Quantifying research productivity on science anxiety experienced by students and teachers: a bibliometric study

Abstract

Science subjects are often regarded as difficult by some students and teachers due to their theoretical nature, the need for hands-on experimentation, and the use of scientific methods. The notion that “science is hard” evokes negative emotions, such as anxiety, towards science teaching and learning. This study aims to quantify research productivity related to anxiety experienced by teachers and students when learning science subjects. A bibliometric study was employed, involving 680 documents published from 2016 to 2026. Data were compiled from the Scopus database using Boolean codes related to science anxiety. Data cleaning was performed by applying inclusion and exclusion criteria on the Scopus website, manual cleaning in Microsoft Excel, and using OpenRefine software. Data analysis was carried out using RStudio and VOSViewer. It is perceived that the publications on science anxiety are escalating, especially those produced by Beijing Normal University. Moreover, in terms of country, the USA possesses the most productive and cited country on the subject. To sum up, studies on anxiety experienced by students and teachers are found mostly in mathematics subjects. Thus, research on students’ and teachers’ anxiety in science subjects is a research hotspot.