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<p>Classroom disengagement has attracted increasing scholarly attention as a critical challenge in education. Drawing on prior engagement research, classroom disengagement is broadly understood as a multidimensional and dynamic process characterized by students’ withdrawal from learning activities at behavioral, emotional, and cognitive levels, rather than merely overt misbehavior or absenteeism. Despite growing interest, existing studies remain fragmented across theoretical traditions, research themes, and methodological approaches. This bibliometric study addresses this gap by systematically mapping classroom disengagement research in education using 2526 peer-reviewed articles and reviews from the Web of Science Core Collection (2000–2025). Employing bibliometrix (R) and VOSviewer, the analysis examines publication trends, geographical distribution and journal outlets, reference co-citation networks, keyword co-occurrence clusters, and thematic evolution across time periods.Results reveal a steadily growing publication trend, with major contributions from the United States, Australia, and China. Co-citation analysis indicates a highly integrated intellectual structure anchored in the multidimensional engagement framework proposed by [Fredricks et al., 2004, 74(1), 59-109], complemented by self-determination theory–based motivational perspectives [Finn &amp; Zimmer, 2012, pp. 97-131] and achievement emotion theory [Pekrun, 2006, 18(4), 315-341], and further connected through social–cognitive mechanisms (Bandura, 1977). Keyword and thematic evolution analyses demonstrate a clear developmental trajectory from early behavior- and outcome-oriented research (e.g., ADHD, dropout, achievement and retention) toward motivational mechanisms, and subsequently toward fine-grained affective processes such as boredom and amotivation. Overall, this study provides a structured knowledge map of classroom disengagement research, highlighting theoretical integration, methodological diversification, and emerging research frontiers in motivational and emotional processes.</p>

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A bibliometric analysis of the intellectual structure of classroom disengagement

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年8月5日

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  • Zhihao Jiang,
  • Hui-Wen Tang,
  • Chin-Tien Hsu

摘要

Classroom disengagement has attracted increasing scholarly attention as a critical challenge in education. Drawing on prior engagement research, classroom disengagement is broadly understood as a multidimensional and dynamic process characterized by students’ withdrawal from learning activities at behavioral, emotional, and cognitive levels, rather than merely overt misbehavior or absenteeism. Despite growing interest, existing studies remain fragmented across theoretical traditions, research themes, and methodological approaches. This bibliometric study addresses this gap by systematically mapping classroom disengagement research in education using 2526 peer-reviewed articles and reviews from the Web of Science Core Collection (2000–2025). Employing bibliometrix (R) and VOSviewer, the analysis examines publication trends, geographical distribution and journal outlets, reference co-citation networks, keyword co-occurrence clusters, and thematic evolution across time periods.Results reveal a steadily growing publication trend, with major contributions from the United States, Australia, and China. Co-citation analysis indicates a highly integrated intellectual structure anchored in the multidimensional engagement framework proposed by [Fredricks et al., 2004, 74(1), 59-109], complemented by self-determination theory–based motivational perspectives [Finn & Zimmer, 2012, pp. 97-131] and achievement emotion theory [Pekrun, 2006, 18(4), 315-341], and further connected through social–cognitive mechanisms (Bandura, 1977). Keyword and thematic evolution analyses demonstrate a clear developmental trajectory from early behavior- and outcome-oriented research (e.g., ADHD, dropout, achievement and retention) toward motivational mechanisms, and subsequently toward fine-grained affective processes such as boredom and amotivation. Overall, this study provides a structured knowledge map of classroom disengagement research, highlighting theoretical integration, methodological diversification, and emerging research frontiers in motivational and emotional processes.