Tutorship as a formative strategy for the personal development of university students: a bibliometric study

Abstract

The present study aimed to perform a bibliometric analysis of mentoring as a formative strategy for the personal development of university students published in Scopus between 2003 and 2023. It was a bibliometric data study to measure scientific production, through indicators. Key words in English (Tutorship, formative strategy, personal development, university students) were used to select 82 Scopus documents relevant to the study. According to the results, scientific production peaked in 2019, 2020 and 2022 (n=46; 56 %). In addition, the United States accounted for 25,4 % of all publications (n=30), 4 papers were published in Plos One, and the most cited author was Aral, S.O. (66 citations; n=1 papers). The vast majority of these publications (94 %) were research articles in the fields of social sciences (26 %), psychology (23 %), and arts and humanities (11 %). It is concluded that the research conducted on tutoring as a formative strategy for the personal development of university students shows a growing trend in terms of the number of authors, the number of relevant resources and the diversity of the topics covered. Thus, the bibliometric study provides a starting point for future research by developing a documented argument.