Global Trends and Intellectual Structure of Positive Academic Emotions in Classroom Learning: A Web of Science Bibliometric Analysis

This study aims to synthesize contemporary empirical research on academic emotions and examine their influence on students’ engagement, learning strategies, psychological well-being, and academic achievement. It further seeks to identify the mediating and moderating mechanisms (e.g., self-efficacy, resilience, psychological flexibility, regulatory focus, and social support) that explain how academic emotions operate across educational contexts. The reviewed research spans school and higher education contexts from 2000 to 2026 years, with particular attention to Asian and Western educational settings. The Web of Science database was used to collect the studies for Bibliometric Analysis in R software. The findings highlighted those positive academic emotions (e.g., enjoyment, hope, pride) significantly enhance student engagement, persistence, self-regulated learning, and academic performance, whereas negative emotions (e.g., anxiety, stress, boredom) may either hinder performance or, in some contexts, function adaptively depending on control-value appraisals. Teacher autonomy support, interpersonal behavior, parental practices, school climate, and physical activity emerge as critical contextual determinants of emotional experiences. Psychological resources such as resilience, hardiness, and psychological capital consistently mediate the relationship between academic emotions and learning outcomes. The findings confirm that academic emotions are dynamic, context-sensitive, and central to academic success. Integrating emotion-sensitive pedagogies and autonomy-supportive institutional policies can enhance student well-being and academic achievement in Indian higher education while contributing to globally responsive and psychologically informed educational reforms.