شناسایی فاکتورهای موثر در ترغیب انگیزه مطالعه دانش‌آموزان با رویکرد علم‌سنجی

هدف: مطالعه یک فرایند فکری با شرایط و اصول خاص خود است. منظور از شرایط مطالعه مواردی است که دانستن، اعمال یا ارائه آنها می‌تواند به خواندن مفیدتر و کارآمدتر منجر شود. خواندن موثر به دو عامل بستگی دارد. علاقه به خواندن مطالب و استفاده ماهرانه از فنون خواندن. هدف پژوهش حاضر شناسایی فاکتورهای موثر در ترغیب انگیزه مطالعه دانش‌آموزان بر اساس سنجش علمی و شاخص مرکزیت در مقالات وب سایت وب آو ساینس از سال 1983 تا 2021 بود.روش‌شناسی: این پژوهش از نوع تحقیقات توصیفی-تحلیلی، مقطعی و علم سنجی است. جامعه آماری مورد مطالعه 282 مقاله منتشر شده در مورد انگیزه‌های مطالعه در وب سایت وب آو ساینس از سال 1983 تا 2021 بود.یافته‌ها: در پژوهش حاضر، 282 مقاله بر اساس انگیزه‌های مطالعه به 6 خوشه تقسیم شدند. ایالات متحده آمریکا، آلمان، انگلستان و استرالیا بیشترین مقالات را در مورد انگیزه مطالعه داشتند. به علاوه، افرادی مانند ‌guther، moeller، schefle، gutherie  و wigfield بیشترین تاثیر را در تولید مقالاتی در زمینه انگیزه خواندن در نوجوانان داشتند. براساس نتایج این مطالعه مقالات منتشر شده در مرکز داده وب آو ساینس به 6 خوشه تقسیم شدند.نتیجه‌گیری: براساس نتایج پژوهش عوامل متعددی در انگیزه مطالعه نقش داشتند که می‌توان به نقش بزرگسالان (مانند والدین، مربیان مهدکودک و معلمان)، آموزش، درک مطلب پس از خواندن، داشتن راهبرد برای مطالعه، استقلال فردی، خودتنظیمی، هدف‌مندی و نیاز، سواد بوده است. در مجموع، یافته‌ها نشان می‌دهد که انگیزه‌های بیرونی همچون حمایت والدین، آموزش معلمان و دسترسی به منابع اطلاعاتی، پیش‌نیاز تبدیل به انگیزه‌های درونی پایدار محسوب می‌شوند. یشنهاد می‌شود نظام آموزشی با بهره‌گیری از روش‌های نوین تدریس، تقویت کتابخانه‌های مدارس و آموزش مهارت‌های جستجوی اطلاعات، زمینه را برای تبدیل انگیزه‌های بیرونی به انگیزه‌های درونی فراهم کند. این امر می‌تواند به پرورش استقلال یادگیری و ارتقای کیفیت تحصیلی منجر شود.

identifying effective factors in motivating students to study with a scientometric approach

background and objectives: reading and studying are complex intellectual processes shaped not only by cognitive abilities but also by motivational, emotional, and social factors. among these, reading motivation plays a pivotal role in fostering effective learning strategies and academic achievement. motivation influences students’ persistence, comprehension, and engagement, ultimately determining the depth and quality of learning. intrinsic and extrinsic motivations, parental support, teaching methods, and access to educational resources collectively shape students’ approaches to study. given the decline in reading motivation reported in some contexts and the limited evidence on the scientometric structure of research in this area, this study aims to systematically explore global scholarly production related to reading motivation. specifically, it investigates the most frequently used keywords, leading countries, influential authors, and the centrality of concepts, subjects, and researchers in the literature published between 1983 and 2021. the objective is to map the intellectual landscape of reading motivation research, identify thematic clusters, and provide insights that inform educational practice and policy.methodology: this study adopts a scientometric approach combined with social network analysis, citation analysis, and co-word analysis. the data set was retrieved from the web of science database covering publications from 1983 to 2021. a comprehensive search strategy was applied, using keywords such as “motivation study,” “reading motivation,” and “study stimulation,” alongside educational terms including “school,” “children,” “teenager,” and “high school student.” after refining and cleaning the results, 282 relevant articles were selected. data processing was conducted with bibexcel, and visualization was performed using vosviewer, netdraw, and ucinet. centrality measures including degree, betweenness, and closeness centralities were calculated to identify the structural significance of concepts, subjects, and researchers. thematic clustering was applied to map co-word relationships and to categorize research into six conceptual clusters. co-authorship analysis was further employed to highlight collaborative patterns and intellectual hubs in the field.findings:  the analysis revealed that the most frequently used keywords in reading motivation studies were “intrinsic motivation,” “childhood motivation,” “reading motivation,” “comprehension,” “achievement,” and “literacy.” these concepts also scored highly in centrality indices, emphasizing their foundational role in the structure of the field. from a geographical perspective, the united states, germany, the united kingdom, and australia were identified as the most influential contributors, producing the majority of publications and shaping research trends.in terms of authorship, scholars such as wigfield, guthrie, schiefele, barbosa, and christovao emerged as central figures. their contributions not only advanced theoretical understanding but also served as connecting nodes linking different schools of thought. thematic clustering resulted in six categories:external motivation in childhood – focusing on the role of parents, teachers, and librarians in shaping early reading habits.adolescent motivation development – highlighting the transition from external to intrinsic motivation through assignments, educational strategies, and self-regulation.intrinsic motivation and academic success – showing how self-directed and goal-oriented learning leads to independent and sustained study behaviors.linguistic and neurological factors – addressing comprehension challenges and the role of interventions such as magnetic stimulation in improving learning.negative determinants of motivation – identifying lack of autonomy, absence of goals, or insufficient self-regulation as barriers, while recognizing the compensatory role of external supports.solitude as motivation – emphasizing reading as companionship and consultation, where students view books as sources of personal growth and support.from a disciplinary perspective, education and educational research, psychology, linguistics, neuroscience, and pediatrics were the most central fields. these domains demonstrate the interdisciplinary nature of reading motivation research, integrating insights from cognitive science, social science, and pedagogy. betweenness centrality measures further showed that educational research and psychology function as bridges linking multiple disciplines, facilitating cross-field knowledge exchangediscussion: the findings suggest that reading motivation is both an antecedent and consequence of academic achievement. early comprehension skills enhance literacy and writing abilities in adulthood, underscoring the importance of fostering motivation from childhood. while external motivators such as parental involvement, teacher guidance, and structured assignments are essential for initiating interest in reading, the ultimate educational goal lies in transforming these into intrinsic motivations. intrinsic motivation ensures that learners engage in study not because of external rewards or pressures but due to internalized goals, autonomy, and curiosity.