Social cognitive theory and its relationship to learning mathematics: A Bibliometric Analysis

This study presents a comprehensive bibliometric and systematic review of research examining the relationship between Social Cognitive Theory (SCT) and learning mathematics over the past decade. Drawing upon Bandura’s foundational work on sociocognitive mechanisms particularly self-efficacy, observational learning, and reciprocal determinism (Bandura, 1986, 1997) the review investigates how SCT has shaped contemporary mathematics education research. Using the Scopus database (search date: 21 October 2025) and guided by the PRISMA framework (Page et al., 2020), an initial dataset of 552 records was systematically filtered through predefined inclusion and exclusion criteria. Eighteen empirical and theoretical studies were ultimately included for in-depth analysis. The bibliometric results reveal three major trends. First, publication activity increased steadily from 2015 and peaked in 2021, reflecting heightened global interest in sociocognitive dimensions of mathematics learning during and after the COVID-19 pandemic (Bozkurt & Sharma, 2020). Second, influential authors including Robert W. Lent, Matthew J. Miller, Hungbin Sheu, and Yehudit Judy Dori played a central role in advancing SCT and Social Cognitive Career Theory (SCCT), particularly in areas related to mathematics self-efficacy, STEM engagement, and academic persistence (Lent, Brown, & Hackett, 1994; Sheu & Lent, 2013). Third, the most productive institutions and countries led by the United States, Israel, the United Kingdom, Australia, China, and Malaysia serve as global hubs for SCT-based STEM and mathematics education research. Keyword co-occurrence analysis using VOSviewer demonstrates that core constructs such as self-efficacy, students, mathematics, STEM education, career choice, technology, and motivation dominate the conceptual landscape. These clusters highlight the continued relevance of SCT in explaining mathematical learning processes, cognitive regulation, and students’ academic decision-making. The results underscore that SCT remains a robust and widely adopted theoretical framework for understanding how personal beliefs, environmental influences, and learning experiences interact to shape mathematics achievement and STEM career pathways. Overall, this review contributes to the field by mapping the intellectual structure, thematic directions, and global research patterns connecting SCT with mathematics learning. The study also identifies implications for future research, educational practice, and policy development particularly the need to strengthen self-efficacy interventions, integrate SCT with technology enhanced learning environments, and support underrepresented groups in mathematics-related pathways.