pmid41646901
dc.identifier.scopus2-s2.0-105029225916
dc.identifier.scopusqualityN/A
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2025.1746934
dc.identifier.urihttps://hdl.handle.net/11486/8575
dc.identifier.volume16
dc.identifier.wosWOS:001680222500001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherFrontiers Media Sa
dc.relation.ispartofFrontiers in Psychology
dc.relation.publicationcategoryDiğer
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260420
dc.subjectaffective factors
dc.subjectmathematics anxiety
dc.subjectmathematics education
dc.subjectteacher beliefs
dc.subjecttechnology integration
dc.subjecttopic modeling
dc.subjecttrend topic analysis
dc.titleA bibliometric exploration of affective factors in mathematics education: research trends, thematic evolution, and topic modeling
dc.typeReview

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