Visualization Analysis of Global Self-Regulated Learning Status, Hotspots, and Future Trends Based on Knowledge Graph

Linchao Huang, Jincheng Zhou (), Dan Wang, Fang Wang, Jiu Liu, Dingpu Shi, Xiaohong Chen, Duo Yang and Qingna Pan
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Linchao Huang: School of Mathematics and Statistics, Qiannan Normal University for Nationalities, Duyun 558000, China
Jincheng Zhou: School of Computer and Information, Qiannan Normal University for Nationalities, Duyun 558000, China
Dan Wang: School of Mathematics and Statistics, Qiannan Normal University for Nationalities, Duyun 558000, China
Fang Wang: School of Chemistry and Chemical Engineering, Qiannan Normal University for Nationalities, Duyun 558000, China
Jiu Liu: School of Mathematics and Statistics, Qiannan Normal University for Nationalities, Duyun 558000, China
Dingpu Shi: School of Computer and Information, Qiannan Normal University for Nationalities, Duyun 558000, China
Xiaohong Chen: School of Mathematics and Statistics, Qiannan Normal University for Nationalities, Duyun 558000, China
Duo Yang: School of Computer and Information, Qiannan Normal University for Nationalities, Duyun 558000, China
Qingna Pan: School of Computer and Information, Qiannan Normal University for Nationalities, Duyun 558000, China

Sustainability, 2023, vol. 15, issue 3, 1-20

Abstract: Self-regulated learning (SRL) has been an important topic in the field of global educational psychology research since the last century, and its emergence is related to researchers’ reflections on several educational reforms. To better study the research history and developmental trend of SRL, in this work, the Web of Science core collection database was used as a sample source, “self-regulated learning” was searched as the theme, and 1218 SSCI documents were collected from 30 September 1986, to 2022. We used CiteSpace software to visualize and analyze the number of publications, countries, institutions, researchers, keywords, highly cited literature, authors’ co-citations, keyword clustering, and timeline in the field of self-regulated learning research, and to draw related maps. It was found that the articles related to self-regulated learning were first published in the American Journal of Educational Research in 1986, and that self-regulated learning-related research has received increasing attention in recent decades, wherein research on self-regulated learning is roughly divided into three periods: the budding period from 1986 to 2002, the flat development period from 2003 to 2009, and the rapid development period from 2010 to 2022. The number of papers published in the United States, China, Australia, and Germany is relatively high, and the number of papers published in Spain is low compared with that in the United States. During this period, the University of North Carolina in the United States and McGill University in Canada were the institutions with the most publications; Azevedo Roger and Lajoie Susanne P were the most-published scholars in the field of self-regulated learning research; the journal publication with the highest impact factor was Computers Education; and the primary research interests in self-regulated learning mainly focused on Performance, Strategy, Students, Achievement, Motivation, and Metacognition. Furthermore, the most-cited study related to SRL research was Formative assessment and self-regulated learning: a model and seven principles of good feedback practice.

Keywords: self-regulated learning; CiteSpace; knowledge graph (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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