Learning Motivation and Cognitive Development in Southeast Asian Students: A Bibliometric Analysis (2014-2024)
DOI:
https://doi.org/10.58557/eduinsights.v3i1.122Keywords:
Bibliometric Analysis, Learning Motivation, Cognitive Development, Southeast Asia, Educational PsychologyAbstract
This study analyses research trends regarding students' learning motivation and cognitive development in Southeast Asia from 2014 to 2024 using bibliometric analysis. The study examines the necessity for an in-depth comprehension of the growth of educational psychology in this crucial location through the analysis of publishing trends, cooperation networks, and theme advancements. Employing quantitative bibliometric technique, data were gathered from the Scopus, Web of Science, and Google Scholar databases utilising systematic keyword combinations pertinent to learning motivation, cognitive development, and Southeast Asian nations. The investigation included co-occurrence mapping, temporal visualisation, and theme grouping with VOSviewer software. The findings indicate five primary thematic clusters that embody different theoretical views, illustrating a paradigmatic transition from neurobiological approaches (2014-2016) to contextual-pedagogical themes (2017-2019), ultimately leading to themes of digital-pandemic adaptability (2020-2024). The research delineates the confluence of Self-Determination Theory, Piaget's cognitive development theory, Vygotsky's social constructivism, and executive function theory into a cohesive framework. Prominent topics encompass cultural backdrop, linguistic development, and socioeconomic considerations, illustrating the distinctive complexity of Southeast Asia. The research illustrates the evolution from disparate disciplinary methods to a cohesive multi-theoretical framework, integrating achievement goal theory with growth mindset and the Technology Acceptance Model with self-regulated learning theory. These findings underscore the need for culturally sensitive and technology-enhanced educational techniques that utilise advancements in neuroscience and digital technologies to optimise student learning outcomes in the different socio-cultural contexts of Southeast Asia.
References
Boyack, K. W., & Klavans, R. (2010). Co‐citation analysis, bibliographic coupling, and direct citation: Which citation approach represents the research front most accurately? Journal of the American Society for Information Science and Technology, 61(12), 2389–2404. https://doi.org/10.1002/asi.21419
Chen, X., Zou, D., Xie, H., & Wang, F. L. (2021). Past, present, and future of smart learning: a topic-based bibliometric analysis. International Journal of Educational Technology in Higher Education, 18(1), 2. https://doi.org/10.1186/s41239-020-00239-6
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A View From Two Eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School? Sage Open, 12(4). https://doi.org/10.1177/21582440221134089
Hisyam Syafii, & Halim Purnomo. (2024). Analisis Komparatif Pendekatan Behavioristik dan Konstruktivisme Sosial dalam Pembentukan Akhlak: Perspektif Neurosains Kognitif Islam. TARBIYAH: Jurnal Pendidikan Dan Pembelajaran, 1(2), 155–167.
Hisyam Syafii, Halim Purnomo, & Husain Azhari. (2024). A Mindfulness-Based Stress Reduction (MBSR) dalam mengurangi Academic Anxiety pada Mahasiswa. Jurnal Studi Islam Dan Kemuhammadiyahan (JASIKA), 4(2).
Kharroubi, S., & ElMediouni, A. (2024). Conceptual Review: Cultivating Learner Autonomy Through Self-Directed Learning & Self-Regulated Learning: A Socio-Constructivist Exploration. International Journal of Language and Literary Studies, 6(2), 276–296. https://doi.org/10.36892/ijlls.v6i2.1649
Kleminski, R., Kazienko, P., & Kajdanowicz, T. (2022). Analysis of direct citation, co-citation and bibliographic coupling in scientific topic identification. Journal of Information Science, 48(3), 349–373. https://doi.org/10.1177/0165551520962775
Li, K. C., & Wong, B. T.-M. (2022). Research landscape of smart education: a bibliometric analysis. Interactive Technology and Smart Education, 19(1), 3–19. https://doi.org/10.1108/ITSE-05-2021-0083
Marzola, P., Melzer, T., Pavesi, E., Gil-Mohapel, J., & Brocardo, P. S. (2023). Exploring the Role of Neuroplasticity in Development, Aging, and Neurodegeneration. Brain Sciences, 13(12), 1610. https://doi.org/10.3390/brainsci13121610
Mualem, R., Morales-Quezada, L., Farraj, R. H., Shance, S., Bernshtein, D. H., Cohen, S., Mualem, L., Salem, N., Yehuda, R. R., Zbedat, Y., Waksman, I., & Biswas, S. (2024). Econeurobiology and brain development in children: key factors affecting development, behavioral outcomes, and school interventions. Frontiers in Public Health, 12. https://doi.org/10.3389/fpubh.2024.1376075
Nikolopoulou, K. (2023). Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study. Sustainability, 15(16), 12284. https://doi.org/10.3390/su151612284
Orji, F. A., & Vassileva, J. (2023). Modeling the Impact of Motivation Factors on Students’ Study Strategies and Performance Using Machine Learning. Journal of Educational Technology Systems, 52(2), 274–296. https://doi.org/10.1177/00472395231191139
Pessin, V. Z., Yamane, L. H., & Siman, R. R. (2022). Smart bibliometrics: an integrated method of science mapping and bibliometric analysis. Scientometrics, 127(6), 3695–3718. https://doi.org/10.1007/s11192-022-04406-6
Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive Strategies and Development of Critical Thinking in Higher Education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.913219
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, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Syafii, M. H., & Azhari, H. (2025). Interaction Between Spiritual Development and Psychological Growth: Implications for Islamic Educational Psychology in Islamic Students. Journal of Islamic Education and Ethics, 3(1), 29–48. https://doi.org/10.18196/jiee.v3i1.69
Syafi’i, M. H., & Mulya, A. (2024). Literature Study on the Impact of Congregational Morning Prayer on Academic Anxiety: A View on Psychospiritual and Psychoneuroimmunology in Students. Journal of Islamic Communication and Counseling, 3(1), 72–90. https://doi.org/10.18196/jicc.v3i1.72
Syafii, M. H., Purnomo, H., & Alberto Valero Matas, J. (2024). The Relationship Between Nomophobia and Boredom Intolerance in the Use of Social Media among Generation Z Muslim Students. International Journal of Islamic Educational Psychology, 5(2), 309–321. https://doi.org/10.18196/ijiep.v5i2.23563
Van Iddekinge, C. H., Aguinis, H., Mackey, J. D., & DeOrtentiis, P. S. (2018). A Meta-Analysis of the Interactive, Additive, and Relative Effects of Cognitive Ability and Motivation on Performance. Journal of Management, 44(1), 249–279. https://doi.org/10.1177/0149206317702220
Xi, J., & Lantolf, J. P. (2021). Scaffolding and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behaviour, 51(1), 25–48. https://doi.org/10.1111/jtsb.12260
Zelazo, P. D., & Carlson, S. M. (2020). The neurodevelopment of executive function skills: Implications for academic achievement gaps. Psychology & Neuroscience, 13(3), 273–298. https://doi.org/10.1037/pne0000208
Zhao, L., Tang, Z., & Zou, X. (2019). Mapping the Knowledge Domain of Smart-City Research: A Bibliometric and Scientometric Analysis. Sustainability, 11(23), 6648. https://doi.org/10.3390/su11236648
