Abstract

Keywords: Bibliometric analysis, systematic review, mathematics interest, mathematics education

Ahmad, M. U., Isa, A. D., & Zakariyya, A. A. (2024). Interest as predictor of mathematics achievement among senior secondary school students in Bida educational zone, Niger State, Nigeria. Journal of Instructional Mathematics, 5(1), 13–23. https://doi.org/10.37640/jim.v5i1.1951

Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561. https://doi.org/10.1037/0022-0663.94.3.545

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261

Andamon, J. C., & Tan, D. A. (2018). Conceptual understanding, attitude and performance in mathematics of grade 7 students. International Journal of Scientific and Technology Research, 7(8), 96–105.

Arhin, D., & Yanney, E. G. (2020). Relationship between students’ interest and academic performance in mathematics: A study of Agogo State College. Global Scientific Journals, 8(6), 389–396.

Asmira, A., Rusli, & Sabri. (2021). Improving students’ interest and achievement in mathematics learning through problem-based learning model. In M. Y. Basri, A. Rezky, & Arfah (Eds.), International Conference on Educational Studies in Mathematics (ICoESM 2021) (Vol. 611, pp. 303–307). Atlantis Press. https://doi.org/10.2991/assehr.k.211211.050

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. https://doi.org/10.1023/A:1021302408382

Bukar, U. A., Sayeed, M. S., Abdul Razak, S. F., Yogarayan, S., Ahmed Amodu, O., & Raja Mahmood, R. A. (2023). A method for analyzing text using VOSviewer. MethodsX, 11, 1–9. https://doi.org/10.1016/j.mex.2023.102339

Carmichael, C., Callingham, R., & Watt, H. M. G. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM Mathematics Education, 49, 449–460. https://doi.org/10.1007/s11858-016-0831-7

Cheng, C., Wang, L., Xie, H., & Yan, L. (2023). Mapping digital innovation: A bibliometric analysis and systematic literature review. Technological Forecasting and Social Change, 194, 1–18. https://doi.org/10.1016/j.techfore.2023.122706

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070

Du, C., Qin, K., Wang, Y., & Xin, T. (2021). Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations. Learning and Individual Differences, 91, 1–8. https://doi.org/10.1016/j.lindif.2021.102060

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256

Eccles, J. S. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). W. H. Freeman.

Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89. https://doi.org/10.1080/00461520902832368

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 1–13. https://doi.org/10.1016/j.cedpsych.2020.101859

Egara, F. O., & Mosimege, M. (2023). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 29(7), 8131–8150. https://doi.org/10.1007/s10639-023-12145-1

Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychological Bulletin, 136(1), 103–127. https://doi.org/10.1037/a0018053

Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7(3), 93–99. https://doi.org/10.1016/j.afjem.2017.08.001

Fisher, P. H., Dobbs-Oates, J., Doctoroff, G. L., & Arnold, D. H. (2012). Early math interest and the development of math skills. Journal of Educational Psychology, 104(3), 673–681. https://doi.org/10.1037/a0027756

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Gargi, B., Singh, P., Painuli, S., Rai, N., Semwal, P., Cruz-Martins, N., & Sharma, R. (2024). Literature-based screening and bibliometric analysis of the chemical composition, antioxidant and antimicrobial potential of essential oils isolated from Allium genus: 23 years of investigation. Pharmacological Research - Modern Chinese Medicine, 10, 1–17. https://doi.org/10.1016/j.prmcm.2023.100354

Habimana, S., Bizimana, B., & Maniraho, J. F. (2024). Factors affecting secondary school students’ interest to learn mathematics: A review of literature. European Journal of Mathematics and Science Education, 5(4), 227–240. https://doi.org/10.12973/ejmse.5.4.227

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Prentice Hall.

Hannula, M. S. (2006). Motivation in mathematics: Goals reflected in emotions. Educational Studies in Mathematics, 63, 165–178. https://doi.org/10.1007/s10649-005-9019-8

Harefa, D. (2023). The relationship between students’ interest in learning and mathematics learning outcomes. AFORE: Jurnal Pendidikan Matematika, 2(2), 1–11. https://doi.org/10.57094/afore.v2i2.1054

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement (1st ed.). Routledge.

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118

Huang, M. C.-L., Chou, C.-Y., Wu, Y.-T., Shih, J.-L., Yeh, C. Y. C., Lao, A. C. C., Fong, H., Lin, Y.-F., & Chan, T.-W. (2020). Interest-driven video creation for learning mathematics. Journal of Computers in Education, 7(3), 395–433. https://doi.org/10.1007/s40692-020-00161-w

Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students’ cognitive and affective domain: A systematic review. Frontiers in Psychology, 14, 1–15. https://doi.org/10.3389/fpsyg.2023.1105806

Ili, L., Rumasoreng, M. I., Prabowo, A., Setiana, D. S., & Latuconsina, A. (2021). Relationship between student learning interest and mathematics learning achievement: A meta-analysis. Al-Jabar: Jurnal Pendidikan Matematika, 12(2), 437–446. https://doi.org/10.24042/ajpm.v12i2.9715

Ismail, S. A. S., Maat, S. M., & Khalid, F. (2024). 35 years of fraction learning: Integrating systematic review and bibliometric analysis on a global scale. Eurasia Journal of Mathematics, Science and Technology Education, 20(12), 1–19. https://doi.org/10.29333/ejmste/15657

Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509–527. https://doi.org/10.1111/1467-8624.00421

Khalid, I. L., Abdullah, M. N. S., & Fadzil, H. M. (2025). A systematic review: Digital learning in STEM education. Journal of Advanced Research in Applied Sciences and Engineering Technology, 51(1), 98–115. https://doi.org/10.37934/araset.51.1.98115

Kihwele, J. E., & Mkomwa, J. (2023). Promoting students’ interest and achievement in mathematics through “King and Queen of Mathematics” initiative. Journal of Research in Innovative Teaching and Learning, 16(1), 115–133. https://doi.org/10.1108/JRIT-12-2021-0083

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.

Krapp, A. (2007). An educational-psychological conceptualisation of interest. International Journal for Educational and Vocational Guidance, 7, 5–21. https://doi.org/10.1007/s10775-007-9113-9

Lee, W., Lee, M.-J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 39(2). https://doi.org/10.1016/j.cedpsych.2014.02.002

Maamin, M., Maat, S. M., & Iksan, Z. H. (2022). The influence of student engagement on mathematical achievement among secondary school students. Mathematics, 10(1), 1–14. https://doi.org/10.3390/math10010041

Marsh, H. W., & Martin, A. J. (2011). Academic self‐concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59–77. https://doi.org/10.1348/000709910X503501

Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self‐concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397–416. https://doi.org/10.1111/j.1467-8624.2005.00853.x

Martinussen, L. J., Riege, A., Richter, J., Briseid, E. M., Maugesten, M., & Reber, R. (2025). Prospective mathematics teachers’ situational interest for word problems. Educational Psychology, 45(4), 377–394. https://doi.org/10.1080/01443410.2025.2477814

Merigó, J. M., & Yang, J.-B. (2017). A bibliometric analysis of operations research and management science. Omega, 73, 37–48. https://doi.org/10.1016/j.omega.2016.12.004

Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics, 106(1), 213–228. https://doi.org/10.1007/s11192-015-1765-5

Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up- to-date review. Profesional de La Información, 29(1), 1–20. https://doi.org/10.3145/epi.2020.ene.03

Muthén, L. K., & Muthén, B. O. (1998). Mplus user’s guide (1st ed.). Muthén & Muthén.

Navarro-Ibarra, L. A., Cuevas-Salazar, O., Acuña-Michel, L. L., & Valenzuela-Ochoa, J. M. (2025). Mathematics education and technology: Bibliometric analysis and systematic review (2000-2024). Eurasia Journal of Mathematics, Science and Technology Education, 21(3), 1–23. https://doi.org/10.29333/ejmste/16072

Ng, C.-T., Chen, Y.-H., Wu, C.-J., & Chang, T.-T. (2022). Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders. Brain and Behavior, 12(5), 1–17. https://doi.org/10.1002/brb3.2557

Özkaya, A. R. (2018). Bibliometric analysis of the studies in the field of mathematics education. Educational Research and Reviews, 13(22), 723–734. https://doi.org/10.5897/err2018.3603

Öztürk, O., Kocaman, R., & Kanbach, D. K. (2024). How to design bibliometric research: an overview and a framework proposal. Review of Managerial Science, 18, 3333–3361. https://doi.org/10.1007/s11846-024-00738-0

Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–98. https://doi.org/10.1037/0022-0663.99.1.83

Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024

Pranckutė, R. (2021). Web of Science (WoS) and Scopus: The titans of bibliographic information in today’s academic world. Publications, 9(1), 1–59. https://doi.org/10.3390/publications9010012

Renninger, K. A., & Hidi, S. E. (2016). The power of interest for motivation and engagement. In The Power of Interest for Motivation and Engagement. Routledge. https://doi.org/10.4324/9781315771045-2

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793

Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 1–31. https://doi.org/10.1016/j.cedpsych.2020.101860

Salifu, A. S., & Bakari, A. (2022). Exploring the relationship between students’ perception, interest and mathematics achievement. Mediterranean Journal of Social & Behavioral Research, 6(1), 13–20. https://doi.org/10.30935/mjosbr/11491

Sampagnaro, G. (2023). Keyword occurrences and journal specialization. Scientometrics, 128(10), 5629–5645. https://doi.org/10.1007/s11192-023-04815-1

Scherrer, V., Preckel, F., Schmidt, I., & Elliot, A. J. (2020). Development of achievement goals and their relation to academic interest and achievement in adolescence: A review of the literature and two longitudinal studies. Developmental Psychology, 56(4), 795–814. https://doi.org/10.1037/dev0000898

Schukajlow, S., & Rakoczy, K. (2016). The power of emotions: Can enjoyment and boredom explain the impact of individual preconditions and teaching methods on interest and performance in mathematics? Learning and Instruction, 44, 117–127. https://doi.org/10.1016/j.learninstruc.2016.05.001

Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM Mathematics Education, 55, 249–267. https://doi.org/10.1007/s11858-022-01463-2

Setyaningsih, D. A., As-Salamah, S. F., Setiyani, E. D., & Fakhriyana, D. (2024). Augmented reality in influencing interest in learning mathematics. Union: Jurnal Ilmiah Pendidikan Matematika, 12(1), 202–214. https://doi.org/10.30738/union.v12i1.16536

Shibeshi, A. D. (2020). Review on students interest and self-motivation to learning mathematics education in Ethiopian. Biostatistics and Biometrics Open Access Journal, 10(2), 43–49. https://doi.org/10.19080/BBOAJ.2020.10.555784

Singh, K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. Journal of Educational Research, 95(6), 323–332. https://doi.org/10.1080/00220670209596607

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417

Stemler, S. E. (2015). Content analysis. In R. A. Scott & S. M. Kosslyn (Eds.), Emerging trends in content analysis. John Wiley & Sons. https://doi.org/10.1002/9781118900772.etrds0053

Stevens, T., Olivárez Jr., A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and White students. Hispanic Journal of Behavioral Sciences, 28(2), 161–186. https://doi.org/10.1177/0739986305286103

Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.

Thomas, L., & Ali Mohammed, L. (2024). The relation between student’s interest and academic performance of secondary students in learning mathematics online. International Journal of Academic Research in Progressive Education and Development, 13(1), 2513–2523. https://doi.org/10.6007/ijarped/v13-i1/20943

Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study. Journal of Educational Psychology, 104(3), 763–777. https://doi.org/10.1037/a0027470

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111–133. https://doi.org/10.1207/s15326985ep3902_3

van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84, 523–538. https://doi.org/10.1007/s11192-009-0146-3

van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111(2), 1053–1070. https://doi.org/10.1007/s11192-017-2300-7

Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204. https://doi.org/10.1037/a0036620

Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35. https://doi.org/10.1016/j.dr.2009.12.001

Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015

Yang, X., Chan, M. C. E., Kaur, B., Deng, J., Luo, J., & Wen, Y. (2025). International comparative studies in mathematics education: A scoping review of the literature from 2014 to 2023. ZDM - Mathematics Education, 57, 745–761. https://doi.org/10.1007/s11858-025-01700-4

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y

Yeh, C. Y. C., Cheng, H. N. H., Chen, Z.-H., Liao, C. C. Y., & Chan, T.-W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(5), 1–19. https://doi.org/10.1186/s41039-019-0100-9

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909

Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629