Abstract
This bibliometric analysis quantitatively examines global research patterns on student-Centered learning (SCL) and its influence on motivation, self-efficacy, and academic achievement between 2000 and 2025. Data were retrieved from the Scopus and Web of Science databases using a defined set of educational and psychological descriptors. A total of 1,234 peer-reviewed publications were analysed through Biblioshiny (R-package) to assess publication growth, citation structures, and co-occurrence networks. Quantitative indicators such as annual scientific production, h-index, collaboration indices, and keyword frequency were applied to understand research productivity and intellectual influence. The results show a significant upward trend in publications after 2010, coinciding with a pedagogical shift toward constructivist and personalized learning models. The United States, China, and the United Kingdom emerged as leading contributors, while Teaching and Teacher Education and Computers & Education were the most productive and cited journals. Keyword mapping revealed strong linkages between student engagement, learner autonomy, and academic performance. The study concludes that SCL research has evolved toward a data-informed and evidence-based pedagogical paradigm, emphasizing active learning, self-directed motivation, and efficacy-driven instruction. These insights provide a foundation for future pedagogical frameworks and empirical studies in education and educational psychology.
Keywords: student-centred learning, motivation, self-efficacy, academic achievement, bibliometric analysis
