Bibliometric Analysis of Classroom Engagement: A Review Based on Web of Science Database

Abstract

Classroom engagement, a critical factor in enhancing learning outcomes and personal development, serves as a direct manifestation of students’ agency in learning. Understanding its developmental trajectory facilitates the efficient implementation of pedagogical activities. It also promotes students’ holistic development. This study aims to delineate the dynamic evolution of classroom engagement by constructing a network-based knowledge map, thereby revealing overarching research trends and shifts in this field. Systematically reviewing literature on classroom engagement since 1975, this research employs CiteSpace to visualize 919 articles sourced from the Web of Science Core Collection, offering valuable insights for theoretical exploration and practical applications in this domain. Key findings indicate: (1) a consistent increase in classroom engagement research over the past five decades; (2) the United States as the leading contributor; (3) Arizona State University, Texas A&M University College Station, and the University of California System as the most prolific institutions; (4) Fitzpatrick C as the most representative high-output author, with Fredricks JA being the most frequently cited scholar; (5) core journals including Journal of Educational Psychology, Review of Educational Research, and Child Development; and (6) emerging research hotspots such as flipped classroom, language, online education, and three focal themes: students with disabilities, interpersonal relationships, and student engagement.