Mapping the Relationship Between Classroom Management and Student Learning Motivation: A Bibliometric Analysis

Abstract

This study aims to map the development of research on classroom management and student motivation through a bibliometric approach. The study was conducted to identify publication trends, author collaboration patterns, dominant research themes, and emerging research opportunities in this field. This research employed a bibliometric method using data retrieved from the Scopus database. The dataset was collected using keywords related to classroom management and student motivation. A total of 85 documents published between 2023 and 2026 were analyzed using VOSviewer and Biblioshiny software. The analysis included publication trend analysis, co-authorship analysis, keyword co-occurrence analysis, overlay visualization, and density visualization. The results indicate a significant increase in publications related to classroom management and student motivation, with the highest number of publications recorded in 2025. The author collaboration network analysis revealed a relatively low and fragmented level of collaboration among researchers. The dominant themes identified include classroom management, student motivation, classroom climate, teacher competence, and learning engagement. In addition, several emerging topics were identified as potential directions for future research, including AI-based classroom management, data-driven classroom management, digital behavior monitoring, and technology-supported motivation. The study concludes that classroom management is strongly associated with student learning motivation and has evolved into a multidisciplinary field that integrates pedagogical, psychological, social, and technological perspectives. The findings provide valuable insights for researchers in determining future research directions and expanding the knowledge base in educational studies.