Mapping the Intellectual Structure of Physics Anxiety Research: A Bibliometric Analysis of Influencing Factors
Keywords:
Bibliometric Studies, Emotional Condition, Learning Motivation, Physics Anxiety, Physics EducationAbstract
Physics anxiety is a significant issue in physics education that contributes to declining student academic achievement. This condition arises from the perception that physics is a complex and difficult subject, which triggers negative emotional responses during the learning process. Therefore, this study aims to explore research trends in physics anxiety and identify the factors influencing this phenomenon. A bibliometric approach based on the PRISMA method was employed, 73 documents retrieved from the Scopus database using the keywords "physics education" and "anxiety". The extracted data were analyzed using VOSviewer and Biblioshiny software to identify publication trends and map relationships among relevant concepts. The results show that research trends on physics anxiety have increased gradually over the past two decades. Furthermore, three major factors influencing physics anxiety were identified: intrinsic factors, extrinsic factors, and social factors. Based on these findings, it is recommended that educators minimize the impact of these factors through adaptive, interactive, and student-centered learning designs to prevent the decline of student achievement in physics learning.
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