Aug 2026· The International Review of Multidisciplinary Research· Vol 1, pp. 89-104· 0 citations· 24 references
Abstract
Personality is a fundamental factor in shaping classroom dynamics, student engagement, and instructional paradigms, yet introversion remains a highly fragmented and peripheral topic within educational scholarship. This study systematically applies a macro-level bibliometric approach to map the latent environment of introversion in the context of the more general literature of teaching and learning. We performed a series of Boolean searches in the Scopus database to reach a final dataset of 753 peer-reviewed publications published from 2000 to 2025. We employed the VOS viewer tool for network visualization and algorithmic clustering to analyze publication trajectories, citation networks, and thematic intersections. Bibliographic coupling revealed five distinct clusters mapping the structural anchors of the field, dominated by research streams in psychological well-being, adaptive learning systems, and academic motivation. Concurrently, co-word analysis yielded four primary thematic networks. Keyword co-occurrence mapping demonstrates that while the literature is overwhelmingly structured around broad macro-level frameworks (n=353), introversion remains situated on the structural periphery (n=21). While this quantitative difference reflects the deliberate scope of our broader search strategy, it visually maps the degree to which introversion remains subsumed under generalized personality constructs in educational scholarship. This empirical difference suggests that educational research has tended to examine personality through broader constructs, with introversion receiving comparatively limited explicit attention. Obscuring the individualized teaching realities of introverted educators. In this paper, we bring these networks together through an integrative matrix to map the implicit embedding of introverted teaching qualities, including deliberate reflection, deep listening, and asynchronous digital mediation, within mainstream pedagogies. Ultimately, this research provides a structural framework for the conversion of introversion from a stigmatized variable to an explicitly acknowledged strength in the design of contemporary education.
Given the diversity of theoretical approaches to mathematics learning, this study aims to characterize the predominant theoretical perspectives on the understanding of mathematical concepts within the scientific literature, as well as to identify the collaboration networks and intellectual structure of research in this field. A bibliometric and social network analysis was conducted on 4,266 records from the Scopus database (1980–2024). The findings reveal a dual structure: while the discipline’s intellectual base remains anchored in educational psychology theories (Pekrun, Eccles), the current research front has evolved toward specialized didactic frameworks such as the Onto-Semiotic Approach and Embodied Cognition. The results indicate that the discipline is undergoing a phase of professionalization and theoretical specialization, although high fragmentation and a critical geographic gap persist, excluding emerging regions like Latin America from central collaboration nodes. It is concluded that an epistemological transition is occurring, moving from classical socio-constructivism toward neuro-cognitive and multimodal approaches. These findings underscore the need to integrate fragmented theoretical frameworks and promote transregional collaboration policies to diversify global theoretical production.
L. Navarro-Ibarra, Omar Cuevas-Salazar, Jeanneth Milagros Valenzuela-Ochoa et al.· International Electronic Jou...· 0 citations
Undergraduate (UG) students face intense, unprecedented psychological pressures, with English language teaching (ELT) classrooms also serving as high-pressure spaces. The fragmented scholarship on mental well-being in undergraduate ELT contexts lacks an intellectual map; thus, this bibliometric study presents a comprehensive analysis of 345 Scopus-indexed documents from 2016 to 2026. It uses performance analysis and science mapping techniques with Biblioshiny (R package version 1.12.1) and VOSviewer (version 1.6.20). The data reveals an annual growth rate of 28.73%. Frontiers in Psychology published the most articles; Wang, Yongliang remains the most prominent author, and Islamic Azad University and China dominate the global publication landscape. The most frequently used keyword co-occurrences were "human", "positive psychology" and "anxiety", and the most frequent co-authorship network were Derakhshan, Ali; Wang, Yongliang. The findings depict a shift from a deficit-based approach to positive psychology approaches. Further research should focus on promoting mental well-being through empirical studies and a psycholinguistic perspective.
This study presents a multidimensional bibliometric and thematic analysis of L2 vocabulary learning research in higher education from 1992 to 2025. Leveraging a two-database framework that integrates data from Scopus and the Web of Science Core Collection, the paper applies Hallinger and Kovačević’s Four-Dimensional Bibliometric Framework to analyze the evolution, intellectual landscape, and methodological trends of the field. 557 peer-reviewed journal articles were quantitatively mapped, and thematic clusters were identified using Bibliometrix (R) and VOSviewer. The findings reveal three stages of scholarly development, diversification of institutions and regions involved, and varying methodological orientations between databases. Seven thematic clusters emerged, including technology-enhanced vocabulary instruction, modeling vocabulary knowledge, and incidental acquisition processes. In addition to validating dominant research paradigms, the paper places special focus on emerging and yet-to-be-explored domains such as informal digital learning, psychological network analysis, and vocabulary pedagogy for equity. A comparison of Scopus and WoS suggests a need for dual-source indexing to justify large-scale bibliometric synthesis. The study concludes by proposing an agenda for future research that is inclusive in methodology, theory-driven, and context-sensitive in its responsiveness to global language learning dynamics.
Motivation has long been recognized as a central determinant of success in second language acquisition (SLA); however, the development of motivation research over the last decade has not been comprehensively mapped. This study aims to examine publication trends, geographical distribution, thematic structure, and the conceptual evolution of research on motivation in second language learning through a bibliometric approach. Data were retrieved from the Scopus database for a ten-year period and analyzed using Biblioshiny and VOSviewer. These tools were employed to identify patterns of scientific productivity, country-level contributions, keyword co-occurrence, thematic clusters, and the evolution of dominant research themes. The findings reveal a steady increase in publications, indicating sustained scholarly attention to motivation in SLA. China emerged as the most productive country, followed by other major contributors from North America, Europe, the Middle East, and Asia. The keyword and thematic analyses show that current research is strongly centered on the L2 Motivational Self System, self-regulation, digital learning, learner engagement, anxiety, self-efficacy, and willingness to communicate. The thematic evolution further indicates a shift from attitude-based and static models of motivation toward more dynamic, contextual, and learner-centered frameworks that emphasize learning experiences, emotional factors, technological environments, and individual differences. This study contributes to the field by offering a systematic conceptual map of SLA motivation research and by identifying emerging directions for future inquiry. It recommends further longitudinal, cross-cultural, and technology-integrated studies to deepen understanding of how motivation develops across diverse second language learning contexts and across different stages of learner development over time.
Nila Umi Salamah, Aura Bunga Tauhid, Nur Hidayanto Pancoro Setyo Putro· Journal of Languages and Lan...· 0 citations
Teacher humor, as well as humor in teaching in general, serves as an important pedagogical resource that contributes to creating a stimulating classroom atmosphere, facilitates communication and enhances students' learning processes. This paper aims to analyze contemporary scientific trends in research on teacher humor in the classroom, with a particular focus on the analysis of bibliographic unit networks. The study is based on a bibliometric analysis of scientific publications. The study was conducted on a sample of 421 scientific articles examining teacher humor in the context of classroom instructional processes. The data were analyzed using the software VOSviewer 1.6.20, with the aim of constructing and visualizing bibliometric networks, as well as identifying research directions in the field of teacher humor studies. The findings indicate a growing presence of this subject in the scientific literature over the past two decades. Moreover, the analysis highlights the existence of distinct clusters of key terms appearing in the bibliographic units, their interconnections, as well as the most represented research areas focusing on teacher humor in the classroom. The most productive authors and scientific journals in this research domain were also identified. The obtained results may be valuable to researchers in the academic community, serve as a foundation for future studies and provide guidance to scholars on this relatively underexplored subject. The study offers support in collecting adequate primary and secondary sources, relevant and systematically organized information and a basis for theoretical elaboration upon which methodological frameworks can be developed.
Sanja Živanović, R. Perućica, Bojana Vuković· Nastava i Vaspitanje· 1 citation
Educational short-video research spans disciplines, platforms and learning contexts, but the same label is applied to resources differing in function, activity, context and evaluation, complicating comparison and evidence synthesis. This study mapped the development, thematic organisation and operationalisation of educational short-video research. We analysed 2,169 records indexed in Web of Science and Scopus up to 11 June 2026 using bibliometric analysis, non-negative matrix factorisation topic modelling and structured content analysis. Publication output increased sharply from the mid-2010s but remained dispersed across outlets. Among 16 first-level topics, Skill Development in Educational Contexts was the largest, forming the structural core of the field, while topic overlap was predominantly pairwise. Video-Based Health Interventions for Attitude Change and Cognitive Load and Engagement in Instructional Video Design combined positive recent growth with comparatively high citation visibility, whereas Social Media Engagement Strategies for Education emerged as a rapidly growing direction. Knowledge/Achievement and Engagement/Motivation were the most widely represented outcome domains, and experimental and synthesis designs were more common among identifiable records in health-related topics. Indexed descriptions most often foregrounded intended users, educational uses, learning content, and interactivity. A representative duration was available for 511 records, but no consistently applied numerical threshold was evident. These findings support a working definition of educational short videos as discrete multimedia messages combining words and visuals and designed or used to promote learning. Shortness should be interpreted relative to educational purpose, content unit and surrounding activity rather than duration alone.
Yidi Zhang, Jindi Wang, P. Bem-haja et al.· 0 citations
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