Academic self-efficacy in university students: a bibliometric review
DOI:
https://doi.org/10.36097/rsan.v1i67.3690Keywords:
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This study identifies the characteristics of scientific production on academic self-efficacy among university students during the 2015–2024 period. To this end, a descriptive and retrospective systematic and bibliometric review of documents indexed in Scopus and Web of Science was conducted. The selection process was reported following PRISMA guidelines and resulted in a corpus of 583 articles. Metadata were analyzed using Bibliometrix/Biblioshiny and VOSviewer, considering annual scientific production, sources, authors, affiliations, citations, keywords, thematic evolution, and collaboration networks. Scientific production showed an increasing trend, with a more pronounced rise from 2020 onward and a peak in 2022. Frontiers in Psychology, Journal of Educational Psychology, and International Journal of Environmental Research and Public Health were among the most productive sources. The United States, China, and Peru stood out in terms of scientific contribution, while Domínguez-Lara and Liu were among the most productive authors. Thematically, academic self-efficacy was associated with academic performance, self-regulation, psychological well-being, motivation, student engagement, and online learning. Collaboration networks showed a fragmented structure, with predominantly regional links. It is concluded that research on academic self-efficacy has shown sustained growth and thematic diversification. Greater international scientific collaboration, broader interinstitutional networks, and further research on emerging topics in the field are needed
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