Ci a ion: Saga duy, A.; A ie a, N.;
An ón, A. A Bibliome ic S udy on
Ma hema ics Anxie y in P ima y
Educa ion. Educ. Sci. 2024,14, 678.
h ps://doi.o g/10.3390/
educsci14070678
Academic Edi o : Daniel Muijs
Recei ed: 29 Ap il 2024
Re ised: 7 June 2024
Accep ed: 19 June 2024
Published: 21 June 2024
Copy igh : © 2024 by he au ho s.
Licensee MDPI, Basel, Swi ze land.
This a icle is an open access a icle
dis ibu ed unde he e ms and
condi ions o he C ea i e Commons
A ibu ion (CC BY) license (h ps://
c ea i ecommons.o g/licenses/by/
4.0/).
educa ion
sciences
A icle
A Bibliome ic S udy on Ma hema ics Anxie y in
P ima y Educa ion
Ainhoa Saga duy * , Nikole A ie a and Al a o An ón
Depa men o Didac ics o Ma hema ics, Expe imen al and Social Sciences, Bilbao Facul y o Educa ion,
Uni e si y o he Basque Coun y, Ba io Sa iena, 48940 Leioa, Bizkaia, Spain; [email p o ec ed] (N.A.);
[email p o ec ed] (A.A.)
*Co espondence: ainhoa.saga [email p o ec ed]
Abs ac : Ma hema ics anxie y, s emming om nega i e pe cep ions and eelings o ension among
s uden s, signi ican ly impac s academic ou comes and a i udes a all ages, s a ing om P ima y
Educa ion. Thus, his s udy aimed o in es iga e he exis ing scien i ic li e a u e on ma hema ics
anxie y in his con ex . A bibliome ic analysis was de eloped using he Co e Collec ion o he Web o
Science da abase, esul ing in 360 scien i ic publica ions. The dis ibu ion o publica ions by jou nal,
ins i u ion, coun y, and au ho ship, as well as he empo al e olu ion o hem and he co-occu ence
o keywo ds, was analysed and isualised h ough he SciMAT and VosViewe so wa e. Find-
ings e eal a g owing in e es in ma hema ics anxie y wi hin he scien i ic communi y, pa icula ly
conce ning i s co ela ion wi h gende s e eo ypes and s uden s’ ma hema ical pe cep ions a he
p ima y le el. Mo eo e , he dis ibu ion o publica ions highligh s he Uni ed S a es as he p ima y
con ibu o o his esea ch, wi h a no able majo i y o dis inguished emale au ho s.
Keywo ds: ma hema ics anxie y; p ima y educa ion; bibliome ic analysis; gende
1. In oduc ion
Despi e he ac ha lea ning ma hema ics cons i u es a basic pilla in he comp e-
hensi e aining o s uden s [
1
], he e is a nega i e pe cep ion on he pa o he s uden s
owa ds his discipline, s e eo yping i as a complex subjec wi h impo an de achmen s [
2
].
The e is eno mous a iabili y in e ms o he emo ions and eelings ha people expe ience
in di e en ma hema ical con ex s. Some imes, ma hema ics is pe cei ed as a se o ules
and disconnec ed numbe s ha mus be memo ised mechanically, which gene a es displea-
su e and discom o among s uden s [
3
]. This un a ou able pe cep ion o ma hema ics
is signi ican ly mani es ed in he esul s o he las P og amme o In e na ional S uden
Assessmen (PISA) es , ocused on ma hema ical compe ence, whe e he skills o 15-yea -
old s uden s a e e alua ed in a ious disciplines, and whe e anxie y and un a ou able
pe cep ions impac s uden achie emen [4].
This ad e se a i ude and p edisposi ion owa ds ma hema ics is known as ma hema -
ics anxie y [
5
,
6
]. This emo ional esponse has been de ined as he se o eelings o ension,
wo y, and ea ha hinde he success ul comple ion o asks ha in ol e he manipula ion
o numbe s and ma hema ical easoning, bo h in he school en i onmen and in a daily
con ex [
7
–
9
]. Indeed, he signi ican e ec s o ma h anxie y ex end beyond academic pe -
o mance, impac ing s uden s’ emo ional well-being and educa ional expe ience. Resea ch
has shown ha ma h anxie y can lead o he a oidance o ma h- ela ed asks, diminished
sel -con idence, and inc eased s ess le els, ul ima ely hinde ing s uden s’ abili y o each
hei ull po en ial in ma hema ics and ela ed ields [10].
Con e sely, in ma hema ics anxie y, he ollowing wo dimensions a e iden i ied: a
cogni i e dimension, which encompasses conce ns abou ailu e in ma hema ical asks,
and an a ec i e dimension, which encompasses he emo ions o ne ousness and ension
Educ. Sci. 2024,14, 678. h ps://doi.o g/10.3390/educsci14070678 h ps://www.mdpi.com/jou nal/educa ion
Educ. Sci. 2024,14, 678 2 o 19
in es si ua ions. These dimensions ein o ce he complexi y o ma hema ics anxie y and
highligh ha i goes beyond simple nega i e emo ions [11].
Acco ding o Pek un’s con ol– alue heo y [
12
], ma h anxie y a ises om he in e ac-
ion be ween pe cei ed con ol o e lea ning ou comes and he alue a ibu ed o success
in ma hema ics. This heo y sugges s ha s uden s expe ience ma h anxie y when hey
pe cei e low con ol o e hei pe o mance and high alue in succeeding in ma hema ics.
Rega ding he ac o s ha in luence his phenomenon, Fe nández and Ayán p opose he
exis ence o bo h ex e nal and in e nal causes [
13
]. The ex e nal causes include hose ela ed
o he con ex o he indi idual (school en i onmen , amily en i onmen , gende s e eo-
ypes, e c.) and he in e nal causes include hose ha s a om he indi idual hemsel
(sel - egula ion abili y, pe o mance, e c.). Rega ding he ac o s o ex e nal o igin, i has
been shown ha he pedagogical s a egies used in he class oom a e di ec ly ela ed o
s uden s’ le els o ma hema ics anxie y and ma hema ical pe o mance [
14
]. In addi ion,
he ma hema ics anxie y expe ienced by eache s ep esen s a limi ing ac o in he de el-
opmen o ma hema ical compe ence in he class oom [
15
]. The expe ience o ma hema ics
anxie y by eache s seems o ha e a di ec in luence on he a i ude o s uden s owa ds he
discipline and, consequen ly, on hei own le el o ma hema ics anxie y [
16
–
18
]. Likewise,
o he s udies p opose he exis ence o a di ec ela ionship be ween he p obabili y o a
s uden expe iencing ma hema ics anxie y and he ma hema ics anxie y expe ienced by
hei pa en s [
19
,
20
]. Rega ding gende s e eo ypes, a ecen s udy by Doz e al. e eals ha
gi ls end o expe ience g ea e ma hema ics anxie y han do boys in he con ex o P ima y
Educa ion [
21
]. Howe e , no di e ences a e ound in ela ion o he gende a iable in
e ms o p ecision in sol ing ma hema ical p oblems o in he pe cep ion o he di icul y o
such p oblems. This inding aligns wi h hose o o he s udies, highligh ing he in luence
o ma hema ical gende s e eo ypes on anxie y and ma hema ical sel -concep [22–25].
In con as , among he in e nal causes, Blai and Ku ind a nega i e co ela ion be ween
sel - egula ion abili y and le els o ma hema ics anxie y [
26
]. As s uden s ma u e and
de elop hei execu i e unc ion skills, hey demons a e an inc eased abili y o egula e
hei emo ional esponse. In his sense, nume ous s udies ha e shown he nega i e e ec o
high le els o ma hema ics anxie y on pe o mance [
27
–
29
]. Howe e , ma h pe o mance
is commonly conside ed an ou come o ma h anxie y a he han jus a p ecu so , as he
ela ionship be ween ma h anxie y and ma h pe o mance is bidi ec ional [
17
]. Con e sely,
Ži ko i´c e al. ind a posi i e co ela ion among ma hema ical pe o mance, sel -e icacy,
and he enjoymen o ma hema ics [30].
Some o hese ac o s a e included among he ools used o measu e ma hema ics
anxie y. One o he i s psychome ic scales was he Ma hema ics Anxie y Ra ing Scale
(MARS), de eloped by Richa dson and Suinn [
7
]. Subsequen ly, speci ic scales ha e
been adap ed and de eloped o he con ex o P ima y Educa ion. The i s scale was
a sho ened e sion o he MARS [
31
], ollowed by he Ma hema ics Anxie y Scale o
Child en (MASC) [
32
], and he Abb e ia ed Ma h Anxie y Scale (AMAS) [
33
]. O he ools,
such as he Scale o Ea ly Ma hema ics Anxie y (SEMA) [
34
], he Child Ma hema ical
Anxie y Ques ionnai e (CMAQ) [
35
] and i s e ised e sion (R-CMAQ) [
36
], and he
Ma hema ics Anxie y Scale o Young Child en (MASYC) [
37
], ha e since been de eloped.
To e ec i ely ad ance he esea ch on ma hema ics anxie y, i is impe a i e no only
o examine he mani es a ions, causes, and ools o his emo ional esponse, bu also o
unde s and i s e olu ion and ends in he academic li e a u e. He e, bibliome ic analysis
eme ges as an indispensable ool. The in e es in his s a egy is mo i a ed by he need
o e alua e he p og ess o scien i ic p oduc ion and i s in luence, and o unde s and he
si ua ion o he ield in which such in es iga ions a e ca ied ou [
38
]. Simila ly, Ca dona
e al. indica e ha h ough bibliome ic s udies, ends can be de ec ed, and pa e ns ha
acili a e he iden i ica ion o ad ances and he le el o scien i ic de elopmen in a speci ic
a ea, o which a ious bibliome ic indica o s a e used, can be es ablished [39].
To da e, wo s udies ha e analysed publica ions on ma hema ics anxie y h ough
a bibliome ic app oach— hose o E sozlu and Ka akus [
40
] (Web o Science (WoS) and
Educ. Sci. 2024,14, 678 3 o 19
Rade ic and Milo ano i´c [
41
] (Scopus))—bu nei he o hese s udies has ocused on
a speci ic opic in he child popula ion in gene al o in he P ima y Educa ion con ex
pa icula ly. P ima y s uden s ep esen a unique popula ion wi h dis inc de elopmen al
cha ac e is ics ha make hem pa icula ly suscep ible o ma h anxie y- ela ed issues [
42
].
Thei o ma i e yea s a e c ucial o es ablish he bases o ma hema ical skills and a i udes
ha can in luence hei academic ajec o y and emo ional well-being h oughou hei
li es [
43
]. Consequen ly, unde s anding and add essing ma h anxie y in P ima y Educa ion
is essen ial o os e ing posi i e lea ning expe iences and ou comes. The e o e, he main
objec i e o his s udy is o quan i a i ely analyse he exis ing scien i ic li e a u e on
ma hema ics anxie y in P ima y Educa ion o p o ide a pano amic iew o he exis ing
scien i ic indings. To achie e his objec i e, we p opose he ollowing speci ic objec i es: o
o e an o e iew o he e olu ion o he esea ch on ma hema ics anxie y in his educa ional
con ex ; o iden i y he co-occu ence o he keywo ds used and analyse hei impac in
he a ea; and o iden i y he mos ac i e and ele an jou nals, ins i u ions, coun ies, and
au ho s o es ablish pa e ns o de elopmen , collabo a ion, and e olu ion o e ime.
2. Ma e ials and Me hods
Nex , he me hod used o collec he da a and he p ocedu e used o he analysis and
isualisa ion o he da a a e desc ibed.
2.1. Da a Sample
Fi s , he sea ch syn ax was iden i ied om he keywo ds “ma h* anxie y” and “child”,
“p ima y school”, o “p ima y educa ion” in he jou nals indexed in he Co e Collec ion o
he WoS da abase o collec he la ges possible numbe o scien i ic publica ions ela ed o
ma hema ics anxie y in P ima y Educa ion. Boolean ope a o s (AND-OR) we e used o
imp o e he ou come o he publica ion sea ch.
The ollowing ci a ion indices we e selec ed wi hin he Co e Collec ion: he Social Sci-
ence Ci a ion Index (SSCI), Science Ci a ion Index Expanded (SCIE), A s and Humani ies
Ci a ion Index (AHCI), and Eme ging Sou ce Ci a ion Index (ESCI).
In his s udy, only a icles, e iews, and ea ly access a icles we e included o analysis,
as hey con ained ull in o ma ion abou he esea ch ideas and esul s, and mos o he
publica ions we e classi ied in o he h ee ca ego ies. Book e iews, minu e documen s,
book chap e s, and edi o ial ma e ials we e excluded om his s udy in o de o ocus on
o iginal, pee - e iewed esea ch ha will p o ide signi ican con ibu ions o scien i ic
knowledge. These ypes o documen s, al hough impo an in o he con ex s, may no
o e he same le el o scien i ic igo o ele ance o he objec i es o he bibliome ic
s udy. A depu a ion o he da abase was also ca ied ou o emo e duplica ed and non-
ela ed manusc ip s. Finally, a o al o 360 publica ions o me ada a we e included in
he bibliome ic analysis. Ins i u ional access was equi ed o download and analyse he
con en o many o he publica ions included in his s udy. This sea ch was ca ied ou in
he second qua e o 2023, and he yea o publica ion o he documen s was no limi ed.
2.2. Da a Analysis and Visualisa ion
Fo he analysis and isualisa ion o he me ada a impo ed om he WoS, SciMAT-
1.1.04 and VOS iewe 1.6.19 we e used.
2.2.1. SciMAT
A cleaning o he da a co pus was ca ied ou by combining o disca ding e ms
ha SciMAT ecognised as synonyms based on he p og ammed di e ences (1 di e ence).
This da a cleaning p ocess was ca ied ou o he iden i ica ion o bo h keywo ds and
au ho s. Fo he analysis o he keywo ds, he keywo ds selec ed by bo h he au ho and
he WoS jou nals we e used. The da a educ ion equency was se o 1 since he da a
olume was no la ge. The ne wo k was cons uc ed by means o he co-occu ence o
e ms, wi h a minimum equency o co-occu ence o 1. The measu e o simila i y o he
Educ. Sci. 2024,14, 678 4 o 19
equi alence index was used o no malise he ne wo k due o i s e ec i eness in highligh ing
he s uc u e o he ne wo k and acili a ing he in e p e a ion o he esul s [
44
]. Fo he
clus e ing o keywo ds, he algo i hm o simple cen es was used wi h a minimum ne wo k
size o 3 and a maximum size o 7 keywo ds. The main mappe was used ou inely o
de e mine associa ions among he documen s. I e e s o he algo i hm used o map he
hema ic s uc u e o he ci a ion ne wo k as i iden i ies he main o dominan hemes
in he ield o s udy. As a bibliome ic measu e o quali y, he h index was used o selec
he numbe o documen s since i is a measu e o e alua e he in luence and ele ance o
he a icles.
One o he analyses o he co-occu ence o keywo ds was pe o med using he cen-
ali y and densi y o Callon [
45
]. Cen ali y measu es he impo ance o a opic in he
de elopmen o he en i e ield o esea ch being analysed. Con e sely, densi y measu es
he s eng h ha uni es a opic wi h he es o he keywo ds o he analysed esea ch a ea.
2.2.2. VOS iewe
VOS iewe isualisa ion maps we e used o ep esen he esul s ob ained om
he bibliome ic analysis. To e ine he da a and educe he deg ee o a ia ion in he
e minology, a synonym dic iona y ile, also known as a Thesau us, was gene a ed. This ile
g oups simila o ela ed e ms, acili a ing he analysis by consolida ing ela ed concep s
unde a single label. In he maps, he nodes ep esen each elemen o he ne wo k, and
he clus e s ep esen a g oup o nodes closely ela ed o each o he . The colou , size, and
cen ali y o he clus e s, as well as he dis ance be ween hem, p o ided in o ma ion on he
ela ionships o links be ween he elemen s analysed. The colou o he clus e ep esen ed
he independence o he ca ego ies be ween he elemen s ha made up he ne wo k. The
in ensi y o he colou indica ed he impo ance o he elemen wi hin he ca ego y. The size
o he clus e , simila o he in ensi y o colou and i s cen ali y, ep esen ed he numbe o
elemen s i encompassed, ha is, he impo ance i had wi hin he ne wo k. The dis ance
be ween he nodes ep esen ed he deg ee o ela ionship be ween hem and was exp essed
as he o al s eng h o he link ( o al link s eng h), which indica es he o al s eng h, ha
is, he sum o al, o he links connec ing he nodes.
3. Resul s
The esul s ob ained om he bibliome ic analysis a e p esen ed below. The i s
ou sec ions show he dis ibu ion o publica ions by jou nal, ins i u ion, coun y, and
au ho ship. Nex , he dis ibu ion o publica ions by yea o publica ion is p esen ed, and
inally, he co-occu ence o keywo ds whe e he ne wo k map is analysed, as well as he
pa ame e s o cen ali y and densi y o Callon, a e analysed.
3.1. Dis ibu ion by Jou nal
The 360 publica ions analysed in his s udy we e dis ibu ed in a o al o 180 jou nals.
F on ie s in Psychology opped he lis , wi h a o al o 35 pape s (9.72% o he o al) and 809
ci a ions and a o al link s eng h o 182. The mos ci ed a icle in his jou nal was ha o
Ca ey e al. [46], wi h a o al o 163 ci a ions.
The analysis o he ne wo k map e ealed wo well-di e en ia ed clus e s. The i s
clus e , ep esen ed in ed, included jou nals such as F on ie s in Psychology,Con empo a y
Educa ional Psychology,Annals o he New Yo k Academy o Sciences,Jou nal o Expe imen al
Child Psychology,PLOS One,De elopmen al Science, and he B i ish Jou nal o Educa ional
Psychology. The second clus e , ep esen ed in g een, included jou nals such as Lea ning and
Indi idual Di e ences,Jou nal o Cogni ion and De elopmen ,Jou nal o Educa ional Psychology,
Jou nal o Expe imen al Educa ion,Ma hema ics Educa ion Resea ch Jou nal, and Jou nal o Ea ly
Childhood Teache Educa ion (Figu e 1a).
Educ. Sci. 2024,14, 678 5 o 19
Educ. Sci. 2024, 14, x FOR PEER REVIEW 5 o 20
and Indi idual Diffe ences, Jou nal o Cogni ion and De elopmen , Jou nal o Educa ional Psy-
chology, Jou nal o Expe imen al Educa ion, Ma hema ics Educa ion Resea ch Jou nal, and Jou -
nal o Ea ly Childhood Teache Educa ion (Figu e 1a).
In addi ion, he analysis o he empo al isualisa ion map based on he dis ibu ion
o publica ions by jou nal p o ided signi ican in o ma ion on he cu en si ua ion o he
jou nals and hei impac on he academic communi y. Annals o he New Yo k Academy o
Sciences and Ma hema ics Educa ion Resea ch Jou nal s ood ou due o hei opicali y, as
illus a ed in Figu e 1b.
Figu e 1. Ne wo k (a) and empo al (b) isualisa ions o he dis ibu ion o publica ions by jou nal
based on he numbe o ci a ions.
Table 1 p esen s he esul s o he map analysis, highligh ing he 13 jou nals ha me
he equi emen s o ha ing a leas 5 publica ions and 15 ci a ions. The jou nals a e pub-
lished by se en diffe en edi o ials. Among hem, Else ie , Wiley-Blackwell, and Taylo
and F ancis s and ou , since hey had published 9 o he 13 con ibu ions. These jou nals
we e o ganised acco ding o he numbe o publica ions, o al link s eng h, and numbe
o ci a ions.
Figu e 1. Ne wo k (a) and empo al (b) isualisa ions o he dis ibu ion o publica ions by jou nal
based on he numbe o ci a ions.
In addi ion, he analysis o he empo al isualisa ion map based on he dis ibu ion
o publica ions by jou nal p o ided signi ican in o ma ion on he cu en si ua ion o he
jou nals and hei impac on he academic communi y. Annals o he New Yo k Academy
o Sciences and Ma hema ics Educa ion Resea ch Jou nal s ood ou due o hei opicali y, as
illus a ed in Figu e 1b.
Table 1p esen s he esul s o he map analysis, highligh ing he 13 jou nals ha
me he equi emen s o ha ing a leas 5 publica ions and 15 ci a ions. The jou nals a e
published by se en di e en edi o ials. Among hem, Else ie , Wiley-Blackwell, and Taylo
and F ancis s and ou , since hey had published 9 o he 13 con ibu ions. These jou nals
we e o ganised acco ding o he numbe o publica ions, o al link s eng h, and numbe
o ci a ions.
3.2. Dis ibu ion by Ins i u ion
A o al o 394 ins i u ions ha pa icipa ed in he 360 publica ions analysed in his
s udy we e iden i ied. Only hose ins i u ions wi h a leas 5 publica ions and 50 ci a ions
we e conside ed. Thus, 22 o he 394 ins i u ions me his c i e ion and a e p esen ed in
Table 2, and a e o de ed acco ding o he o al link s eng h and whe e he da a on he
numbe o publica ions and ci a ions we e also collec ed.
Educ. Sci. 2024,14, 678 6 o 19
Table 1. Jou nals so ed by o al link s eng h.
Jou nal Edi o ial To al Link S eng h Publica ions Ci a ions
F on ie s in Psychology F on ie s Media 35 182 809
Lea ning and Indi idual
Di e ences Else ie 15 83 337
Con empo a y
Educa ional Psychology Else ie 10 101 224
Annals o he New Yo k
Academy o Science Wiley-Blackwell 10 54 19
Jou nal o Cogni ion and
De elopmen Taylo and F ancis 7 94 387
Jou nal o Educa ional
Psychology
Ame ican Psychological
Associa ion 7 63 93
Jou nal o Expe imen al
Child Psychology Else ie 7 51 305
PLoS ONE Public Lib a y o Science 6 38 394
De elopmen al Science Wiley-Blackwell 6 21 134
Jou nal o Expe imen al
Educa ion Taylo and F ancis 5 55 206
B i ish Jou nal o
Educa ional Psychology Wiley-Blackwell 5 43 134
Ma hema ics Educa ion
Resea ch Jou nal Sp inge 5 11 26
Jou nal o Ea ly
Childhood Teache
Educa ion
Taylo and F ancis 5 6 29
No e: The colo s used in he able indica e di e en clus e s in he ne wo k, co esponding o he colo s in he
ne wo k isualiza ion.
Table 2. Ins i u ions o de ed by o al link s eng h.
Ins i u ion To al Link S eng h Publica ions Ci a ions
Uni e si y o Chicago 323 18 1615
Uni e si y o Camb idge 208 10 729
Uni e si y o T ies e 192 12 232
Uni e si y o Padua 183 13 217
Flo ida S a e Uni e si y 179 7 418
S an o d Uni e si y 141 8 470
Uni e si y o O awa 124 9 150
Uni e si y o Cali o nia
Los Angeles 119 6 376
New Yo k Uni e si y 119 5 293
Uni e si y o Ox o d 113 9 169
Uni e si y o Hai a 112 7 135
Temple Uni e si y 104 5 350
Ohio S a e Uni e si y 101 6 220
Tomsk S a e Uni e si y 98 5 212
Uni e si y o Colo ado 93 5 247
Pon i icia Uni e sidad
Ca ólica de Chile 80 7 74
Pu due Uni e si y 77 7 71
Uni e si y o Flo ence 77 5 61
Uni e si y o Minneso a 74 8 170
Columbia Uni e si y 57 6 92
Uni e si y o Jy äskylä 56 5 135
Beijing No mal Uni e si y 56 12 82
No e: The colo s used in he able indica e di e en clus e s in he ne wo k, co esponding o he colo s in he
ne wo k isualiza ion.
Educ. Sci. 2024,14, 678 7 o 19
The ne wo k map showed wo clea ly di e en ia ed clus e s based on simila i ies in
hei cha ac e is ics and ci a ion ela ionships (Figu e 2a). The i s clus e , ep esen ed in
ed, was composed o ins i u ions such as he Uni e si y o Chicago (US), Uni e si y o
Flo ida (US), Uni e si y o O awa (US), Uni e si y o Cali o nia Los Angeles (US), Uni-
e si y o Hai a (Is ael), Temple Uni e si y (US), Ohio Uni e si y (US), Tomsk Uni e si y
(Russia), Pon i icia Uni e sidad Ca ólica de Chile (Chile), Pu due Uni e si y (US), Uni-
e si y o Minneso a (US), and Columbia Uni e si y (US). The second clus e , ep esen ed
in g een, included he Uni e si y o Camb idge (England), Uni e si y o T ies e (I aly),
Uni e si y o Padua (I aly), S an o d Uni e si y (US), New Yo k Uni e si y (US), Uni e si y
o Ox o d (England), Uni e si y o Colo ado (US), Uni e si y o Flo ence (I aly), Uni e si y
o Peking (China), and he Uni e si y o Jy äskylä (Finland).
1
Figu e 2. Ne wo k (a) and empo al (b) isualisa ions o he dis ibu ion o publica ions by ins i u ion
based on he numbe o ci a ions.
Educ. Sci. 2024,14, 678 8 o 19
In con as , he empo al isualisa ion ne wo k map, buil o ake in o accoun he
dis ibu ion o publica ions by ins i u ion based on he ci a ions, allowed us o iden i y he
Uni e si y o O awa, he Pon i icia Uni e sidad Ca ólica de Chile, Pu due Uni e si y, and
he Uni e si y o Peking as hose ins i u ions ha we e mos no able o hei p oduc ion
and mo e cu en publica ions (Figu e 2b).
3.3. Dis ibu ion by Coun y
The 360 publica ions analysed in his s udy we e published in a o al o 42 coun ies.
Those coun ies wi h a minimum o 5 publica ions and 50 ci a ions we e included. Thus, 19
o he 42 coun ies me his c i e ion. Table 3p esen s he esul s acco ding o he o al link
s eng h, he numbe o publica ions, and he numbe o ci a ions.
Table 3. Coun ies o de ed by o al link s eng h.
Coun y To al Link S eng h Publica ions Ci a ions
US 1229 118 4165
UK 727 39 1192
I aly 447 28 445
Ge many 399 33 527
Canada 297 18 499
People’s Republic o China 226 30 172
Is ael 193 12 165
Spain 187 19 123
Aus ia 171 8 251
Finland 170 7 139
Poland 146 7 55
Russia 132 5 212
Ne he lands 124 8 209
Chile 121 9 74
Belgium 120 13 229
Tu key 74 18 159
Swi ze land 58 8 160
Aus alia 44 13 120
Taiwan 23 7 145
No e: The colo s used in he able indica e di e en clus e s in he ne wo k, co esponding o he colo s in he
ne wo k isualiza ion.
The bibliome ic ne wo k map, buil o ake in o accoun he dis ibu ion o hese
publica ions based on he numbe o ci a ions in he coun y, showed a ne wo k o med
by six clus e s, ep esen ed by di e en colou s (Figu e 3a). The US had he g ea es bond
s eng h (1229), he g ea es numbe o publica ions (118), and he g ea es numbe o
ci a ions (4165) (Figu e 3b). Mos impo an ly, he clus e ep esen ed in ed was composed
o he US, Canada, he Ne he lands, Aus alia, and Taiwan. The second clus e , ep esen ed
in g een, included he UK, I aly, Is ael, and Russia. The hi d clus e , ep esen ed in da k
blue, was made up o Ge many, Aus ia, Finland, and Swi ze land. The ou h clus e ,
ep esen ed in yellow, included Poland, Belgium, and Tu key. The i h clus e , ep esen ed
in pu ple, included Spain and Chile. Finally, he six h and las clus e , ep esen ed in ligh
blue, included China.
Con e sely, in he analysis o he empo al dis ibu ion o hese publica ions, China,
Spain, Poland, and Chile s ood ou as ha ing he highes numbe o cu en publica ions
(Figu e 3c).
Educ. Sci. 2024,14, 678 9 o 19
Educ. Sci. 2024, 14, x FOR PEER REVIEW 10 o 20
Figu e 3. Ne wo k (a), densi y (b), and empo al (c) isualisa ions o he dis ibu ion o publica ions
by coun y based on he numbe o ci a ions.
3.4. Dis ibu ion by Au ho ship
In he 360 publica ions, a o al o 933 au ho s we e ound. Only he 15 au ho s ha
me he es ablished c i e ia o ha ing a minimum o 6 publica ions we e included in he
analysis. Table 4 shows he dis ibu ion o au ho ship o de ed acco ding o o al link
Figu e 3. Ne wo k (a), densi y (b), and empo al (c) isualisa ions o he dis ibu ion o publica ions
by coun y based on he numbe o ci a ions.
3.4. Dis ibu ion by Au ho ship
In he 360 publica ions, a o al o 933 au ho s we e ound. Only he 15 au ho s ha me
he es ablished c i e ia o ha ing a minimum o 6 publica ions we e included in he analysis.
Table 4shows he dis ibu ion o au ho ship o de ed acco ding o o al link s eng h. I
is no ewo hy ha 13 ou o he 15 au ho s included in he analysis we e women, who
ep esen 87% o he o al.
Educ. Sci. 2024,14, 678 16 o 19
cogni i e p ocesses and indi idual di e ences, while he hi d clus e is mo e ocused on
educa ional aspec s ela ed o eaching and lea ning in P ima y Educa ion.
Key concep s such as “academic pe o mance”, “mo i a ion”, and “indi idual di -
e ences” a e iden i ied as a ec ing ma hema ics anxie y, in ag eemen wi h he esul s
o Wang e al. [
53
]. In addi ion, he e is a g owing in e es in he ela ionship be ween
“mo i a ion” and ma hema ics anxie y. These esul s p o ide a solid ounda ion o u u e
esea ch and he de elopmen o e ec i e in e en ions in his ield.
Fu he mo e, educa o s and policymake s can apply hese indings p ac ically by
designing cu icula and lea ning en i onmen s o alle ia e ma h anxie y’s isk ac o s.
Techniques such as educing p essu e and s ess du ing ma h assessmen s and os e ing
suppo i e class oom en i onmen s can p omo e a posi i e a i ude owa d ma hema -
ics [54].
Despi e he aluable indings ob ained in his s udy, i is impo an o ecognise
some limi a ions ha may ha e in luenced he in e p e a ion o he esul s. Al hough ou
me hodological sea ch s a egy aimed o cap u e a b oad ange o ele an s udies, he
po en ial omission o s udies using al e na i e e minology such as “elemen a y school”
could be a limi a ion o his s udy. Addi ionally, as he ocus was solely on Web o Science
(WoS), he selec ion o da abases o he li e a u e sea ch may ha e in oduced po en ial
biases. While WoS is widely used and ecognised, excluding o he da abases like Scopus
o PubMed may ha e omi ed ele an s udies published in di e en con ex s. Mo eo e ,
while ou main ocus was o measu e p oduc ion ends in esea ch on ma h anxie y a he
P ima y Educa ion le el, i is impo an o s a e ha ou analysis is p ima ily cen ed on
he quan i a i e e olu ion o scien i ic p oduc ion. Al hough he empo al e olu ion o
keywo ds was conside ed, wi h mo i a ion eme ging as he mos p ominen e m in ecen
publica ions, his me hodology migh ha e o e looked ce ain quali a i e o mo e de ailed
con en aspec s. Despi e hese limi a ions, he esul s o his s udy o e signi ican insigh s
in o esea ch on ma h anxie y a he P ima y Educa ion le el and highligh key a eas o
u u e esea ch in his ield.
5. Conclusions
The dis ibu ion o jou nals ela ed o ma hema ics anxie y in P ima y Educa ion
wi h he highes numbe o ci a ions is concen a ed mainly among h ee publishe s (El-
se ie , Wiley-Blackwell, and Taylo and F ancis). The s udy o his dis ibu ion yields a
classi ica ion ha includes he ollowing wo clus e s: one clus e ha is mo e ocused on
psychology and ano he clus e ha is mo e ela ed o lea ning.
Rega ding geog aphic loca ion, a ce ain s uc u e is obse ed since he ins i u ions o
he mos impo an clus e , in addi ion o including some o he la ges and mos ecognised
uni e si ies wo ldwide, such as he Uni e si y o Chicago, Columbia Uni e si y, o Uni e -
si y o Flo ida, a e loca ed mainly in he US, wi h some excep ions, such as he Uni e si y
o Hai a in Is ael and he Uni e si y o Tomsk in Russia. In con as , he ins i u ions in
he mino i y clus e , hough hey a e also p es igious uni e si ies, a e smalle o ha e less
in e na ional ecogni ion han he p e ious uni e si ies [
55
]. Addi ionally, hese uni e -
si ies exhibi a mo e dispe sed geog aphical dis ibu ion, wi h ep esen a ion spanning
ac oss a ious coun ies such as he UK, I aly, he US, China, and Finland. This di e si y in
geog aphical loca ions sugges s a b oade global p esence among he ins i u ions in he
mino i y clus e , po en ially indica ing a mo e inclusi e and in e na ionally collabo a i e
esea ch landscape.
Mo eo e , he e is g owing in e es on he pa o he scien i ic communi y in he
ma hema ics anxie y expe ienced by he younges s uden s— hose in P ima y Educa ion.
This inding poin s o an eme ging end ha e lec s he impo ance o add essing his
phenomenon beginning in he ea ly educa ional s ages.
The s udy o he co-occu ence o join appea ance o he keywo ds used in he
360 publica ions included in he bibliome ic analysis o ma hema ics anxie y in P ima y
Educa ion highligh s he in e es o he scien i ic communi y in unde s anding how ac o s
Educ. Sci. 2024,14, 678 17 o 19
such as gende s e eo ypes o he pe cep ion o ma hema ics among s uden s can in luence
he appea ance and de elopmen o his phenomenon.
Finally, he p edominance o women among he au ho s who in es iga e ma hema ics
anxie y in P ima y Educa ion is e y no ewo hy. This inding is in luenced by aspec s
anging om his o ical ep esen a ion in ela ed ields o he mul idisciplina y na u e o
he subjec , and e en o di e ences in sensi i i y o he emo ional and social expe iences o
s uden s [
56
]. In any case, his aspec indica es a p omising di ec ion o u u e esea ch in
he ield, highligh ing he impo ance o conside ing social and emo ional aspec s in he
eaching and lea ning o ma hema ics in P ima y Educa ion.
Au ho Con ibu ions: Concep ualisa ion, A.S., N.A. and A.A.; o mal analysis and in es iga ion,
A.S.; me hodology and alida ion, A.S. and N.A.; w i ing—o iginal d a , A.S., N.A. and A.A.;
unding, A.A. All au ho s ha e ead and ag eed o he published e sion o he manusc ip .
Funding: This esea ch was unded by he p ojec s GIU21/029 (Uni e si y o he Basque Coun y,
UPV/EHU) and PES17/39 (Uni e si y o he Basque Coun y, UPV/EHU).
Ins i u ional Re iew Boa d S a emen : No applicable.
In o med Consen S a emen : No applicable.
Da a A ailabili y S a emen : The o iginal con ibu ions p esen ed in he s udy a e included in he
a icle, u he inqui ies can be di ec ed o he co esponding au ho /s.
Acknowledgmen s: The au ho s acknowledge he assis ance o T. Villa oel.
Con lic s o In e es : The au ho s decla e ha hey ha e no known compe ing inancial in e es s o
pe sonal ela ionships ha could ha e appea ed o in luence he wo k epo ed in his pape .
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