definition of research skills

What are research skills?

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26 April 2023

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Broadly, it includes a range of talents required to:

Find useful information

Perform critical analysis

Form hypotheses

Solve problems

It also includes processes such as time management, communication, and reporting skills to achieve those ends.

Research requires a blend of conceptual and detail-oriented modes of thinking. It tests one's ability to transition between subjective motivations and objective assessments to ensure only correct data fits into a meaningfully useful framework.

As countless fields increasingly rely on data management and analysis, polishing your research skills is an important, near-universal way to improve your potential of getting hired and advancing in your career.

Make research less tedious

Dovetail streamlines research to help you uncover and share actionable insights

What are basic research skills?

Almost any research involves some proportion of the following fundamental skills:

Organization

Decision-making

Investigation and analysis

Creative thinking

What are primary research skills?

The following are some of the most universally important research skills that will help you in a wide range of positions:

Time management — From planning and organization to task prioritization and deadline management, time-management skills are highly in-demand workplace skills.

Problem-solving — Identifying issues, their causes, and key solutions are another essential suite of research skills.

Critical thinking — The ability to make connections between data points with clear reasoning is essential to navigate data and extract what's useful towards the original objective.

Communication — In any collaborative environment, team-building and active listening will help researchers convey findings more effectively through data summarizations and report writing.

What are the most important skills in research?

Detail-oriented procedures are essential to research, which allow researchers and their audience to probe deeper into a subject and make connections they otherwise may have missed with generic overviews.

Maintaining priorities is also essential so that details fit within an overarching strategy. Lastly, decision-making is crucial because that's the only way research is translated into meaningful action.

• Why are research skills important?

Good research skills are crucial to learning more about a subject, then using that knowledge to improve an organization's capabilities. Synthesizing that research and conveying it clearly is also important, as employees seek to share useful insights and inspire effective actions.

Effective research skills are essential for those seeking to:

Analyze their target market

Investigate industry trends

Identify customer needs

Detect obstacles

Find solutions to those obstacles

Develop new products or services

Develop new, adaptive ways to meet demands

Discover more efficient ways of acquiring or using resources

Why do we need research skills?

Businesses and individuals alike need research skills to clarify their role in the marketplace, which of course, requires clarity on the market in which they function in. High-quality research helps people stay better prepared for challenges by identifying key factors involved in their day-to-day operations, along with those that might play a significant role in future goals.

• Benefits of having research skills

Research skills increase the effectiveness of any role that's dependent on information. Both individually and organization-wide, good research simplifies what can otherwise be unwieldy amounts of data. It can help maintain order by organizing information and improving efficiency, both of which set the stage for improved revenue growth.

Those with highly effective research skills can help reveal both:

Opportunities for improvement

Brand-new or previously unseen opportunities

Research skills can then help identify how to best take advantage of available opportunities. With today's increasingly data-driven economy, it will also increase your potential of getting hired and help position organizations as thought leaders in their marketplace.

• Research skills examples

Being necessarily broad, research skills encompass many sub-categories of skillsets required to extrapolate meaning and direction from dense informational resources. Identifying, interpreting, and applying research are several such subcategories—but to be specific, workplaces of almost any type have some need of:

Searching for information

Attention to detail

Taking notes

Problem-solving

Communicating results

Time management

• How to improve your research skills

Whether your research goals are to learn more about a subject or enhance workflows, you can improve research skills with this failsafe, four-step strategy:

Make an outline, and set your intention(s)

Know your sources

Learn to use advanced search techniques

Practice, practice, practice (and don't be afraid to adjust your approach)

These steps could manifest themselves in many ways, but what's most important is that it results in measurable progress toward the original goals that compelled you to research a subject.

• Using research skills at work

Different research skills will be emphasized over others, depending on the nature of your trade. To use research most effectively, concentrate on improving research skills most relevant to your position—or, if working solo, the skills most likely have the strongest impact on your goals.

You might divide the necessary research skills into categories for short, medium, and long-term goals or according to each activity your position requires. That way, when a challenge arises in your workflow, it's clearer which specific research skill requires dedicated attention.

How can I learn research skills?

Learning research skills can be done with a simple three-point framework:

Clarify the objective — Before delving into potentially overwhelming amounts of data, take a moment to define the purpose of your research. If at any point you lose sight of the original objective, take another moment to ask how you could adjust your approach to better fit the original objective.

Scrutinize sources — Cross-reference data with other sources, paying close attention to each author's credentials and motivations.

Organize research — Establish and continually refine a data-organization system that works for you. This could be an index of resources or compiling data under different categories designed for easy access.

Which careers require research skills?

Especially in today's world, most careers require some, if not extensive, research. Developers, marketers, and others dealing in primarily digital properties especially require extensive research skills—but it's just as important in building and manufacturing industries, where research is crucial to construct products correctly and safely.

Engineering, legal, medical, and literally any other specialized field will require excellent research skills. Truly, almost any career path will involve some level of research skills; and even those requiring only minimal research skills will at least require research to find and compare open positions in the first place.

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The Most Important Research Skills (With Examples)

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Research skills are the ability to find out accurate information on a topic. They include being able to determine the data you need, find and interpret those findings, and then explain that to others. Being able to do effective research is a beneficial skill in any profession, as data and research inform how businesses operate. Whether you’re unsure of your research skills or are looking for ways to further improve them, then this article will cover important research skills and how to become even better at research. Key Takeaways Having strong research skills can help you understand your competitors, develop new processes, and build your professional skills in addition to aiding you in finding new customers and saving your company money. Some of the most valuable research skills you can have include goal setting, data collection, and analyzing information from multiple sources. You can and should put your research skills on your resume and highlight them in your job interviews. In This Article    Skip to section What are research skills? Why are research skills important? 12 of the most important research skills How to improve your research skills Highlighting your research skills in a job interview How to include research skills on your resume Resume examples showcasing research skills Research skills FAQs References Sign Up For More Advice and Jobs Show More What are research skills?

Research skills are the necessary tools to be able to find, compile, and interpret information in order to answer a question. Of course, there are several aspects to this. Researchers typically have to decide how to go about researching a problem — which for most people is internet research.

In addition, you need to be able to interpret the reliability of a source, put the information you find together in an organized and logical way, and be able to present your findings to others. That means that they’re comprised of both hard skills — knowing your subject and what’s true and what isn’t — and soft skills. You need to be able to interpret sources and communicate clearly.

Why are research skills important?

Research skills are useful in any industry, and have applications in innovation, product development, competitor research, and many other areas. In addition, the skills used in researching aren’t only useful for research. Being able to interpret information is a necessary skill, as is being able to clearly explain your reasoning.

Research skills are used to:

Do competitor research. Knowing what your biggest competitors are up to is an essential part of any business. Researching what works for your competitors, what they’re doing better than you, and where you can improve your standing with the lowest resource expenditure are all essential if a company wants to remain functional.

Develop new processes and products. You don’t have to be involved in research and development to make improvements in how your team gets things done. Researching new processes that make your job (and those of your team) more efficient will be valued by any sensible employer.

Foster self-improvement. Folks who have a knack and passion for research are never content with doing things the same way they’ve always been done. Organizations need independent thinkers who will seek out their own answers and improve their skills as a matter of course. These employees will also pick up new technologies more easily.

Manage customer relationships. Being able to conduct research on your customer base is positively vital in virtually every industry. It’s hard to move products or sell services if you don’t know what people are interested in. Researching your customer base’s interests, needs, and pain points is a valuable responsibility.

Save money. Whether your company is launching a new product or just looking for ways to scale back its current spending, research is crucial for finding wasted resources and redirecting them to more deserving ends. Anyone who proactively researches ways that the company can save money will be highly appreciated by their employer.

Solve problems. Problem solving is a major part of a lot of careers, and research skills are instrumental in making sure your solution is effective. Finding out the cause of the problem and determining an effective solution both require accurate information, and research is the best way to obtain that — be it via the internet or by observation.

Determine reliable information. Being able to tell whether or not the information you receive seems accurate is a very valuable skill. While research skills won’t always guarantee that you’ll be able to tell the reliability of the information at first glance, it’ll prevent you from being too trusting. And it’ll give the tools to double-check .

12 of the most important research skills

Experienced researchers know that worthwhile investigation involves a variety of skills. Consider which research skills come naturally to you, and which you could work on more.

Data collection . When thinking about the research process, data collection is often the first thing that comes to mind. It is the nuts and bolts of research. How data is collected can be flexible.

For some purposes, simply gathering facts and information on the internet can fulfill your need. Others may require more direct and crowd-sourced research. Having experience in various methods of data collection can make your resume more impressive to recruiters.

Data collection methods include: Observation Interviews Questionnaires Experimentation Conducting focus groups

Analysis of information from different sources. Putting all your eggs in one source basket usually results in error and disappointment. One of the skills that good researchers always incorporate into their process is an abundance of sources. It’s also best practice to consider the reliability of these sources.

Are you reading about U.S. history on a conspiracy theorist’s blog post? Taking facts for a presentation from an anonymous Twitter account?

If you can’t determine the validity of the sources you’re using, it can compromise all of your research. That doesn’t mean just disregard anything on the internet but double-check your findings. In fact, quadruple-check. You can make your research even stronger by turning to references outside of the internet.

Examples of reliable information sources include: Published books Encyclopedias Magazines Databases Scholarly journals Newspapers Library catalogs

Finding information on the internet. While it can be beneficial to consulate alternative sources, strong internet research skills drive modern-day research.

One of the great things about the internet is how much information it contains, however, this comes with digging through a lot of garbage to get to the facts you need. The ability to efficiently use the vast database of knowledge that is on the internet without getting lost in the junk is very valuable to employers.

Internet research skills include: Source checking Searching relevant questions Exploring deeper than the first options Avoiding distraction Giving credit Organizing findings

Interviewing. Some research endeavors may require a more hands-on approach than just consulting internet sources. Being prepared with strong interviewing skills can be very helpful in the research process.

Interviews can be a useful research tactic to gain first-hand information and being able to manage a successful interview can greatly improve your research skills.

Interviewing skills involves: A plan of action Specific, pointed questions Respectfulness Considering the interview setting Actively Listening Taking notes Gratitude for participation

Report writing. Possessing skills in report writing can assist you in job and scholarly research. The overall purpose of a report in any context is to convey particular information to its audience.

Effective report writing is largely dependent on communication. Your boss, professor , or general reader should walk away completely understanding your findings and conclusions.

Report writing skills involve: Proper format Including a summary Focusing on your initial goal Creating an outline Proofreading Directness

Critical thinking. Critical thinking skills can aid you greatly throughout the research process, and as an employee in general. Critical thinking refers to your data analysis skills. When you’re in the throes of research, you need to be able to analyze your results and make logical decisions about your findings.

Critical thinking skills involve: Observation Analysis Assessing issues Problem-solving Creativity Communication

Planning and scheduling. Research is a work project like any other, and that means it requires a little forethought before starting. Creating a detailed outline map for the points you want to touch on in your research produces more organized results.

It also makes it much easier to manage your time. Planning and scheduling skills are important to employers because they indicate a prepared employee.

Planning and scheduling skills include: Setting objectives Identifying tasks Prioritizing Delegating if needed Vision Communication Clarity Time-management

Note-taking. Research involves sifting through and taking in lots of information. Taking exhaustive notes ensures that you will not neglect any findings later and allows you to communicate these results to your co-workers. Being able to take good notes helps summarize research.

Examples of note-taking skills include: Focus Organization Using short-hand Keeping your objective in mind Neatness Highlighting important points Reviewing notes afterward

Communication skills. Effective research requires being able to understand and process the information you receive, either written or spoken. That means that you need strong reading comprehension and writing skills — two major aspects of communication — as well as excellent listening skills.

Most research also involves showcasing your findings. This can be via a presentation. , report, chart, or Q&A. Whatever the case, you need to be able to communicate your findings in a way that educates your audience.

Communication skills include: Reading comprehension Writing Listening skills Presenting to an audience Creating graphs or charts Explaining in layman’s terms

Time management. We’re, unfortunately, only given 24 measly hours in a day. The ability to effectively manage this time is extremely powerful in a professional context. Hiring managers seek candidates who can accomplish goals in a given timeframe.

Strong time management skills mean that you can organize a plan for how to break down larger tasks in a project and complete them by a deadline. Developing your time management skills can greatly improve the productivity of your research.

Time management skills include: Scheduling Creating task outlines Strategic thinking Stress-management Delegation Communication Utilizing resources Setting realistic expectations Meeting deadlines

Using your network. While this doesn’t seem immediately relevant to research skills, remember that there are a lot of experts out there. Knowing what people’s areas of expertise and asking for help can be tremendously beneficial — especially if it’s a subject you’re unfamiliar with.

Your coworkers are going to have different areas of expertise than you do, and your network of people will as well. You may even know someone who knows someone who’s knowledgeable in the area you’re researching. Most people are happy to share their expertise, as it’s usually also an area of interest to them.

Networking involves: Remembering people’s areas of expertise Being willing to ask for help Communication Returning favors Making use of advice Asking for specific assistance

Attention to detail. Research is inherently precise. That means that you need to be attentive to the details, both in terms of the information you’re gathering, but also in where you got it from. Making errors in statistics can have a major impact on the interpretation of the data, not to mention that it’ll reflect poorly on you.

There are proper procedures for citing sources that you should follow. That means that your sources will be properly credited, preventing accusations of plagiarism. In addition, it means that others can make use of your research by returning to the original sources.

Attention to detail includes: Double checking statistics Taking notes Keeping track of your sources Staying organized Making sure graphs are accurate and representative Properly citing sources

How to improve your research skills

As with many professional skills, research skills serve us in our day to day life. Any time you search for information on the internet, you’re doing research. That means that you’re practicing it outside of work as well. If you want to continue improving your research skills, both for professional and personal use, here are some tips to try.

Differentiate between source quality. A researcher is only as good as their worst source. Start paying attention to the quality of the sources you use, and be suspicious of everything your read until you check out the attributions and works cited.

Be critical and ask yourself about the author’s bias, where the author’s research aligns with the larger body of verified research in the field, and what publication sponsored or published the research.

Use multiple resources. When you can verify information from a multitude of sources, it becomes more and more credible. To bolster your faith in one source, see if you can find another source that agrees with it.

Don’t fall victim to confirmation bias. Confirmation bias is when a researcher expects a certain outcome and then goes to find data that supports this hypothesis. It can even go so far as disregarding anything that challenges the researcher’s initial hunch. Be prepared for surprising answers and keep an open mind.

Be open to the idea that you might not find a definitive answer. It’s best to be honest and say that you found no definitive answer instead of just confirming what you think your boss or coworkers expect or want to hear. Experts and good researchers are willing to say that they don’t know.

Stay organized. Being able to cite sources accurately and present all your findings is just as important as conducting the research itself. Start practicing good organizational skills , both on your devices and for any physical products you’re using.

Get specific as you go. There’s nothing wrong with starting your research in a general way. After all, it’s important to become familiar with the terminology and basic gist of the researcher’s findings before you dig down into all the minutia.

Highlighting your research skills in a job interview

A job interview is itself a test of your research skills. You can expect questions on what you know about the company, the role, and your field or industry more generally. In order to give expert answers on all these topics, research is crucial.

Start by researching the company . Look into how they communicate with the public through social media, what their mission statement is, and how they describe their culture.

Pay close attention to the tone of their website. Is it hyper professional or more casual and fun-loving? All of these elements will help decide how best to sell yourself at the interview.

Next, research the role. Go beyond the job description and reach out to current employees working at your desired company and in your potential department. If you can find out what specific problems your future team is or will be facing, you’re sure to impress hiring managers and recruiters with your ability to research all the facts.

Finally, take time to research the job responsibilities you’re not as comfortable with. If you’re applying for a job that represents increased difficulty or entirely new tasks, it helps to come into the interview with at least a basic knowledge of what you’ll need to learn.

How to include research skills on your resume

Research projects require dedication. Being committed is a valuable skill for hiring managers. Whether you’ve had research experience throughout education or a former job, including it properly can boost the success of your resume .

Consider how extensive your research background is. If you’ve worked on multiple, in-depth research projects, it might be best to include it as its own section. If you have less research experience, include it in the skills section .

Focus on your specific role in the research, as opposed to just the research itself. Try to quantify accomplishments to the best of your abilities. If you were put in charge of competitor research, for example, list that as one of the tasks you had in your career.

If it was a particular project, such as tracking the sale of women’s clothing at a tee-shirt company, you can say that you “directed analysis into women’s clothing sales statistics for a market research project.”

Ascertain how directly research skills relate to the job you’re applying for. How strongly you highlight your research skills should depend on the nature of the job the resume is for. If research looks to be a strong component of it, then showcase all of your experience.

If research looks to be tangential, then be sure to mention it — it’s a valuable skill — but don’t put it front and center.

Resume examples showcasing research skills

Example #1: Academic Research

Simon Marks 767 Brighton Blvd. | Brooklyn, NY, 27368 | (683)-262-8883 | [email protected] Diligent and hardworking recent graduate seeking a position to develop professional experience and utilize research skills. B.A. in Biological Sciences from New York University. PROFESSIONAL EXPERIENCE Lixus Publishing , Brooklyn, NY Office Assistant- September 2018-present Scheduling and updating meetings Managing emails and phone calls Reading entries Worked on a science fiction campaign by researching target demographic Organizing calendars Promoted to office assistant after one year internship Mitch’s Burgers and Fries , Brooklyn, NY Restaurant Manager , June 2014-June 2018 Managed a team of five employees Responsible for coordinating the weekly schedule Hired and trained two employees Kept track of inventory Dealt with vendors Provided customer service Promoted to restaurant manager after two years as a waiter Awarded a $2.00/hr wage increase SKILLS Writing Scientific Research Data analysis Critical thinking Planning Communication RESEARCH Worked on an ecosystem biology project with responsibilities for algae collection and research (2019) Lead a group of freshmen in a research project looking into cell biology (2018) EDUCATION New York University Bachelors in Biological Sciences, September 2016-May 2020

Example #2: Professional Research

Angela Nichols 1111 Keller Dr. | San Francisco, CA | (663)-124-8827 |[email protected] Experienced and enthusiastic marketer with 7 years of professional experience. Seeking a position to apply my marketing and research knowledge. Skills in working on a team and flexibility. EXPERIENCE Apples amp; Oranges Marketing, San Francisco, CA Associate Marketer – April 2017-May 2020 Discuss marketing goals with clients Provide customer service Lead campaigns associated with women’s health Coordinating with a marketing team Quickly solving issues in service and managing conflict Awarded with two raises totaling $10,000 over three years Prestigious Marketing Company, San Francisco, CA Marketer – May 2014-April 2017 Working directly with clients Conducting market research into television streaming preferences Developing marketing campaigns related to television streaming services Report writing Analyzing campaign success statistics Promoted to Marketer from Junior Marketer after the first year Timberlake Public Relations, San Francisco, CA Public Relations Intern – September 2013–May 2014 Working cohesively with a large group of co-workers and supervisors Note-taking during meetings Running errands Managing email accounts Assisting in brainstorming Meeting work deadlines EDUCATION Golden Gate University, San Francisco, CA Bachelor of Arts in Marketing with a minor in Communications – September 2009 – May 2013 SKILLS Marketing Market research Record-keeping Teamwork Presentation. Flexibility

Research skills FAQs

What research skills are important?

Goal-setting and data collection are important research skills. Additional important research skills include:

Using different sources to analyze information.

Finding information on the internet.

Interviewing sources.

Writing reports.

Critical thinking.

Planning and scheduling.

Note-taking.

Managing time.

How do you develop good research skills?

You develop good research skills by learning how to find information from multiple high-quality sources, by being wary of confirmation bias, and by starting broad and getting more specific as you go.

When you learn how to tell a reliable source from an unreliable one and get in the habit of finding multiple sources that back up a claim, you’ll have better quality research.

In addition, when you learn how to keep an open mind about what you’ll find, you’ll avoid falling into the trap of confirmation bias, and by staying organized and narrowing your focus as you go (rather than before you start), you’ll be able to gather quality information more efficiently.

What is the importance of research?

The importance of research is that it informs most decisions and strategies in a business. Whether it’s deciding which products to offer or creating a marketing strategy, research should be used in every part of a company.

Because of this, employers want employees who have strong research skills. They know that you’ll be able to put them to work bettering yourself and the organization as a whole.

Should you put research skills on your resume?

Yes, you should include research skills on your resume as they are an important professional skill. Where you include your research skills on your resume will depend on whether you have a lot of experience in research from a previous job or as part of getting your degree, or if you’ve just cultivated them on your own.

If your research skills are based on experience, you could put them down under the tasks you were expected to perform at the job in question. If not, then you should likely list it in your skills section.

University of the People – The Best Research Skills for Success

Association of Internet Research Specialists — What are Research Skills and Why Are They Important?

MasterClass — How to Improve Your Research Skills: 6 Research Tips

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Sky Ariella is a professional freelance writer, originally from New York. She has been featured on websites and online magazines covering topics in career, travel, and lifestyle. She received her BA in psychology from Hunter College.

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Research Skills: What they are and Benefits

Research skills play a vital role in the success of any research project, enabling individuals to navigate the vast sea of information, analyze data critically, and draw meaningful conclusions. Whether conducting academic research, professional investigations, or personal inquiries, strong research skills are essential for obtaining accurate and reliable results.

LEARN ABOUT:   Research Process Steps

By understanding and developing these skills, individuals can embark on their research endeavors with confidence, integrity, and the capability to make meaningful contributions in their chosen fields. This article will explore the importance of research skills and discuss critical competencies necessary for conducting a research project effectively.

Content Index

What are Research Skills?

Important research skills for research project, benefits of research skills.

• Improving your Research Skills

Talk to Experts to Improve Skills

Research skills are the capability a person carries to create new concepts and understand the use of data collection. These skills include techniques, documentation, and interpretation of the collected data. Research is conducted to evaluate hypotheses and share the findings most appropriately. Research skills improve as we gain experience.

To conduct efficient research, specific research skills are essential. These skills are necessary for companies to develop new products and services or enhance existing products. To develop good research skills is important for both the individual as well as the company.

When undertaking a research project, one must possess specific important skills to ensure the project’s success and accuracy. Here are some essential research skills that are crucial for conducting a project effectively:

Time Management Skills:

Time management is an essential research skill; it helps you break down your project into parts and enables you to manage it easier. One can create a dead-line oriented plan for the research project and assign time for each task. Time management skills include setting goals for the project, planning and organizing functions as per their priority, and efficiently delegating these tasks.

Communication Skills:

These skills help you understand and receive important information and also allow you to share your findings with others in an effective manner. Active listening and speaking are critical skills for solid communication. A researcher must have good communication skills.

Problem-Solving:  

The ability to handle complex situations and business challenges and come up with solutions for them is termed problem-solving. To problem-solve, you should be able to fully understand the extent of the problem and then break it down into smaller parts. Once segregated into smaller chunks, you can start thinking about each element and analyze it to find a solution.

Information gathering and attention to detail:

Relevant information is the key to good research design . Searching for credible resources and collecting information from there will help you strengthen your research proposal and drive you to solutions faster. Once you have access to information, paying close attention to all the details and drawing conclusions based on the findings is essential.

Research Design and Methodology :

Understanding research design and methodology is essential for planning and conducting a project. Depending on the research question and objectives, researchers must select appropriate research methods, such as surveys, experiments, interviews, or case studies. Proficiency in designing research protocols, data collection instruments, and sampling strategies is crucial for obtaining reliable and valid results.

Data Collection and Analysis :

Researchers should be skilled in collecting and analyzing data accurately. It involves designing data collection instruments, collecting data through various methods, such as surveys or observations, and organizing and analyzing the collected data using appropriate statistical or qualitative analysis techniques. Proficiency in using software tools like SPSS, Excel, or qualitative analysis software can be beneficial.

By developing and strengthening these research skills, researchers can enhance the quality and impact of their research process, contributing to good research skills in their respective fields.

Research skills are invaluable assets that can benefit individuals in various aspects of their lives. Here are some key benefits of developing and honing research skills:

Boosts Curiosity :

Curiosity is a strong desire to know things and a powerful learning driver. Curious researchers will naturally ask questions that demand answers and will stop in the search for answers. Interested people are better listeners and are open to listening to other people’s ideas and perspectives, not just their own.

Cultivates Self-awareness :

As well as being aware of other people’s subjective opinions, one must develop the importance of research skills and be mindful of the benefits of awareness research; we are exposed to many things while researching. Once we start doing research, the benefit from it reflects on the beliefs and attitudes and encourages them to open their minds to other perspectives and ways of looking at things.

Effective Communication:

Research skills contribute to practical communication skills by enhancing one’s ability to articulate ideas, opinions, and findings clearly and coherently. Through research, individuals learn to organize their thoughts, present evidence-based arguments, and effectively convey complex information to different audiences. These skills are crucial in academic research settings, professional environments, and personal interactions.

Personal and Professional Growth :

Developing research skills fosters personal and professional growth by instilling a sense of curiosity, intellectual independence, and a lifelong learning mindset. Research encourages individuals to seek knowledge, challenge assumptions, and embrace intellectual growth. These skills also enhance adaptability as individuals become adept at navigating and assimilating new information, staying updated with the latest developments, and adjusting their perspectives and strategies accordingly.

Academic Success:

Research skills are essential for academic research success. They enable students to conduct thorough literature reviews, gather evidence to support their arguments, and critically evaluate existing research. By honing their research skills, students can produce well-structured, evidence-based essays, projects, and dissertations demonstrating high academic research rigor and analytical thinking.

Professional Advancement:

Research skills are highly valued in the professional world. They are crucial for conducting market research, analyzing trends, identifying opportunities, and making data-driven decisions. Employers appreciate individuals who can effectively gather and analyze information, solve complex problems, and provide evidence-based recommendations. Research skills also enable professionals to stay updated with advancements in their field, positioning themselves as knowledgeable and competent experts.

Developing and nurturing research skills can significantly benefit individuals in numerous aspects of their lives, enabling them to thrive in an increasingly information-driven world.

Improving Your Research Skills

There are many things you can do to improve your research skills and utilize them in your research or day job. Here are some examples:

• Develop Information Literacy: Strengthening your information literacy skills is crucial for conducting thorough research. It involves identifying reliable sources, evaluating the credibility of information, and navigating different research databases.
• Enhance Critical Thinking: Critical thinking is an essential skill for effective research. It involves analyzing information, questioning assumptions, and evaluating arguments. Practice critical analysis by analyzing thoughtfully, identifying biases, and considering alternative perspectives.
• Master Research Methodologies: Familiarize yourself with different research methodologies relevant to your field. Whether it’s qualitative, quantitative, or mixed methods research, realizing the strengths and limitations of each approach is crucial.
• Practice Effective Time Management: Research requires dedicated time and effort. Develop good time management skills to ensure that you allocate sufficient time for each stage of the research process, including planning, data collection, analysis, and writing.
• Embrace Collaboration: Collaborating with peers and colleagues can provide a fresh perspective and enrich your research experience. Engage in discussions, share ideas, and seek feedback from others. Collaborative projects allow for exchanging knowledge and skills.
• Continuously Update Your Knowledge: Stay informed about your field’s latest developments and advancements. Regularly read scholarly articles, attend conferences, and follow reputable sources of information to stay up to date with current research trends.

There is plenty of information available on the internet about every topic; hence, learning skills to know which information is relevant and credible is very important. Today most search engines have the feature of advanced search, and you can customize the search as per your preference. Once you learn this skill, it will help you find information. 

Experts possess a wealth of knowledge, experience, and insights that can significantly enhance your understanding and abilities in conducting research. Experts have often encountered numerous challenges and hurdles throughout their research journey and have developed effective problem-solving techniques. Engaging with experts is a highly effective approach to improving research skills.

Moreover, experts can provide valuable feedback and constructive criticism on your research work. They can offer fresh perspectives, identify areas for improvement, and help you refine your research questions, methodology, and analysis.

At QuestionPro, we can help you with the necessary tools to carry out your projects, and we have created the following free resources to help you in your professional growth:

• Survey Templates

Research skills are invaluable assets that empower individuals to navigate the ever-expanding realm of information, make informed decisions, and contribute to advancing knowledge. With advanced research tools and technologies like QuestionPro Survey Software, researchers have potent resources to conduct comprehensive surveys, gather data, and analyze results efficiently.

Where data-driven decision-making is crucial, research skills supported by advanced tools like QuestionPro are essential for researchers to stay ahead and make impactful contributions to their fields. By embracing these research skills and leveraging the capabilities of powerful survey software, researchers can unlock new possibilities, gain deeper insights, and pave the way for meaningful discoveries.

Authors : Gargi Ghamandi & Sandeep Kokane

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Home › Study Tips › Research Skills: What They Are and How They Benefit You

Research Skills: What They Are and How They Benefit You

• Published May 23, 2024

Research skills give you the ability to gather relevant information from different sources and analyse it critically in order to develop a comprehensive understanding of a subject. Thus, research skills are fundamental to academic success.

Developing these skills will improve your studies, helping you understand subjects better and positioning you for academic success.

That said, how can you develop important research skills? This will explore what research skills are, identify the core ones, and explain how you can develop them.

What Are Research Skills?

Research skills are a set of abilities that allow individuals to find and gather reliable information and then evaluate the information to find answers to questions.

Good research skills are important in academic settings, as finding and critically evaluating relevant information can help you gain a deeper understanding of a subject.

These skills are also important in professional and personal settings. When you graduate and are working in a professional capacity, you’ll often need to analyse sets of data to identify issues and determine how to solve them.

In personal contexts, you’ll always need to assess relevant information to make an informed decision. Whether you’re deciding on a major purchase, choosing a healthcare provider, or planning to make an investment, you’ll need to evaluate options to ensure better decision outcomes.

Different Types of Research Skills

Research skills are categorised into different sub-skills. The most common types are:

Quantitative Skills

Quantitative skills refer to the ability to work with numerical data and perform mathematical and statistical analyses to extract meaningful insights and draw conclusions. 

When you have quantitative skills, you’ll be able to apply mathematical concepts and operations in research design and data analysis. 

You’ll also be proficient in using statistical methods to analyse data and interpreting numerical data to draw meaningful conclusions. 

Analytical Skills

Analytical skills refer to the ability to gather data, evaluate it, and draw sound conclusions. When you have analytical skills, you’ll be able to systematically analyse information to reach a reasonable conclusion. 

Analytical skills are important in problem-solving. They help you to break down complex problems into more manageable components, think critically about the information at hand, analyse root causes, and develop effective solutions.

Qualitative Skills

Qualitative skills refer to the ability to collect, analyse, and interpret non-numerical data. When you have qualitative skills, you’ll be proficient in observation, interviewing, and other methods for collecting qualitative research data. 

You’ll also be able to analyse non-numerical data, such as documents and images, to identify themes, patterns, and meanings.

Research Skills Examples

The core research skills you need for success in academic, professional, and personal contexts include:

Data Collection

Data is at the centre of every research, as data is what you assess to find the answers you seek. Thus, research starts with collecting relevant data.

Depending on the research, there are two broad categories of data you can collect: primary and secondary.

Primary data is generated by the researcher, like data from interviews, observations, or experiments. Secondary data is pre-existing data obtained from different existing databases, like published literature, government reports, etc. 

Thus, data collection is more than gathering information from the Internet. Depending on the research, it can require more advanced skills for conducting experiments to generate your own data.

Source Evaluation

When doing research on any subject (especially when using the Internet), you’ll be amazed at the volume of information you’ll find. And a lot is pure garbage that can compromise your research work.

Thus, an important research skill is being able to dig through the garbage to get to the real facts. This is where source evaluation comes in!

Good research skills call for being able to identify biases, assess the authority of the author, and determine the accuracy of information before using it.

Time Management Skills

Have you ever felt that there is not enough time in a day for all that you need to do? When you already have so much to do, adding research can be overwhelming.

Good time management skills can help you find the time to do all you need to do, including relevant research work, making it an essential research skill.

Time management allows you to plan and manage your research project effectively. It includes breaking down research tasks into more manageable parts, setting priorities, and allocating time to the different stages of the research.

Communication Skills

Communication is an important aspect of every research, as it aids in data collection and sharing research findings. 

Important communication skills needed in research include active listening, active speaking, interviewing, report writing, data visualisation, and presentation, etc.

For example, when research involves collecting primary data via interviews, you must have sound speaking and listening skills. 

When you conclude the research and need to share findings, you’ll need to write a research report and present key findings in easy-to-understand formats like charts. 

Attention to Detail

Attention to detail is the ability to achieve thoroughness and accuracy when doing something. It requires focusing on every aspect of the tasks, even small ones. 

Anything you miss during your research will affect the quality of your research findings. Thus, the ability to pay close attention to details is an important research skill.

You need attention to detail at every stage of the research process. During data collection, it helps you ensure reliable data. 

During analysis, it reduces the risk of error to ensure your results are trustworthy. It also helps you express findings precisely to minimise ambiguity and facilitate understanding.

Note-Taking

Note-taking is exactly what it sounds like—writing down key information during the research process.

Remember that research involves sifting through and taking in a lot of information. It’s impossible to take in all the information and recall it from memory. This is where note-taking comes in!

Note-taking helps you capture key information, making it easier to remember and utilise for the research later. It also involves writing down where to look for important information.

Critical Thinking

Critical thinking is the ability to think rationally and synthesise information in a thoughtful way. It is an important skill needed in virtually all stages of the research process.

For example, when collecting data, you need critical thinking to assess the quality and relevance of data. It can help you identify gaps in data to formulate your research question and hypothesis. 

It can also help you to identify patterns and make reasonable connections when interpreting research findings.

Data Analysis

Data may not mean anything until you analyse it qualitatively or quantitatively (using techniques like Excel or SPSS). For this reason, data analysis analysis is an important research skill.

Researchers need to be able to build hypotheses and test these using appropriate research techniques. This helps to draw meaningful conclusions and gain a comprehensive understanding of research data.

Problem-Solving Skills

Research often involves addressing specific questions and solving problems. For this reason, problem-solving skills are important skills when conducting research. 

Problem-solving skills refer to the ability to identify, analyse, and solve problems effectively. 

With problem-solving skills, you’ll be able to assess a situation, consider various solutions, and choose the most appropriate course of action toward finding a solution.

Benefits of Research Skills

Research skills have many benefits, including:

Enhances Critical Thinking

Research skills and critical thinking are intertwined such that developing one enhances the other.

Research requires people to question assumptions, evaluate evidence, analyse information, and draw conclusions. These activities require you to think critically about the information at hand. Hence, engaging in research enhances critical thinking.

Develops Problem-Solving Skills

Research helps you acquire a set of critical skills that are directly transferable to problem-solving. 

For example, research fosters creative thinking, as it often requires synthesising data from different sources and connecting different concepts. After developing creative thinking via research, you can apply the skill to generate innovative solutions in problem-solving situations. 

Helps in Knowledge Acquisition

Engaging in research is a powerful way to acquire knowledge. Research involves exploring new ideas, and this helps you expand your breadth of knowledge.

It also involves applying research methods and methodologies. So, you’ll acquire knowledge about research methods, enhancing your ability to design and conduct studies in your higher education or professional life.

Why Are Research Skills Important?

Strong research skills offer numerous benefits, especially for students’ academic learning and development. 

When you develop good research skills, you’ll reap great academic rewards that include:

In-Depth Understanding

Conducting research allows you to delve deep into specific topics, helping you gain a thorough understanding of the subject matter beyond what is covered in standard coursework.

Critical Thinking Development

Research involves critical evaluation of information and making informed decisions. This builds your ability to think critically.

This skill will not only help you solve academic problems better, but it’s also crucial to your personal and professional growth.

Encouragement of Independent Learning

Research encourages independent learning. When you engage in research, you seek answers independently. You take the initiative to find, retrieve, and evaluate information relevant to your research.

That helps you develop self-directed study habits. You’ll be able to take ownership of your education and actively seek out information for a better understanding of the subject matter.

Intellectual Curiosity Development

Research skills encourage intellectual curiosity and a love of learning, as they’ll make you explore topics you find intriguing or important. Thus, you’ll be more motivated to explore topics beyond the scope of your coursework.

Enhanced Communication Skills

Research helps you build better interpersonal skills as well as report-writing skills.

Research helps you sharpen your communication skills when you interact with research subjects during data collection. Communicating research findings to an audience also helps sharpen your presentation skills or report writing skills.

Assistance in Career Preparation 

Many professions find people with good research skills. Whether you’ll pursue a career in academia, business, healthcare, or IT, being able to conduct research will make you a valuable asset.

So, researching skills for students prepares you for a successful career when you graduate.

Contribution to Personal Growth

Research also contributes to your personal growth. Know that research projects often come with setbacks, unexpected challenges, and moments of uncertainty. Navigating these difficulties helps you build resilience and confidence.

Acquisition of Time Management Skills

Research projects often come with deadlines. Such research projects force you to set goals, prioritise tasks, and manage your time effectively.

That helps you acquire important time management skills that you can use in other areas of academic life and your professional life when you graduate.

Ways to Improve Research Skills

The ways to improve your research skills involve a combination of learning and practice. 

You should consider enrolling in research-related programmes, learning to use data analysis tools, practising summarising and synthesising information from multiple sources, collaborating with more experienced researchers, and more. 

Looking to improve your research skills? Read our 11 ways to improve research skills article.

How Can I Learn Research Skills?

You can learn research skills using these simple three-point framework:

Clarifying the Objective

Start by articulating the purpose of your research. Identify the specific question you are trying to answer or the problem you are aiming to solve.

Then, determine the scope of your research to help you stay focused and avoid going after irrelevant information.

Cross-Referencing Sources

The next step is to search for existing research on the topic. Use academic databases, journals, books, and reputable online sources.

It’s important to compare information from multiple sources, taking note of consensus among studies and any conflicting findings. 

Also, check the credibility of each source by looking at the author’s expertise, information recency, and reputation of the publication’s outlet.

Organise the Research

Develop a note-taking system to document key findings as you search for existing research. Create a research outline, then arrange your ideas logically, ensuring that each section aligns with your research objective.

As you progress, be adaptable. Be open to refining your research plan as new understanding evolves.

Enrolling in online research programmes can also help you build strong research skills. These programmes combine subject study with academic research project development to help you hone the skills you need to succeed in higher education.

Immerse Education is a foremost provider of online research programmes.

Acquire Research Skills with Immerse Education 

Research skills are essential to academic success. They help you gain an in-depth understanding of subjects, enhance your critical thinking and problem-solving skills, improve your time management skills, and more. 

In addition to boosting you academically, they contribute to your personal growth and prepare you for a successful professional career.

Thankfully, you can learn research skills and reap these benefits. There are different ways to improve research skills, including enrolling in research-based programmes. This is why you need Immerse Education!

Immerse Education provides participants aged 13-18 with unparalleled educational experience. All our programmes are designed by tutors from top global universities and help prepare participants for future success.

Our online research programme expertly combines subject study with academic research projects to help you gain subject matter knowledge and the important research skills you need to succeed in higher education.  With one-on-one tutoring or group sessions from an expert academic from Oxford or Cambridge University and a flexible delivery mode, the programme is designed for you to succeed. Subsequently, enrolling in our accredited Online Research Programme will award students with 8 UCAS points upon completion.

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Research skills refer to the ability to search for, locate, extract, organise, evaluate and use or present information that is relevant to a particular topic. Academic research is a specific type of research: a process of detailed and methodical investigation into some area of study. It involves intensive search, investigation, and critical analysis, usually in response to a specific research question or hypothesis. It also usually involves a lot of reading. 

Here are some examples of research questions:

• Does smoking cause lung cancer?
• Are gender roles a product of nature or nurture?
• Will genetic engineering ever make it possible for humans to grow new organs?

The point of all academic research is to be able to say something with authority about the subject in question. Most of your lecturers are also researchers who specialise in particular fields. Advanced academic research aims to contribute something new to the subject area, but at undergraduate level, you are usually expected to begin by researching other people’s ideas and contributions, mostly through reading.

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10 Research Skills and How To Develop Them

• Updated December 25, 2023
• Published August 8, 2023

Are you looking to learn more about Research skills? In this article, we discuss Research skills in more detail and give you tips about how you can develop and improve them.

What are Research skills?

Research skills refer to the ability to effectively and efficiently gather, analyze, and synthesize information to answer questions, solve problems, or contribute to a body of knowledge. These skills are essential for various fields and disciplines, ranging from academic and scientific research to business, journalism, and beyond. Effective research skills involve several key components:

Information Retrieval

Source evaluation.

• Critical Thinking

Data Analysis

Problem formulation, organization and note-taking, synthesis and writing, ethical considerations, time management.

• Adaptability

Top 10 Research Skills

Below we discuss the top 10 Research skills. Each skill is discussed in more detail, and we will also give you tips on improving them.

Information Retrieval is all about mastering the art of finding relevant and credible sources of information to support your research goals. This skill involves using various online and offline tools to locate the data, articles, studies, and materials that are most pertinent to your research topic. It’s like being a detective for knowledge – you’re trying to uncover valuable insights that will contribute to your research project.

To excel in Information Retrieval, you must become adept at effectively using search engines, databases, libraries, and other resources. It’s not just about typing keywords into a search bar; it’s about understanding how to refine your searches, use advanced search operators, and explore different databases and sources.

You’ll need to evaluate the quality and reliability of sources to ensure that the information you gather is trustworthy and accurate. This skill also requires critical thinking, as you’ll need to assess the relevance of sources to your research objectives.

How to Improve Information Retrieval

Improving your Information Retrieval skills involves a combination of practice, strategy, and awareness. Start by familiarizing yourself with different research databases and libraries relevant to your field. Experiment with various search terms and use advanced search operators to narrow down results. Take the time to evaluate the credibility of sources – look for peer-reviewed articles, authoritative authors, and reliable institutions. Keep track of your searches and results to refine your strategies over time.

Stay updated with the latest developments in search technology and research databases to optimize your information retrieval process. Remember, the more you practice and fine-tune your approach, the better you’ll become at uncovering valuable gems of information for your research endeavors.

Source Evaluation is about becoming a discerning judge of the information you encounter during your research journey. It involves assessing the credibility, reliability, and relevance of the sources you come across, ensuring that you’re building your work on a foundation of trustworthy and accurate information. Think of yourself as a gatekeeper, using only the most reliable and relevant sources to support your research.

You need to develop a critical eye to enhance your Source Evaluation skills. Begin by examining the authorship – who wrote the source, and what are their credentials? Peer-reviewed articles from established researchers are more reliable than anonymous blog posts. Consider the publication source – is it a reputable journal or website in your field?

Next, look for citations and references within the source – a well-researched work will often cite other credible sources. Additionally, evaluate the publication date – while older sources can provide historical context, ensure you’re using recent information for up-to-date insights.

How to Improve Source Evaluation

Improving your Source Evaluation skills requires a combination of awareness and practice. As you encounter new sources, ask questions about their credibility and relevance. Do evidence and references support the information? Does the author have any potential biases? Take advantage of critical thinking to analyze the source’s overall quality.

To further refine your skills, seek guidance from mentors, professors, or librarians who can provide valuable insights into evaluating sources. The more you engage with this skill, the better you’ll become at building a solid foundation for your research with credible and reliable materials.

Critical Thinking is the intellectual toolset that empowers you to analyze information objectively, discern patterns, and draw well-informed conclusions based on evidence. It’s like being a detective for ideas – you sift through data, identify biases, and unravel complexities to make informed judgments that drive your research forward with clarity and precision.

To hone your Critical Thinking skills, you need to cultivate a curious and analytical mindset. Start by questioning assumptions and biases in both your own thinking and the information you encounter.

When evaluating sources, consider multiple viewpoints and sources of evidence before forming conclusions. Develop the ability to identify logical fallacies or weak arguments that may distort the validity of your findings. Embrace open-mindedness and be willing to adapt your ideas when faced with compelling evidence that challenges your initial perspective.

How to Improve Critical Thinking

Improving your Critical Thinking skills requires practice and deliberate effort. Engage in discussions and debates within your field and beyond to expose yourself to diverse perspectives and sharpen your ability to analyze complex issues. Regularly challenge yourself to critically evaluate information, whether it’s a news article, a research paper, or a colleague’s argument.

Seek feedback from mentors or peers to refine your critical thinking process and identify areas for improvement. Remember, Critical Thinking is an ongoing journey that can be developed over time – the more you engage with it, the more adept you’ll become at navigating the intricate landscape of ideas in your research endeavors.

Related :  Critical Thinking Interview Questions & Answers

Data Analysis is the art of processing, interpreting, and extracting meaningful insights from the raw information you’ve collected during your research journey. Think of it as deciphering a puzzle – you’re transforming numbers, observations, or qualitative data into a coherent narrative that answers your research questions and adds value to your work.

To excel in Data Analysis, you need to develop both quantitative and qualitative skills. For quantitative data, embrace statistical tools and techniques that help you identify trends, correlations, and patterns in your data sets. Practice using software like Excel, SPSS, or specialized tools for your field to perform statistical tests and visualize results effectively. For qualitative data, immerse yourself in the details, coding and categorizing themes to distill rich insights from textual or visual sources.

How to Improve Data Analysis

Improving your Data Analysis skills involves a combination of practice, learning, and refining your techniques. Start by immersing yourself in the basics of statistics and data analysis methodologies relevant to your research field. Engage in tutorials and online courses to familiarize yourself with various tools and software. As you analyze data, maintain clear documentation of your process and decisions, which will be crucial when presenting your findings.

Collaborate with peers or mentors who are experienced in data analysis to gain insights and feedback on your techniques. Remember, Data Analysis is about transforming data into knowledge – the more you engage with this skill, the better you’ll become at uncovering valuable insights that contribute to the depth and impact of your research.

Related :  Research Interview Questions & Answers

Problem Formulation is like setting the compass for your research journey – it involves defining clear and focused research questions or hypotheses that guide your entire investigation. Consider it the foundation of your work, as it shapes your approach, methods, and the ultimate impact of your research.

To master Problem Formulation, you need to become skilled in asking the right questions. Begin by thoroughly understanding the topic you’re exploring. What gaps or uncertainties do you notice in the existing knowledge? What specific aspect of the topic piques your interest? Craft research questions that are specific, measurable, achievable, relevant, and time-bound (SMART).

If you’re developing hypotheses, ensure they are testable and grounded in existing theories or observations. Your skills in Problem Formulation also extend to identifying the scope and boundaries of your research – understanding what you’re including and excluding from your study.

How to Improve Problem Formulation

Improving your Problem Formulation skills requires practice and iterative refinement. Start by conducting a comprehensive literature review to understand the existing research landscape in your area. This will help you identify potential gaps and formulate questions that build upon existing knowledge.

Discuss with peers, mentors, or experts in your field to gain different perspectives and insights into potential research problems. As you develop your skills, be open to revising and refining your research questions based on new information or insights. Remember, Problem Formulation is the compass that guides your research journey – the more you invest in crafting clear and well-defined questions, the more impactful and focused your research will be.

Related :  10 Fact Finding Skills and How to Develop Them

Imagine these skills as your research toolkit for maintaining order amidst the vast sea of information you encounter. Organization involves structuring and managing your research materials, while Note-Taking ensures you capture valuable insights and details for future reference. Together, they help you stay on track and prevent valuable information from slipping through the cracks.

To excel in Organization and Note-Taking, you need to develop strategies that work best for you. Start by creating a systematic folder structure on your computer to store digital documents, articles, and data sets. For physical materials, consider using labeled folders or binders. As you gather information, employ tools like reference management software to keep track of your sources and generate citations efficiently.

Simultaneously, practice effective Note-Taking during your readings and research. Jot down key points, ideas, and relevant quotes in a structured format, whether you’re using a physical notebook or a digital note-taking app.

How to Improve Organization and Note-Taking

Improving your Organization and Note-Taking skills requires a mix of discipline and adaptability. Establish consistent routines for organizing research materials, updating folders, and managing citations. Regularly review and reorganize your notes to keep them relevant and accessible. Experiment with different note-taking techniques, such as outlining, summarizing, or mind mapping, to find the approach that aligns with your learning style.

Remember, Organization and Note-Taking are your allies in navigating the sea of information – the more you refine these skills, the smoother your research journey will become and the more confident you’ll be in tackling complex topics.

Synthesis and Writing are your means of weaving together the threads of information and insights you’ve collected into a coherent and impactful narrative. Think of it as crafting a masterpiece from the puzzle pieces of your research – you’re presenting your findings, analysis, and conclusions in a way that informs and engages your audience.

To excel in Synthesis and Writing, you must become a data and idea storyteller. Begin by outlining your research paper or report. Organize your findings logically, building a structured framework that guides your reader through your research journey. Ensure each section flows smoothly, connecting the dots between concepts and evidence. While writing, focus on clarity and conciseness – avoid jargon and convoluted language that may confuse your readers. Use effective transitions to guide them from one point to the next.

How to Improve Synthesis and Writing

Improving your Synthesis and Writing skills requires both practice and revision. Start by breaking down the writing process into manageable steps – drafting, revising, and editing. Give yourself time between drafting and revising to approach your work with fresh eyes. Critically evaluate your writing for clarity, coherence, and accuracy during revision.

Consider seeking feedback from peers, mentors, or writing centers to gain insights into improving your writing style. Study well-written papers in your field to observe how experienced researchers present their ideas effectively. Remember, Synthesis and Writing are your tools for communicating your research’s impact – the more you refine these skills, the more effectively you’ll share your discoveries and contribute to the body of knowledge in your field.

Ethical Considerations encompass the principles and guidelines that ensure your research is conducted with integrity, respect for participants’ rights, and a commitment to transparency. Think of it as the moral compass that guides your research journey, ensuring that your work upholds ethical standards and contributes positively to society.

To excel in Ethical Considerations, you need to become a guardian of ethical integrity in your research. Begin by understanding the ethical guidelines and regulations specific to your field and your research type. This involves respecting participants’ autonomy by obtaining informed consent, protecting their privacy and confidentiality, and ensuring they’re treated with dignity. Additionally, uphold intellectual honesty by properly attributing sources, avoiding plagiarism, and disclosing any potential conflicts of interest.

How to Improve Ethical Considerations

Improving your Ethical Considerations skills involves a combination of awareness and vigilance. Regularly educate yourself on the ethical codes and regulations relevant to your field and research methods. When designing your research, carefully plan how you will address ethical concerns and potential risks.

As you conduct your research, stay attuned to any ethical dilemmas that may arise and be prepared to address them appropriately. Remember, Ethical Considerations are at the heart of responsible research – the more you cultivate these skills, the more your work will contribute positively to both your field and society as a whole.

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Time Management involves the art of effectively allocating your time to different research tasks, ensuring that you meet deadlines, stay on track, and maintain a balanced workflow. Think of it as your compass for navigating the often-intricate landscape of research – it helps you stay organized, productive, and in control of your research journey.

To excel in Time Management, you need to become a master of planning and prioritization. Start by breaking down your research project into manageable tasks and setting realistic goals for each stage. Create a schedule that allocates research, data collection, analysis, writing, and revision time. Be mindful of your energy levels – tackle complex tasks during your most productive hours. Embrace tools like to-do lists, calendars, and time-tracking apps to keep yourself accountable and stay aware of your progress.

How to Improve Time Management

Improving your Time Management skills requires consistent practice and self-awareness. Continuously assess your progress against your planned schedule, adjusting as needed to accommodate unexpected challenges or new insights. Develop the skill of saying no to distractions and non-essential tasks that can derail your focus.

Break larger tasks into smaller, more manageable chunks to prevent feeling overwhelmed. Regularly reflect on your time allocation and efficiency – what strategies are working well, and where can you improve? Remember, Time Management is a skill that can significantly impact your research journey – the more you refine it, the more you’ll find yourself navigating your work with greater ease and achieving your research goals with greater success.

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Adaptability is the ability to flex and evolve in response to changing circumstances, unexpected findings, and new information that arise during your research journey. Think of it as your compass for navigating the dynamic and ever-changing landscape of research – it empowers you to embrace uncertainty and adjust your course to ensure the best outcomes for your work.

To excel in Adaptability, you need to cultivate a mindset that embraces change and seeks opportunities within challenges. Start by acknowledging that research is often full of surprises and plans might need to shift. Develop a sense of resilience by staying open to revising your research questions, altering methodologies, or exploring unanticipated angles.

Being adaptable also means being resourceful – finding alternative approaches when things don’t go as planned. Embrace feedback from peers, mentors, or unexpected results, and be ready to integrate this feedback to improve the quality of your research.

How to Improve Adaptability

Improving your Adaptability skills involves practicing flexibility and embracing a growth mindset. Regularly reassess your research plan and objectives in light of new information or developments. Embrace failures and setbacks as opportunities for learning and growth rather than roadblocks. Seek out interdisciplinary perspectives and engage with new ideas that challenge your assumptions.

As you navigate through unexpected turns, continuously reflect on what you’ve learned and how you’ve adapted, so you can refine your approach in the future. Remember, Adaptability is the key to thriving in the dynamic landscape of research – the more you foster this skill, the better equipped you’ll be to tackle unforeseen challenges and emerge stronger from your research journey.

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Research Skills Conclusion

In the pursuit of knowledge and discovery, honing research skills is the linchpin that sets the stage for success. Throughout this exploration of various research skills and how to nurture them, one thing becomes evident: deliberate practice and continuous improvement are the bedrock of growth. Developing research skills is not merely a checkbox to mark; it’s a journey that empowers you to excel in your field, make meaningful contributions, and amplify the impact of your work.

Improving these skills isn’t just an option – it’s a necessity in today’s job market. The ability to gather information effectively, critically evaluate sources, analyze data, formulate problems, synthesize findings, and more, transforms the research process from a mere task into a dynamic and transformative experience. These skills serve as the pillars that uphold the credibility and validity of your work, ensuring that your contributions stand the test of scrutiny and time.

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Introduction to research skills: Home

• Learning from lectures
• Managing your time
• Effective reading
• Evaluating Information
• Critical thinking
• Presentation skills
• Studying online
• Writing home
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• Problem solving
• Maths skills by discipline
• Introduction to research skills
• Primary research
• Research methods
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• Digital skills home

Research skills allow you to find information and use it effectively. It includes creating a strategy to gather facts and reach conclusions so that you can answer a question.

Starting your research

think about your topic – don’t be too vague or too specific (try mind mapping or keyword searching).

read broadly around your subject (don’t just use Google and Wikipedia). Think about a research question that is clearly structured and builds on literature already produced.

find information using the subject databases. View the Database Orientation Program to learn about databases and using search strategies to refine your search and limit results. View our library tutorial on planning your literature search and look at our library subject guides for resources on your specific topic.

Another good starting point for finding information is our library catalogue Library Search  which allows you to search across the library's electronic resources as well as major subject databases and indexes.

carry out a literature review . You may want to include journals, books, websites, grey literature or data and statistics for example. See the list of sources below for more information. Keep a record and organise your references and sources. If you are intending to carry out a systematic review then take a look at the systematic review page on our Research Support library guide.

evaluate your resources – use the CRAAP test (Currency, Relevancy, Authority, Accuracy, Purpose - watch the video, top right). 

reach considered conclusions and make recommendations where necessary.

Your research journey.

Why do I need research skills?

they enable you to locate appropriate information and evaluate it for quality and relevance

they allow you to make good use of information to resolve a problem

they give you the ability to synthesize and communicate your ideas in written and spoken formats

they foster critical thinking

they are highly transferable and can be adapted to many settings including the workplace

You can access more in depth information on areas such as primary research, literature reviews, research methods, and managing data, from the drop down headings under Research Skills on the Academic Skills home page. The related resources in the right-hand column of this page also contain useful supporting information.

• Conference proceedings
• Data & statistics
• Grey literature
• Official publications

Books are good for exploring new subject areas. They help define a topic and provide an in-depth account of a subject.

Scholarly books contain authoritative information including comprehensive accounts of research or scholarship and experts' views on themes and topics. Their bibliographies can lead readers to related books, articles and other sources. 

Details on the electronic books held by the University of Southampton can be found using the library catalogue .

Journals are quicker to publish than books and are often a good source of current information. They are useful when you require information to support an argument or original research written by subject experts.  The bibliographies at the end of journal articles should point you to other relevant research.

Academic journals go through a "peer-review" process. A peer-reviewed journal is one whose articles are checked by experts, so you can be more confident that the information they contain is reliable.

The Library's discovery service Library Search  is a good place to start when searching for journal articles and enables access to anything that is available electronically.

Newspapers enable you to follow current and historical events from multiple perspectives. They are an excellent record of political, social, cultural, and economic events and history.

Newspapers are popular rather than scholarly publications and their content needs to be treated with caution. For example, an account of a particular topic can be biased in favour of that newspaper’s political affiliation or point of view. Always double-check the data/statistics or any other piece of information that a newspaper has used to support an argument before you quote it in your own work.

The library subscribes to various resources which provide full-text access to both current and historical newspapers. Find out more about these on the Library's Newspaper Resources page.

Websites provide information about every topic imaginable, and many will be relevant to your studies.

Use websites with caution as anyone can publish on the Internet and therefore the quality of the information provided is variable. When you’re researching and come across a website you think might be useful, consider whether or not it provides information that is reliable and authoritative enough to use in your work.

Proceedings are collections of papers presented by researchers at academic conferences or symposia. They may be printed volumes or in electronic format.

You can use the information in conference proceedings with a high degree of confidence as the quality is ensured by having external experts read & review the papers before they are accepted in the proceedings.

Find the data and statistics you need, from economics to health, environment to oceanography - and everywhere between - http://library.soton.ac.uk/data .

Grey literature is the term given to non-traditional publications (material not published by mainstream publishers). For example - leaflets, reports, conference proceedings, government documents, preprints, theses, clinical trials, blogs, tweets, etc.. 

The majority of Grey literature is generally not peer-reviewed so it is very important to critically appraise any grey literature before using it.

Most aspects of life are touched by national governments, or by inter-governmental bodies such as the European Union or the United Nations.  Official publications are the documentary evidence of that interest. 

Our main printed collections and online services are for British and EU official publications, but we can give advice on accessing official publications from other places and organisations. Find out more from our web pages  http://library.soton.ac.uk/officialpublications .

Patents protect inventions - the owner can stop other people making, using or selling the item without their permission. This applies for a limited period and a separate application is needed for each country.

Patents can be useful since they contain full technical details on how an invention works. If you use an active patent outside of research - permission or a license is probably needed.

Related resources:

Checking for CRAAP - UMW New Media Archive

How to Develop a STRONG Research Question - Scribbr

Guide to dissertation and project writing - by University of Southampton (Enabling Services)

Guide to writing your dissertation - by the Royal Literary Fund  

Guidance on the Conduct of Narrative Synthesis in Systematic Reviews  - by ESRC Methods Programme

Guidelines for preparing a Research Proposal - by University of Southampton

Choosing good keywords - by the Open University

How to Write a Research Question  - an online guide produced by  the University of Leeds

Evaluating information - a 7 minute tutorial from the University of Southampton which covers thinking critically, and understanding how to find quality and reliable information.

Hints on conducting a literature review  - by the University of Toronto

Planning your literature search  - a short tutorial by the University of Southampton

Using Overleaf for scientific writing and publishing  -  a popular  LaTeX/Rich Text based online collaborative tool for students and researchers alike. It is designed to make the process of writing, editing, and producing scientific papers quicker and easier for authors. 

Systematic reviews  - by the University of Southampton. 

Create your own research proposal - by the University of Southampton

• Last Updated: Aug 14, 2024 10:45 AM
• URL: https://library.soton.ac.uk/sash/introduction-to-research-skills

Frequently Asked Questions

Final thoughts, research skills.

Updated May 20, 2024

Research skills are highly valued by employers in all industries, because employees with strong research skills can be invaluable to a company’s performance and growth.

While you may already possess research skills, you must be able to identify what these skills actually are, so that you can highlight them in your applications and interviews .

This article will explore what research skills are and why they are important, identify some core research skills and explain how you can develop them, and answer some frequently asked questions.

What Are Research Skills?

Research skills enable you to effectively find and gather appropriate information , then analyze and apply it to find solutions to solve problems .

Research skills are crucial for every industry and can be extremely useful in any role. They consist of a range of other soft skills that come together to be more than the sum of their parts.

Possessing research skills makes you very useful to an employer, as you can successfully research competitors, get information to form marketing or sales plans and spot potential problems in the business that require attention.

Some of these soft skills include attention to detail, communication and problem-solving, among others.

In Which Industries Are Research Skills Required?

No matter what your job is, or what industry you’re in, research skills will be extremely beneficial to you and the business .

For example, even if you work in a restaurant, it will be useful to research local competitors or exciting new ingredients to try on your menu.

Another example, within the retail sector, is that you may need to research to find out your customer satisfaction rate and therefore identify any issues with your team’s performance.

Further, research skills are essential to corporate or commercial roles, as these roles may require you to identify issues causing a drop in your team's performance and work out the tasks that must be completed to reach your goal.

Additionally, you may also be required to analyze large amounts of data and identify key issues and work out how to solve them.

What Are Considered Research Skills?

Collating and analyzing information from different sources.

The best research is conducted by analyzing data from online resources, books, surveys or other sources.

It’s important that you only use credible resources when you are collecting your data. Make sure that you’re not relying on largely opinion-based information or information from someone who lacks the right qualifications to be considered an authority.

You may also come across a lot of irrelevant data when you are conducting research. One important research skill is knowing how to discern the most relevant data and discard the rest.

Data Collection

Another important skill for research is data collection.

This is different from collating information from other sources, as data collection requires you to conduct your own research .

For example, you would run your own surveys on your customers or derive data from their social media, instead of relying on others to do so.

Many employers value this skill within their employees.

The ability to collect hard-to-find data is not one that everyone possesses and is often considered a more advanced skill.

It takes a great deal of know-how to be able to run efficient, effective and ethical research and to only collect relevant information to answer your questions.

Note-Taking

Note-taking is more than it sounds – it is an essential skill for research.

It would be almost impossible to conduct a large amount of research and be able to recite the information from memory, or even be able to recall where to look for certain information.

Therefore, knowing how to take effective notes is a necessary skill. If you take your notes digitally , you can more easily search them later and share findings with others.

Why Are Research Skills Important?

Research skills are a factor that recruiters will look at because they are important; here are some reasons why.

Learn About Your Consumers and Better Meet Their Needs

Whatever your industry, you are likely selling something to consumers or providing a service, at least sometimes.

Further, no matter what your business model is, you have to keep on top of your customer satisfaction. Their word-of-mouth affects your future bottom line .

Using research skills to identify problems with your consumer satisfaction rate is, therefore, essential.

Such research will let you know where improvements need to be made and will provide you with the starting blocks of a plan to solve the issue.

Get Better Information About Your Competitors

By collecting information about your competitors, such as on their plan for the next quarter, you can alter your company or team's actions to counteract them and come out on top.

You can look into their sales tactics for a glimpse into their future plans, or look at online reviews their customers have left to find weak spots.

This information about your competitors can be implemented to identify key issues that your team or business needs to work on .

They Make You More Employable

Recruiters often look for strong research skills in candidates. Having them makes you more of a desirable employee.

These skills show them that you can take initiative and learn about new things .

This is considered a good quality in a candidate, because it means you can be left to your own devices more often without constant supervision and trusted to not only complete your work but also find ways to do it better .

They Enable You to Work More Efficiently and Productively

Having advanced research skills also enables you to improve your personal productivity and the general productivity of the company .

Research skills can be applied to improving a company’s processes to make them more efficient.

Additionally, you can research skills to find ways the company can improve its employees' satisfaction .

Core Research Skills

Here are some of the core skills required for conducting high-quality research.

Recording Information During Key Events or From Important Sources

Recording information, such as in the form of notes or, is an essential skill required for research.

Whenever you come across an important piece of information that is relevant to your research question, you must record it in some way. This will make it much easier when you come to analyze and report on what you have found.

Simply reading information will not be enough for it to sink into your brain sufficiently to actually be a useful and analyzable resource.

Note-taking is one way of doing this, particularly for pre-existing information that you are collating, such as when you are performing a business literature review for a white paper.

Making recordings of meetings is another way, as you can refer back to them in the future and may be able to distill new information from them.

Stick to Relevant Information

Another key skill here is knowing what information is important .

Make sure that you fully understand why you’re collecting your data and what question you are trying to answer.

This will ensure you only collect the necessary information in your research and don’t infringe on your participants’ right to privacy.

Additionally, when you are collating information from other sources, knowing what’s important means you don’t waste time following dead ends.

Collecting Data From External Sources

Another key skill is knowing how to find reputable, external sources and collect data.

A common mistake people make when researching is taking too much from one source : if you don’t stretch your feelers far enough, your data collection may be too narrow, biased and potentially inaccurate.

Using a wide range of resources is the real secret to strong research. Some sources you can use to extend your research are:

• Published books
• Reputable websites
• Academic journals
• Library catalogues

You must learn to judge whether each source is reliable to keep your research accurate. Note the authors and publishers of the books, websites and newspapers you use, and see what else they’ve published to find what biases they have.

Analyzing Data for Patterns and Trends

Data analysis is another advanced skill highly valued by recruiters.

The ability to spot patterns and trends in large amounts of data is an extremely useful skill to spot areas of weakness and strength within a team or a company.

It is a key component to work out areas that require development and where resources should be spent.

Online Research

Online research is a skill that many people believe they are already acquainted with.

But that is like equating someone who types ' What are REITs? ' into a search engine and reads a couple of articles with someone who digs deep into that initial information and derives key terms and search queries to find specific information about both the foundational and cutting-edge ideas of their topic.

Additionally, a skilled online researcher optimizes their time and energy to not be sucked into unreputable websites or to not waste a lot of time tracking down one specific piece of information.

Make sure that you familiarize yourself with which sources are credible and those which are not, so you don’t waste your time researching inaccurate information.

Lateral Thinking

Lateral thinking means solving problems using solutions that are usually creative, new and unexpected . Rarely are these immediately obvious and may not be thought of through traditional logic.

You may be required to be creative and use lateral thinking to discover how to find the answer to the problem you are facing.

This is because it is very rare that the answers are clear and right in front of us .

More often than not, you’ll have to be innovative and take on a new approach for your research, even to find what question you should be asking before you can begin.

How to Develop Research Skills

Establish context.

Before diving into something new, you should make an effort to understand the broader subject area surrounding your query.

You will become easily confused if you begin conducting your research without having a full understanding of the question you are trying to answer.

Be Selective About Your Sources

You must learn how to identify credible sources from untrustworthy ones .

Especially when you are conducting internet research, it’s easy to come across information from people who are not qualified to give it or from sources that have a hidden agenda.

Further, all sources have biases, and these must be accounted for when interpreting information from them.

Conducting your research on unqualified sources will likely lead to you analyzing incorrect data and coming to the wrong conclusion.

Be Open to Changing Your Mind

You may begin your research with an opinion already formed in your mind.

Be open to the fact that this might change as you do your research.

Sticking with one opinion often leads you to use sources biased only in one direction and therefore come to a biased conclusion.

Using sources that show different opinions will give you richer research and you’re more likely to end up with a well-rounded answer to your question.

Stay Organized; Record Your Sources of Information

Without keeping your information organized, you’ll wind up wasting a lot of time looking for information you’ve already come across.

A good way to keep track is to have a list of the sources you use and record the important information from that source.

This way you’ll easily be able to look up the information you’re looking for.

You can also note what else those sources may be useful for, as well as a section of the list for sources not necessary this time but may be in the future.

Keep Learning

Don’t just limit yourself to doing research for work or academic purposes.

Keep researching topics you find interesting or may come in useful later down the down.

You can try taking free online courses if you prefer a more guided approach.

This proactivity will not only develop your research skills but will also generally improve your knowledge base, making you more employable.

Learn to Summarize in a Report

A key skill of research is communicating your findings , often in the form of summarizing what you have found in a report.

You may have come across invaluable data, but that will be rendered useless if you are unable to effectively communicate what it means.

Reporting skills are a whole other skill on their own and are valued by employers.

Take time to develop good report writing skills and be open to feedback about the reports you have made at work and school.

Maintain Focus On Your Research Question

Conducting a lot of research can cause people to sway away from their research questions as new information comes to light or you uncover new areas that require deep research.

However, if this happens, keep notes of these areas so that you can return to them in the future and then move back to the question at hand.

Remember your main task and return your attention to your research question .

How Can I Demonstrate Research Skills?

When you’re applying for a role, always mention your research skills.

The key to doing this well is being specific . Give real examples of a time you used your research skills to provide some value to your team or the company.

For example:

“I used research skills to identify key problems within our customer satisfaction. I looked through our customer feedback and listened to customer calls to work out the areas we had to improve upon. My research identified weaknesses in our customer support team’s knowledge, so we implemented training and our customer satisfaction increased by 25% as a result”.

Where possible, include a metric showing objectively how much of a positive impact your research had.

How Can I Include Research Skills on My Resume?

Research skills should definitely be on your resume since they are valued by employers in every industry.

There are a few different ways that you can incorporate these into your resume.

If your skills are advanced and have been a primary duty in previous roles, you could dedicate a full section to research skills. Give detailed examples of the skills you possess and how they have served you within these roles.

If you possess some research skills but don’t have extensive examples of using them, then don’t spend as much space on them – include them in your skills section on your resume instead .

As long as they are listed on your resume somewhere, the recruiter will be aware of them.

What Should I Include in a Summary of My Research?

When summarizing your research, you should only include the most relevant information .

Remember to always refer to the original problem or question at hand and make the information easy to read and follow.

Your report should also include some next steps based on your findings.

Which Research Skill Is the Most Important?

The most important element to research is report writing .

Your research will be void if you are unable to compile the information clearly and communicate your findings.

Reporting is a skill that you will need to develop through practice .

Speak to your colleagues and ask for advice on how to improve your reporting techniques.

These skills can be invaluable and increase your employability.

How Can I Tell Good Sources From Bad Ones?

The ability to tell good sources from bad is one not everyone possesses.

However, it’s crucial to conduct high-quality research.

In general, you want to know who is telling you this information and why – what is their goal in telling you?

Further, you should aim to ascertain if they have any expertise in the area, either from certification , years of learning and practicing or lived experience.

You’re most at risk of accessing untrustworthy sources on the internet.

Anyone can post whatever information they like on the internet, and it can be very easy to come across.

Look out for the writer’s credentials at the bottom of the article to confirm its validity.

Also take a look at the publication's ‘About’ section to find out more about them and work out if you should use the information as authoritative.

Research skills are useful and transferable .

They make it possible to work smarter in the long term.

Adding them to your toolkit has a wealth of advantages, but they do require diligence and perseverance.

It’s crucial that you are aware of what good research skills are, so that you can put time and effort into improving them.

Additionally, take note of instances when you have used research skills to reach certain goals, whether it’s in school, at work or in your personal life.

As well as giving you examples to put on an application, this will also show you research skills are always beneficial .

You might also be interested in these other Wikijob articles:

Or explore the Interview Advice / Competencies sections.

What are Research Skills? How to Improve Your Skills in Research

Learn strategies and techniques to improve your research skills. Avoid common mistakes and implement proven methods for efficient research. This article offers practical tips to enhance your ability to find and evaluate high-quality information.

Are you struggling to find relevant and reliable information for your research? Do you want to avoid getting lost in a sea of sources and needing help knowing where to start? Improving your research skills is essential for academic success and professional growth.

In today's information age, effectively conducting research has become more important than ever. Whether you are a student, a professional, or simply someone who wants to stay informed, knowing how to find and evaluate information is crucial.

Fortunately, some strategies and techniques can help you improve your research skills and become a more efficient and effective researcher. By avoiding common mistakes and implementing proven methods, you can enhance your ability to find high-quality information and make the most of your research endeavors. This article will explore some practical tips and tricks to help you improve your research skills and achieve better results.

What is Research?

Research is a critical part of learning, problem-solving, and decision-making. It is an essential process used in every field for both the individual and collective’s mutual benefit and success. Research involves systematically gathering data from primary or secondary sources, analyzing it, interpreting it, and communicating its findings to researchers and other interested parties.

Research can be divided into two main categories: quantitative research, which uses numerical data to describe phenomena, and qualitative research, which seeks to understand people's beliefs, opinions, values, or behaviors. Quantitative research often involves applying model-based approaches that can predict outcomes based on observations. It is one of the most powerful methods of discovering information about the world, as it allows for testing hypotheses in a systematic manner. Qualitative research is more exploratory in nature by focusing on understanding the motivations behind what people do or think rather than developing models or producing statistics in order to conclude behavior and relationships between variables. This type of research usually relies more on observation and engagement with people instead of using statistical models.

What are Research Skills?

Research skills are the abilities and talents required to focus on an objective, gather the relevant data linked to it, analyze it using appropriate methods, and accurately communicate the results. Taking part in research indicates that you have acquired knowledge of your subject matter, have digested that knowledge, and processed, evaluated, and analyzed it until you can resolve a problem or answer a query. It is highly beneficial for employers to hire people with strong research skills since they can provide valuable insights and add value to the company’s performance. Therefore, researching effectively has become crucial to securing a job in most industries.

Why Do Research Skills Matter?

Research skills are essential if one intends to succeed in today's competitive world. With technology ever-evolving and a need to stay ahead of the competition, employees who possess research skills can prove invaluable to their employers. These skills include researching, analyzing, and interpreting data and making informed decisions based on that information.

Employers value workers who can quickly develop a thorough understanding of any changes or trends in their field of work through accurate research. Knowing how to assess customer needs, recognize competition, write reports, improve productivity, and advise on investments can also benefit any business. With the help of research skills, companies can uncover ways to adapt their services or products that better serve their customers’ needs while helping them save money at the same time. This makes overall operations more efficient as well as helps a company remain ahead of its competitors.

Essential Research Skills :

Here is a list of essential research skills:

Data Collection

Data collection is an important part of comprehending a certain topic and ensuring reliable information is collected while striving to answer complex questions. Every situation differs, but data collection typically includes surveys, interviews, observations, and existing document reviews. The data collected can be quantitative or qualitative, depending on the nature of the problem at hand. As students advance through university and other educational institutions, they will need to read extensively into a particular field and may even need to undertake comprehensive literature reviews to answer fundamental questions.

The skills acquired through data collection during university are invaluable for future roles and jobs. Gaining experience in understanding complex topics, reading widely on a given subject matter, collecting relevant data, and analyzing findings - all these activities are integral when dealing with any type of project within the corporate sector. Therefore, embarking on various research projects enhances a person's education level and brings about significant professional experience.

Goal-Setting

Setting goals is an important skill for any successful research project. It allows you to stay focused and motivated throughout the process. Goals are also essential in helping with direction: they provide a path to organize our thoughts, narrow our focus, and prioritize the tasks we need to undertake to achieve our desired result. The concept of goal-setting is inherent in most research processes, as everything needs to have something to strive for — whether that’s gaining knowledge about a particular topic or testing a theory.

When it comes to creating and setting goals during the research process, you must have clear and specific objectives in mind from the outset. Writing down your thoughts helps define these objectives, which can inform the data collection process; moreover, thinking about short-term and long-term goals can help you create manageable steps toward achieving them. Learning how to break up larger projects into smaller “mini-goals effectively” can make all the difference when tackling complex investigations — allowing researchers to monitor their progress more easily and culminate results further down the line.

Critical Thinking

Critical thinking is an integral part of the modern workplace. To succeed, one must be able to look at a situation objectively and make decisions based on evidence. The information examined needs to come from various sources, such as data collection, personal observation, or analysis. The goal should then be to take all this information and form a logical judgment that informs an action plan or idea.

Someone who displays strong critical thinking skills will not just accept proposed ideas at face value but instead can understand how these ideas can be applied and challenged. Accepting something without consideration means making the wrong decision due to a lack of thought. Critical thinkers understand how brainstorming works, assessing all elements before forming any decision. From negotiating with colleagues or customers in adversarial scenarios to analyzing complex documents such as legal contracts in order to review business agreements - critical dedicated apply their knowledge effectively and are able to back up their evaluation with evidence collected from multiple sources.

Observation Skills

Observation skills are necessary for conducting any form of research, whether it be in the workplace or as part of an investigative process. It is important to be able to pick up on the details that might otherwise pass unnoticed, such as inconsistencies in data or irregularities in how something is presented, and to pay careful attention to regulations and procedures that govern the company or environment. This can help researchers to ensure their processes are accurate and reliable.

As well as analyzing what we see around us directly, many research methodologies often involve calculated statistical analyses and calculations. For this reason, it’s important to develop strong observation skills so that the legitimacy of information can be confirmed and checked before conclusions are formed. Improving this skill requires dedication and practice, which could include keeping a journal reflecting on experiences, posing yourself questions about what you have observed, and seeking out opportunities in unfamiliar settings to test your observations.

Detail Orientation

Detail orientation is an important research skill for any scientific endeavor. It allows one to assess a situation or problem in minute detail and make appropriate judgments based on the information gathered. A detail-oriented thinker can easily spot errors, inconsistencies, and vital pieces of evidence, which can help lead to accurate conclusions from the research. Additionally, this skill allows someone to evaluate the quality and accuracy of data recorded during an experiment or project more efficiently to ensure validity.

Spotting small mistakes that may otherwise have been overlooked is a crucial part of conducting detailed research that must be perfected. Individuals aiming for superior outcomes should strive to develop their skill at detecting details by practicing critical analysis techniques, such as breaking down large bodies of information into smaller tasks to identify finer points quickly. Moreover, encouragement should also be made for elaborate comparison and analysis between different pieces of information when solving a complex problem, as it can help provide better insights into problems accurately.

Investigative Skills

Investigative skills are an essential component when it comes to gathering and analyzing data. In a professional setting, it is important to determine the accuracy and validity of different sources of information before making any decisions or articulating ideas. Generally, effective investigation requires collecting different sets of reliable data, such as surveys and interviews with stakeholders, employees, customers, etc. For example, if a company internally assesses possible challenges within its business operations environment, it would need to conduct more profound research involving talking to relevant stakeholders who could provide critical perspectives about the situation.

Data-gathering techniques such as comparison shopping and regulatory reviews have become more commonplace in the industry as people strive for greater transparency and more accurate results. Knowing how to identify reliable sources of information can give individuals a competitive advantage and allow them to make sound decisions based on accurate data. Investing time in learning different investigative skills can help recruiters spot applicants dedicated to acquiring knowledge in this field. Developing these investigative skills is also valuable for those looking for executive positions or starting their own business. By familiarizing themselves with their application process, people can become adept at collecting high-quality data they may use in their research endeavors.

Time Management

Time management is a key skill for any researcher. It's essential to be able to allocate time between different activities so you can effectively plan and structure your research projects. Without good time management, you may find yourself hastily completing tasks or feeling stressed out as you rush to complete an analysis. Ultimately, managing your time allows you to stay productive and ensure that each project is completed with the highest results.

Good time management requires various skills such as planning ahead, prioritizing tasks, breaking down large projects into smaller steps, and even delegating some activities when possible. It also means setting realistic goals for yourself in terms of the amount of research that can be achieved in certain timestamps and learning how to adjust these goals when needed. Becoming mindful of how you spend the same hours each day will propel your productivity and see positive results from your efforts. Time management becomes especially relevant regarding data collection and analysis – it is crucial to understand precisely what kind of resources are needed for each task before diving into the research itself. Knowing how much time should be dedicated to each step is essential for meeting deadlines while still retaining accuracy in the final outcomes of one’s study.

Tips on How to Improve Your Research Skills

Below are some tips that can help in improving your skills in research:

Initiate your project with a structured outline

When embarking on any research project, creating an outline and scope document must first ensure that you remain on the right track. An outline sets expectations for your project by forming a detailed strategy for researching the topic and gathering the necessary data to conclude. It will help you stay organized and break down large projects into more manageable parts. This can help prevent procrastination as each part of the project has its own timeline, making it easier to prioritize tasks accordingly.

Using an outline and scope document also allows for better structure when conducting research or interviews, as it guides which sources are most relevant, what questions need to be answered, and how information should be collected or presented. This ensures that all information received through research or interviews stays within the confines of the chosen topic of investigation. Additionally, it ensures that no important details are overlooked while minimizing the chance that extraneous information gets included in your results. Taking this time upfront prevents potential problems during analysis or reporting of findings later.

Acquire expertise in advanced data collection methods

When it comes to collecting data for research purposes, a range of advanced data collection techniques can be used to maximize your efficiency and accuracy. One such technique is customizing your online search results with advanced search settings. By adding quotation marks and wildcard characters to the terms you are searching for, you are more likely to find the information you need from reliable sources. This can be especially useful if, for instance, you are looking for exact quotes or phrases. Different search engines require different advanced techniques and tactics, so learning these can help you get more specific results from your research endeavors.

Aside from using online searches, another standard methodology when conducting research is accessing primary information through libraries or other public sources. A specific classification system will likely be in place that can help researchers locate the materials needed quickly and easily. Knowing and understanding this system allows one to access information much more efficiently while also giving them ample opportunity to increase their knowledge of various topics by browsing related content in the same category groups. Thus, by learning about advanced data collection techniques for both online and offline sources, researchers can make substantial progress in their studies more efficiently.

Validate and examine the reliability of your data sources

Collecting reliable information for research can be a challenge, especially when relying on online sources. It is essential to remember that not all sources are created equal, and some sites may contain false or inaccurate data. It is, therefore important to verify and analyze the data before using it as part of your research.

One way to start verifying and analyzing your sources is to cross-reference material from one source with another. This may help you determine if particular facts or claims are accurate and, therefore, more valid than others. Additionally, trace where the data is coming from by looking at the author or organization behind it so that you can assess their expertise in a particular field and authority on the topic at hand. Once these steps have been completed, you can confidently use this trusted information for your project.

Structure your research materials

Organizing your research materials is an integral part of any research process. When you’re conducting a project or study and trying to find the most relevant information, you can become overwhelmed with all the data available. It’s important to separate valid from invalid materials and to categorize research materials by subject for easy access later on. Bookmarking websites on a computer or using a digital asset management tool are two effective methods for organizing research information.

When researching, it’s critical to remember that some sources have limited value and may be outside the scope of your topic. Recognizing reliable material versus trustworthy resources can be complex in this sea of information. However, sorting data into appropriate categories can help narrow down what is necessary for producing valid conclusions. This method of classifying information helps ensure that vital documents aren't overlooked during the organization process as they are placed in folders shortcutted for quick access within one centralized source whenever needed. Separating valuable sources also makes it easier to reference later on when writing reports or giving presentations - material won't get lost among irrelevant data, and conclusions will be backed by sound evidence.

Enhance your research and communication capabilities

Developing research and communication skills is essential for succeeding academically and professionally in the modern world. The key to improving these skills lies in rigorous practice, which can begin with small projects such as resolving common issues or completing a research task that can be made into a personal project. One way to do this is to volunteer for research projects at work and gain experience under the guidance of experienced researchers. This will improve your research skills and help you develop communication skills when working with others on the project. Another option is to turn a personal project into a research task. For example, if you plan on taking a holiday soon, you could create an objective method to select the best destination by conducting online research on destinations and making informed decisions based on thorough analysis. Practicing in this way enables you to complete any research task confidently and communicate efficiently with ease.

How to Articulate Research Skills on Your Resume

Research projects require commitment and perseverance, making it an important skill to include on a resume. Even if you have had limited research experience throughout your education or previous job, including this in your resume assesses these qualities to potential employers. It's important to consider the extent of your research experience when deciding how to add this part of your background to your resume. If you have been involved with multiple in-depth research projects, it might be best to highlight this by including it as its own section. On the other hand, if the amount of research you have completed is more limited, then try including it in the skills section instead.

When adding research experience and accomplishments into either section of your resume, be sure to emphasize any specific roles or contributions you made during the process instead of just describing the project itself. Furthermore, remember to quantify any successes where possible - this showcases both communication and technical proficiency strengths, which can help make your resume stand out even more. By properly articulating research skills within a resume, employers will likely be more interested in what job seekers have accomplished in their careers.

How to Apply Research Skills Effectively in Your Workplace

Research skills are an invaluable set of abilities to bring to your workplace. To make sure you use them properly, a good place to start is by taking time to plan the project you have been assigned. Whether it’s writing a report or analyzing data, mapping out what tasks you need to do and how long they should take helps to understand the project timeline better. This also makes setting aside dedicated time for research easier too.

To ensure that the decisions made are sound and informed, reading up on the subject area related to the project remains one of the premier ways of doing this. This will help to ensure that any problems arising can be solved quickly and effectively, as well as provide answers before any decisions are actually put into practice. By arming yourself with knowledge gathered through reading about a particular topic, it can give you more confidence when formulating plans or strategies in which direction to take your work in.

Final Thoughts

Research skills are increasingly important in the modern world, and gaining proficiency in this area can significantly benefit a person's career. Research skills are essential for success in many different roles and fields, including those within business and industry, education, science, and medicine. Developing a deep understanding of research allows us to identify problems better and critically evaluate potential solutions. It also bolsters our problem-solving abilities as we work to find creative solutions that meet our efforts' objectives.

By improving your research capabilities, you can impress employers during an application process or when joining a team at work. Research skills are considered soft skills by potential employers since they signal that you have attention to detail while simultaneously demonstrating your ability to learn new things quickly. Employers regard these skills highly, making them one of the key graduate career skills recruiters seek. Furthermore, being able to add ‘research skills’ to your CV will be looked upon favorably by employers and help drive up your employability significantly. Demonstrating that you possess these sought-after traits makes it easier for recruiters to give you the opportunity you've been looking for, so it's worth investing the time into developing these life-long learning tools today.

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Research skills: Examples + how to improve them

No matter what career path you choose to take, research skills are one of the key graduate career skills that will help you impress employers in applications and support you throughout your entire working life. 

Research skills are essential in problem-solving; learning how to improve research skills is therefore a great way to prepare for the workplace and improve your overall skill set in your early career. In this article, you’ll find out what research skills are, how to improve your research skills and much more. 

• What are research skills?
• Examples of research skills
• Jobs that require research skills
• How to improve research skills

How to use research skills at your workplace

How to include research skills in a cv, how to include research skills in a cover letter.

• How to demonstrate your research skills at a job interview

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What are research skills? 

Research skills refer to an individual’s ability to source information about a certain topic, and effectively extract and evaluate the information in order to answer questions or solve problems. 

Research skills are soft skills that are highly sought after by employers as they show a candidate’s ability to understand and analyse a variety of materials and sources. Whether you’re studying or already in the workplace, research skills are important transferable skills to have in any role or sector that you choose.

These skills can be constantly improved, and this is a great way to develop in your early career and prepare for the workplace. For example, your manager might ask you to conduct research or analysis for various projects, where these skills will be essential for your success. 

Learn how to develop your entire transferable skillset with this free online learning course. You'll also get a certificate once you complete the course that you can display on your CV and LinkedIn profile.

Examples of research skills 

During your time at school and university, you will have used a variety of research skills to complete projects and assignments. If you’re not sure what research skills look like in practice, here are some examples: 

Data collection 

Data collection is the process of systematically gathering information in order to solve problems, answer questions and better understand a particular topic. The information or data that you are collecting can be quantitative or qualitative; it can be collected through using surveys, interviews, reviewing existing materials and more to solve a particular problem.

At university, you would need to read broadly on a certain topic or conduct a literature review for a certain project. This is all data collection, and you can develop and use these experiences in your future role too. 

Critical thinking

Critical thinking is the ability to interpret and analyse information in order to form a particular judgement or evaluation. Someone who is a great critical thinker will be able to apply their knowledge (informed by evidence from, for example, data collection) to think rationally and come to a conclusion. Critical thinking is key in the workplace as it means you can analyse and evaluate strategically, to come to a judgement that will inform a particular action or idea.

Detail orientation 

Another key example of a research skill is detail orientation, or the ability to focus on small details. Someone who is detail-oriented will be able to notice small mistakes and will be able to deliver high-quality and accurate work. When solving problems, this is essential, as the ability to extract and evaluate information with accuracy is important for the validity of your research and will help drive high-quality results. 

Time management 

Time management is the ability to organise your time when planning different activities and projects. Effective time management means you’re able to balance your workload and ensure all tasks are completed within an allotted time. This is important for your research skills, as it means you are able to effectively delegate your time between data collection, analysis and evaluation.

Jobs that require research skills 

• External auditors have great attention to detail to investigate organisations. In an external auditor role, you will need to research policies and regulations, analyse data provided by the organisation and draw conclusions for a report.
• A strategist in the financial sector looks at an organisation’s finances to come up with plans for the future. You need great analytical and evaluative skills in order to understand the best options for your clients and turn a rational judgement into action. 
• A role in the Civil Service involves researching, developing and maintaining policy in the UK. Being able to inform your decisions with evidence, and manage your time effectively, is key. 
• In the role of a data scientist , you will need to conduct research to understand why a client or company needs a data scientist, and be able to analyse effectively to see big patterns in large amounts of data. 
• Clinical scientists must carefully analyse and process large amounts of data, requiring strong research skills and detail orientation.

Not quite sure about the type of career you should pursue? Take our Career Path Test and get matched with the career paths and sectors that meet your interests. 

How to improve research skills 

• Practise your time management and organisation skills: Whether you’re at university or in your early career, it’s important to start learning how to balance your time effectively to complete a number of tasks. For your next project, try setting out clear activities that need to be completed, how long you need to spend on each, and a timeline for when each task will be started and completed. 
• Learn how to write reports: In any research process or project, you will need to summarise and evaluate your findings in a written report in a clear and concise way. Make sure to include the objective of your research, a summary of your findings, and the judgements you have made from the evidence you found. 
• Read more widely: One of the core aspects of research and analysis is the ability to extract information from a variety of materials. Reading more widely will improve your data collection skills and will give you experience with forming judgements from a range of sources and on a number of topics.
• Plan . Before you start a project at work, make sure you’ve taken time to plan what tasks you need to do, and how long each will take, to understand the timelines of the project. This allows you to set aside dedicated time for the research phase, for example, before analysing data or putting ideas into action.
• Read about the topic . Whatever sector you’re in, and whatever project you’re working on, reading about your subject area is key to understanding your field ahead of any decisions being made. This will help you solve problems and answer any questions you need to be answered at the offset.
• Compare your results . Following any research or data collection, it’s a good idea to compare your findings with colleagues to ensure consistency across the team. This will lead to greater accuracy for the project as a whole.
• Present . Practising your presentation and communication skills is an essential part of developing your research skills. At the end of any research you’ve conducted, get into the habit of presenting your findings in a written report, and try presenting this to your line manager and wider team.

Once you’ve developed your research skills, it’s important that you know how to convey these effectively in applications – starting with your CV.

Read: How to write a CV | Advice & templates

Your CV is usually the first thing an employer sees of you, so you need to impress them from the offset. Highlighting your research skills, and how you’ve used them in your experience so far, is a great way to do this and will show your organisation, attention to detail and critical thinking.

Research skills should be included under the ‘skills and achievements section of your CV. This is where you include your technical and personal skills that relate to the role you’re applying for.

When talking about your research skills, remember to highlight how you’ve developed these in a concise way. For example, you might have developed research skills by writing a number of literature reviews at university. This might be phrased as “developed effective research skills through data collection and analysis when writing literature reviews for university projects.”

Another way to convey your research skills on your application and impress employers is through the cover letter. If an employer asks for one, it’s important to know how to structure a cover letter so that you can convey your skillset and interest in the role clearly and succinctly.

Your cover letter needs to be no more than one page and should highlight your competency for the role you’re applying for. Approach your application from the basis of ‘what I can do for you’ rather than ‘what you can do for me’. As research skills are transferable, this is a great chance to highlight how you can benefit the organisation and team you’re applying for, as it shows your ability to collect data, think critically, organise your time, analyse and more. Remember to apply these soft and transferable skills to what the job description says will be expected of you.

How to demonstrate your research skills at a job interview 

Interviews are another opportunity to impress employers with your skill set - including how you have developed strong research skills which you can use in the role you’re applying to. 

Ahead of your interview, you should be using your research skills to look into the company you’ve applied for. Get familiar with what they do, their company values and what they’re looking for in a candidate for your chosen role. 

You can also get prepared by practising to answer potential research skills questions like “give me an example of a time when you solved a problem using your research skills.” To answer this, make sure you’re identifying the specific research skills you have used, and explain a real example of when you have solved problems using them. Think about the impact using those research skills had in order to highlight how you have developed these skills effectively in practice. 

Research skills are essential for success in many different roles and fields. By learning how to improve your research skills, you are setting yourself up to impress employers at application and become an asset to a team when you enter the workplace. 

Research skills are soft skills that employers value, are essential for developing your problem-solving skills and are one of the key graduate career skills that recruiters look for. By adding ‘research skills’ to your CV, and highlighting your research capabilities at interviews, you are increasing your employability and chances for success.

Browse thousands of available graduate jobs, schemes and more and demonstrate to employers that you're able to use your research skills to succeed at interview and in your early career. 

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What are Research Skills and why are they important?

Most jobs actually require some level of problem-solving. You may come across an impediment and come up with a question that you must answer in order to proceed. To answer this question, you will almost certainly need to conduct some research. People with research skills can identify a problem, gather informational resources that can help address the problem, assess the quality and relevance of these resources, and come up with an effective solution to the problem.

By the way, to diversify your research paper process you can find unique research paper topics .

What is Research?

Internet Research is the practice of conducting research using Internet information, particularly free information on Internet-based educational resources (such as Internet discussion forums).

Simply put, research is the process of discovering new knowledge. This knowledge can be either the development of new concepts or the advancement of existing knowledge and theories, leading to a new understanding that was not previously known.

In fact, almost every profession or job necessitates some level of research and research skills. As long as you encounter a question, which is a natural occurrence in almost everything, you should encounter an opportunity to conduct research. When there is a need for research, strong research skills come in handy.

What are Research Skills?

Research skills enable you to focus on a specific goal, gather relevant information, and communicate your findings to others. We are taught from a young age to develop research skills, and for good reason.

Teachers in academia required answers to a series of topic-related questions in an essay. Similarly, your boss may eventually request that you investigate a work-related topic or figure out how to solve a problem.

Why are Research Skills Important?

Research skills are important in the workplace for a variety of reasons, including the ability for individuals and businesses to:

• Develop new processes and outcomes. You don't have to be involved in research and development to improve the way your team works. Any sensible employer will value your efforts in researching new processes that will make your job (and those of your team) more efficient.
• Personal Growth. People who have a knack and a passion for research are never satisfied with doing things the same way they've always done them. Organizations require independent thinkers who will seek their own answers and continually improve their skills. These employees will also learn new technologies more quickly.
• Customer relationship management. In almost every industry, being able to conduct research on your customer base is critical. It's difficult to move products or sell services if you don't know what people want. It is a valuable responsibility to research your customer base's interests, needs, and pain points.
• Cost Effective. Whether your organization is launching a new product or simply trying to cut costs, research is critical for identifying wasted resources and redirecting them to more worthy causes. Anyone who goes out of their way to find ways for the company to save money will be praised by their boss.
• Competitor Analysis. Knowing what your top competitors are up to is crucial for any company. If a company wants to stay functioning, it must research what works for its competitors, what they do better than you, and where it may improve its standing with the least amount of resources.

Types of Research Skills

Experienced researchers understand that conducting a worthwhile investigation necessitates a wide range of abilities. Consider which research abilities you have naturally and which you could improve.

Goal Setting

You must first know what you're looking for before you can conduct any form of productive research. Setting goals is a skill just like any other. It will be lot easier to construct a path there if you can imagine the conclusion you're aiming to attain by investing effort into research. Goal-setting skills include:

• Specificity
• Time-Management
• Planning ahead
• Organization
• Accountable

Data Collection

The collection of data is often the first thing to remember when thinking about the research process. It is a systematic process to collect and measure information on variables of interest that allows one to respond to research questions, to test hypothesis and to assess results.

Simply collecting facts and information on the internet can meet your needs for some purposes. More direct and popular research may be needed by others. You will be more impressive with your experience in different methods of data collection. Methods of data collection are:

• Questionnaires and surveys
• Observations
• Documents and records
• Focus groups
• Oral histories

Evaluate and Analyze Information and Sources

In research, it is important to find reliable information suitable for your task. Some tasks may require the use of certain types of sources, such as primary or secondary sources or certain types of journals, like scientific journals. You may need to restrict the numbers sources you use for other assignments.

In all cases, the information contained in your assignments should always be assessed. Knowing how to assess information helps you with research tasks and with your life's bigger decisions. Knowing where to go for information that is relevant, credible, and accurate can assist you in making informed decisions about graduate school, a new car purchase, financial aid opportunities, daycare options, and other topics.

• Published books
• Encyclopedias
• Scholarly journals
• Library catalogs

Using the internet to gather information

Search engines are used to find the majority of information on the Internet. A search engine is an online service that employs web robots to query millions of web pages and compile an index of the results. Internet users can then utilize these services to search the web for information. While it is beneficial to consult different sources, today's research is driven by good online research skills.

One of the greatest things about the internet is how much information it holds; unfortunately, getting to the data you need requires sifting through a lot of rubbish. Employers value the ability to efficiently utilise the large reservoir of knowledge available on the internet without getting lost in the clutter. The following are some examples of internet research skills:

• Source checking
• Searching relevant questions
• Exploring deeper than the first options
• Avoiding distraction
• Giving credit
• Organizing findings

Due to the sheer size of the World Wide Web, and with the rapid growth of indexed web pages, finding relevant and reliable information demands specialized training and Internet research skills . We provide a centralized virtual platform for knowledge professionals that use the Internet as a primary source of information. This AofIRS is more than just a virtual collaboration and networking platform for researchers and knowledge professionals. The website is filled with free, up-to-date content and reference material that is ideal for research.

Interviewing

Some research projects may demand a more hands-on approach than relying just on online resources. In the research process, being prepared with great interviewing skills can be really beneficial. Interviews can be a good way to get first-hand knowledge for your research, and knowing how to conduct an effective interview can help you improve your research skills. Interviewing abilities include:

• A plan of action
• Specific, pointed questions
• Respectfulness
• Considering the interview setting
• Actively Listening
• Taking notes

Report Writing

Report writing skills can help you in both your employment and your academic studies. In any case, the overall goal of a report is to transmit specific facts to its audience.

Communication is crucial for effective report writing. Your supervisor, professor, or general reader should comprehend your findings and conclusions clearly. Skills in report writing include:

• Formatting is important.
• Including a synopsis
• Keeping your focus on your main goal
• Developing a plan
• Proofreading\sDirectness

Critical Thinking

Critical thinking skills can help you a lot in the research process and in general as an employee. Your data analysis skills are referred to as critical thinking. When you're conducting research, you'll need to be able to interpret your findings and make rational judgments based on them. The following are examples of critical thinking skills:

• Observation
• Assessing issues
• Problem-solving
• Communication

Planning and Scheduling 

The development of baseline productivity and success standards is one of the most significant components of planning and scheduling. You won't know if you're meeting goals until you have a particular strategy in place with a specific desired outcome defined by a completion date.

It also makes time management considerably easy. Employers value planning and scheduling abilities because they suggest a well-prepared employee. Skills in planning and scheduling include:

• Setting objectives
• Identifying tasks
• Prioritizing
• Delegating if needed
• Time-management

Note-taking

Research involves sifting through and taking in lots of information. Taking thorough notes ensures that you do not overlook any findings and allows you to communicate these findings to your coworkers. Being able to take good notes aids in the summarization of research. Here are some examples of note-taking abilities:

• Using short-hand
• Keeping your goal in mind
• Emphasizing important points
• Reviewing notes afterward

Time Management

Unfortunately, we only have 24 measly hours in a day. In a professional setting, the ability to effectively manage this time is extremely valuable. Hiring managers look for candidates who can complete tasks within a specific time frame.

Strong time management skills imply that you can organize a strategy for breaking down larger tasks in a project and completing them by a deadline. Improving your time management skills can significantly boost the productivity of your research. Time management abilities include the following:

• Creating task outlines
• Thinking strategically
• Stress-management
• Utilizing resources
• Setting reasonable expectations
• Meeting deadlines

Other Helpful Research Skills

The definition of research skills is broad, and there are many traits that could help you in the research process. Consider some of the additional research skills below.

• Attention to detail
• Reading and writing skills
• Considering keywords
• Competitor comparison
• Multitasking
• Summarization
• Presentation

How to Improve Your Research Skills

The great thing about research skills is that many of us use them on a daily basis. When you use a search engine to find information on a topic, you are conducting research. However, there are more proactive ways to begin improving your research skills today:

• Make a distinction between source quality. A researcher's worst source determines how good they are. Start paying attention to the quality of the sources you're using, and be wary of anything you read until you've double-checked the attributions and works cited. Examine the author's bias, the author's research's alignment with the greater body of confirmed research in the subject, and the journal that sponsored or published the research.
• Verify information from several sources. It gets increasingly trustworthy when you can verify information from a variety of sources. If you want to strengthen your belief in one source, check if you can locate another that agrees with it. When you run into contradictions and conflicts in your study, you know you need to keep going until you reach a more definitive conclusion.
• Don't be influenced by confirmation bias. Confirmation bias occurs when a researcher expects a specific result and then searches for data to support that hypothesis, ignoring any sources that contradict or invalidate the researcher's initial idea. Be ready for unexpected responses and keep an open mind. Also, keep in mind that you might not be able to discover a definitive answer. It's preferable to provide the important points of your research to someone (such as your employer) and explain that it didn't lead to a concrete plan of action than to alter your data and give the answer you or your boss want to hear.
• Stay organized. You'll encounter a lot of material during the data gathering process, from webpages to PDFs to videos. To avoid losing something or not being able to properly mention something, it's critical that you maintain all of this information organized in some way. There are numerous methods for keeping your research project structured, but here are a few of the most common: Bookmarks in your browser, index cards, and an annotated bibliography that you update as you go are all useful tools.
• Develop your research skills. Professional certification will help you improve your research skills. CIRS™ (Certified Internet Research Specialist), is by far the only professional credential that meets this challenge. Professional researchers owe it to themselves to seek structured certification programs and stay in touch with new materials and tools that are available to transform research problems from very difficult or impossible to quick and simple tasks. We have developed a CIRS Certification (Certified Internet Research Specialist) to educate and train Online Researchers that now form a significantly large group of people involved in digital information research work.
• Get specific as you go. There's nothing wrong with commencing your investigation in a broad sense. After all, it's critical to become acquainted with the vocabulary and substance of the researcher's results before delving into the details. Orienting yourself to a new topic is an important step that will prevent you from being discouraged and working backwards.
• Learn how to spot a reliable source. Because not all sources are trustworthy, it's critical to be able to distinguish between the good and the bad. To find a trustworthy source, utilize your critical thinking and analytical skills to ask yourself the following questions: Is this source consistent with other sources I've discovered? Is the author a subject matter expert? Is there a conflict of interest in the author's point of view on this subject?

If you're ready to conduct research to enhance your search efforts, the following resources will be useful:

• Educational Search Engines for Students
• Top 100  Academic Search Engines
• 3 ways to help students do efficient online research

Live Classes Schedule

• SEP 20 CIRS Certification Internet Research Training Program Live Classes Online

World's leading professional association of Internet Research Specialists - We deliver Knowledge, Education, Training, and Certification in the field of Professional Online Research. The AOFIRS is considered a major contributor in improving Web Search Skills and recognizes Online Research work as a full-time occupation for those that use the Internet as their primary source of information.

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Broadening the definition of ‘research skills’ to enhance students’ competence across undergraduate and master’s programs.

1. Introduction

2. statement of the problem, 3. theoretical framework, 4. context and methodology.

• Targeted—research skills that faculty explicitly stated as a goal of their courses or programs, or that groups of experts considered to be important during their research experiences;
• Perceived—research skills that students or faculty believed were developed during the course or program experience;
• Assessed—research skills determined to have been developed during one’s program using objective measurements, such as assessments guided by in-depth rubrics.

5. Seven Core Research Skills Transferable across Disciplines and Degrees

• Critical appraisal—evaluating the methods, data, and conclusions of published research to determine its validity and reliability;
• Information synthesis—combining information from various sources in a logical manner to draw conclusions;
• Decision making—selecting and executing a specific course of action;
• Problem solving—identifying sources of difficulty and finding reasonable and effective solutions to them;
• Data collection—gathering information using structured methods to support the objectives of the study;
• Data analysis—manipulating and modelling data to reveal trends and correlations to make conclusions related to a set of study objectives;
• Communication—the sharing of information with others through either written or verbal means.

6. The Importance of Research Skill Development in Academia and Beyond

7. how can research skills be explicitly addressed in undergraduate and master’s curricula, 8. conclusions and implications, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Vieno, K.; Rogers, K.A.; Campbell, N. Broadening the Definition of ‘Research Skills’ to Enhance Students’ Competence across Undergraduate and Master’s Programs. Educ. Sci. 2022 , 12 , 642. https://doi.org/10.3390/educsci12100642

Vieno K, Rogers KA, Campbell N. Broadening the Definition of ‘Research Skills’ to Enhance Students’ Competence across Undergraduate and Master’s Programs. Education Sciences . 2022; 12(10):642. https://doi.org/10.3390/educsci12100642

Vieno, Kayla, Kem A. Rogers, and Nicole Campbell. 2022. "Broadening the Definition of ‘Research Skills’ to Enhance Students’ Competence across Undergraduate and Master’s Programs" Education Sciences 12, no. 10: 642. https://doi.org/10.3390/educsci12100642

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Marketing91

What are Research Skills? And Why are they Important?

June 12, 2023 | By Hitesh Bhasin | Filed Under: Marketing

Research skills are essential to many employers since they help the organisation to develop new products and services, identify the wants and needs of the customer and improve in what they do to keep up with the competition in the industry and the market . Having research skills is an important trait which you can highlight to your employers and also help you in your career path .

Definition: it is the ability to find a solution and answer to a question. It includes the ability to collect relevant information regarding the topic, review on that information and interpret after analysing the information.

Research skills are essential which every candidate should possess while applying for jobs. Research skills are useful even in non-research areas, and such candidates are valued in almost every company or every sector. Having these skills will make your research process smoother, and you will be able to complete your research earlier than time.

Before you work on your research skills, you must have good knowledge about the research and the field in which you are doing the research. Technical expertise, along with research skills, will make it a success since one without another is incomplete.

Table of Contents

Importance of Research Skills

Research skills are loved by employers all around. This is because research is a vital part of the business and it helps the companies in many functions such as report writing , developing new products, keeping track of competitors, identifying the needs of the customer, keeping up with ever-changing technologies and improvements in the market, etc

Research skills also show companies that you will be able to suggest new ideas and assist the research and development team of the business in adapting to their changing world and dynamic market. Research helps to save money.

Launching a new product can be very expensive for a company and not to mention very risky also. The research will help the companies to predict if any customer will buy the product. It helps to predict the viability of the product in the market.

Research helps to minimise the risk, which companies take while launching the product. Also, research helps to analyse the competitor activities and determine the right course of action to get a competitive edge in the market and in turn, better business by increasing the number of customers.

Top research skills

Research skills often vary like research. For example, research which involves collecting primary information by the method of surveys then you have the expertise to form questionnaire , or if the research suggests data mining , then those are the skills that you should have.

However, following are few research skills which are common to every stream or industry or any research topic:

1. Searching information

Every researcher has to search for information from many sources. They may be primary sources or secondary sources. The researcher has to analyse the available information and the gathered information and then use it in his research.

This information is also analysed to solve the research. The researcher has to have the skill of searching for information and digging out the necessary part of that search for his research. Internet research skills are especially valued everywhere.

The Internet consists of a lot of data and information. Some information is accurate while some of it is false. The researcher needs to have the skills to distinguish correct details from the falsified information.

The reliable information will have links and sources from which the information is received, while the information which is not credible will be without bibliography or references.

2. Attention

The researcher should have the skill to pay close attention to details. It is a crucial skill not only for research but also for all the tasks at work. You may have chalked responsibilities like specifying procedures and policies and implementing them which are given by the company.

This means that you have to understand the details yourself first, and then you can ensure that others implement it.

Identifying the needs of the customer, knowing exactly what will be the limitations of your research, what are the alternative ways that you can find information which has not been tried, are few of the things which require extreme care and attention to specifics.

You will encounter a lot of information while conducting your research. For example, if you’re collecting primary data , then there may be a lot of information which is coming to you which you may not have asked for, but you think you might require it at some point in the research. You must have the skills and ability to make notes of all such information.

This information may or may not be used for your research, but you must collect it and store it safely.

The information should also be accessible to you, and the note should be clear and legible so that even if you look at it after many weeks, months or years, not only you but anyone who reads it should understand. Note-taking is a valuable skill to have in research as well as in non-research jobs.

4. Time Management

Time management is the skills in which you break down the entire project into small manageable parts. You have to approach the project with the deadline so that you complete the project before the stipulated time. Similarly, shorter deadlines should be applied to small sections which you have broken down and complete them accordingly. Time management also involves setting objectives, planning for it, organising and completing the task. The better you are at the time management, the better your research will be.

Apart from research skills time management is a valued skill for every employer

5. Problem-solving skills

The ability to manage stressful situations and overcome complex challenges in business is called problem-solving skills. Problem-solving skills are essential in research because the research itself is a big problem which you are going to provide a solution.

You have to analyse the available information critically, understand what are the resources with you and solve the problem. You may encounter numerous problems in your research process. For some problems, you can approach your peers, research guide and industry experts. But if you continuously approach someone for your problems, then it may not go well.

Not only with your research be devalued, but even though you will be able to complete the research, you may never have the complete knowledge of it. This is why problem-solving skills is an essential skill to have.

6. Communicating results

When you understand a result correctly then only you can communicate it properly. You have to present the information in a way that others can understand and comprehend your solution.

Communication involves verbal as well as non- verbal communication . Non-verbal communication is more important, but in the case of a research presentation, both verbal and non-verbal skills are necessary equally.

You have to develop active listening , excellent observation skills and fluent and natural speaking skills , which are a part of communication skills .

Excellent communication skills are something that employers are always looking out for, And it will help to boost your career since they are equally valued in non-research areas of the job as well.

Improving research skills

Following are the tips which you can use to improve your research skills.

1. Define the research properly

Defining the research properly as it relates to the area or assignment gives the research students the context which this act and the context that they require. More than 50% of students say that class discussions about conducting research are helpful for them.

You must define your research correctly and in sync with your division or speciality.

Well defined research is half work done if you are not aware of the research or its steps or you are partly knowledgeable about it so that you must ask your faculty or your research guide about the details of your research process.

2. Break down the research into smaller parts

Handling the entire research process at once, is a cumbersome thing. Especially for someone who is doing their first research. It is efficient to break down the research into manageable parts.

You can first work on the proposal of the topic then you can start on secondary research . Once you have a comparative framework of your research, then you can proceed with primary research , analysis of primary research and preparation of the report.

Instead of preparing the final report directly, work on making a draft which can be edited easily. Get the draft checked and evaluated from various research guides and use their inputs to improve your research.

3. Avoid plagiarism

Plagiarism is something that should be avoided. Best research reports have no plagiarism. This not only deteriorates the quality of the research but also reduces your value as a researcher. Plagiarised research is worse than having no research.

A small percentage of plagiarism is acceptable such as 2 – 5% but beyond that deteriorates the research. Find authentic first-hand information which will reduce your plagiarism and try to search on new perspective rather than copying second-hand information.

There are many software available these days which check for plagiarism in seconds and can direct you to the source from which the information is taken.

4. Research evaluation

Be accurate about how the research will be evaluated. If you have access to, then study the sample research and see how they were evaluated, what went wrong, what was right.

It is difficult for research students to define the expectations of their professors and evaluators. This is why they must work on the evaluation procedures before submitting the work and avoid the mistakes that can be avoided.

5. Consultant a librarian

Very few researchers think of consulting a librarian when doing their research. A lot of students said that they do not seek help with the librarian with the research related to the course. This is why many of the researchers end up getting frustrated or not finding the required resources for their study.

Finding through library database is a humongous task in itself. They need the help of a librarian who is expert in navigating through the library and in planning your research strategy .

They can locate any available book in the library within seconds or minutes, and on the contrary, a student who is not aware of navigating through the library will take hours on end to get the book. There are many online services available for the library in which the students can use to improve their research.

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Back to School: Top Resources for Developing Student Research Skills

Around the world, students and educators are gearing up for a new school year — one that will be productive and successful. School libraries play a crucial role in this process by providing access to essential resources that foster research skills, information literacy and academic achievement. EBSCO offers library databases and e-learning tools that can help students (and teachers) hit the ground running.

As students return to the classroom, library databases become invaluable tools in honing their research skills. Databases provide access to a wealth of reliable resources that students will need for assignments, projects and papers throughout the school year. By using these tools, students will learn how to identify reliable sources, conduct advanced searches, understand the scope of academic research, and develop essential information literacy skills that will support their academic success.

Explora , the EBSCO research experience for schools, is designed to be user-friendly for all students, especially younger or novice researchers. While keyword searching is a common method, Explora’s unique topic browsing feature allows students to delve into various subjects and themes within the database. Each topic category in Explora guides users to a page filled with popular, colloquial, or curriculum-based subtopics, encouraging them to explore and discover new information more organically. Additionally, Explora includes a built-in citation tool to help students correctly reference their sources.

Librarians and teachers who incorporate Explora into classroom instruction can leverage our Research and Writing Tips for Students , which includes a six-step research guide and handouts on critical topics such as crafting thesis statements and avoiding plagiarism. In addition, our lesson plans cover a wide range of subjects to support information literacy instruction and the seamless integration of library databases into the curriculum.

EBSCOlearning also offers a variety of resources to support the development of research and information literacy skills in high school students. Libraries subscribing to PrepSTEP for High Schools can access several tutorials and microlessons on relevant topics, including:

• What is Information Literacy?
• Research Basics: Information Literacy
• How to Avoid Plagiarism
• How to Find Good Sources and Format Citations
• Succeed in Your Academic Writing
• Making Sense of Today’s Media

By providing a comprehensive suite of digital resources, school libraries can ensure that students have the tools and guidance they need to excel academically and develop the critical skills necessary to become informed, engaged citizens throughout their lives.

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Article contents

The mnemonic effects of retrieval practice.

• Cristina D. Zepeda , Cristina D. Zepeda Washington University in St. Louis
• Emily Een Emily Een Washington University in St. Louis
•  and  Andrew C. Butler Andrew C. Butler Washington University in St. Louis
• https://doi.org/10.1093/acrefore/9780190264093.013.858
• Published online: 21 August 2024

Retrieval practice refers to the act of retrieving information from memory with the intent to promote learning. Although retrieval practice is often operationalized as taking a test, it can occur through many different types of learning activities (e.g., answering a question posed by a teacher, working on a practice problem, writing an essay, using flashcards, having a group discussion). Research on retrieval practice has a long history, but there has been a surge of interest since 2005 in the phenomenon. This large body of research has shown that retrieval practice produces superior long-term retention and transfer of learning to new contexts relative to activities that are predominantly used to study material (e.g., listening to a lecture, reading a textbook, watching a video)—a finding that is commonly referred to as “the testing effect.” Importantly, it is the act of retrieving that causes learning; such direct effects of retrieval practice can be distinguished from its indirect effects on learning. These indirect effects include: providing formative feedback to the learner, incentivizing study, and reducing test anxiety. Research has also identified several factors that moderate the effects of retrieval practice, including experimental design, test format, provision of feedback, and retention interval. In addition, there is ample evidence to support the conclusion that the benefits of retrieval practice are highly generalizable across learner populations, materials and skills, settings, and outcome measures. Given that the mnemonic benefits of retrieval practice are robust and generalize broadly, it is widely recommended as a learning strategy for students and a pedagogical technique for educators.

• retrieval practice
• testing effect
• test-enhanced learning
• retrieval-based learning
• learning strategy
• evidence-based practice

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• Published: 26 August 2024

Genetic associations between non-cognitive skills and academic achievement over development

• Margherita Malanchini   ORCID: orcid.org/0000-0002-7257-6119 1 , 2   na1 ,
• Andrea G. Allegrini   ORCID: orcid.org/0000-0003-4048-4292 2 , 3   na1 ,
• Michel G. Nivard   ORCID: orcid.org/0000-0003-2015-1888 4 ,
• Pietro Biroli   ORCID: orcid.org/0000-0002-5033-4688 5 ,
• Kaili Rimfeld 2 , 6 ,
• Rosa Cheesman   ORCID: orcid.org/0000-0002-6543-0402 7 ,
• Sophie von Stumm   ORCID: orcid.org/0000-0002-0447-5471 8 ,
• Perline A. Demange   ORCID: orcid.org/0000-0002-7061-8354 4 , 7 , 9 , 10 ,
• Elsje van Bergen   ORCID: orcid.org/0000-0002-5860-5745 4 , 9 , 10 ,
• Andrew D. Grotzinger   ORCID: orcid.org/0000-0001-7852-9244 11 ,
• Laurel Raffington   ORCID: orcid.org/0000-0002-0144-5605 12 ,
• Javier De la Fuente   ORCID: orcid.org/0000-0001-8352-7104 13 ,
• Jean-Baptiste Pingault   ORCID: orcid.org/0000-0003-2557-4716 2 , 3 ,
• Elliot M. Tucker-Drob   ORCID: orcid.org/0000-0001-5599-6237 13 ,
• K. Paige Harden   ORCID: orcid.org/0000-0002-1557-6737 13 &
• Robert Plomin   ORCID: orcid.org/0000-0002-0756-3629 2  

Nature Human Behaviour ( 2024 ) Cite this article

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• Behavioural genetics
• Human behaviour

Non-cognitive skills, such as motivation and self-regulation, are partly heritable and predict academic achievement beyond cognitive skills. However, how the relationship between non-cognitive skills and academic achievement changes over development is unclear. The current study examined how cognitive and non-cognitive skills are associated with academic achievement from ages 7 to 16 years in a sample of over 10,000 children from England and Wales. The results showed that the association between non-cognitive skills and academic achievement increased across development. Twin and polygenic scores analyses found that the links between non-cognitive genetics and academic achievement became stronger over the school years. The results from within-family analyses indicated that non-cognitive genetic effects on academic achievement could not simply be attributed to confounding by environmental differences between nuclear families, consistent with a possible role for evocative/active gene–environment correlations. By studying genetic associations through a developmental lens, we provide further insights into the role of non-cognitive skills in academic development.

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Change by challenge: A common genetic basis behind childhood cognitive development and cognitive training

Children who are emotionally stable, motivated and capable of regulating their attention and impulses do better in school, independent of their level of cognitive (Cog) ability 1 , 2 , 3 , 4 , 5 , 6 , 7 . These important socio-emotional characteristics have been broadly described as non-cognitive skills (NCS) 8 . ‘Non-cognitive’ is an imperfect term that primarily serves to differentiate these characteristics from what they are not—performance on standardized tests of cognitive ability. The panoply of non-cognitive skills that predict better educational outcomes can be organized into three partly overlapping domains: motivational factors, self-regulatory strategies and personality traits 9 .

Twin research has shown that genetic differences between people contribute to their differences in non-cognitive skills. Most domains of non-cognitive skills, including academic motivation 10 , 11 , self-regulation 12 and personality 13 , are moderately heritable (~30–50%). In addition, twin studies have found evidence that non-cognitive skills are genetically correlated with academic achievement 14 , 15 . That is, some of the same genetic differences that are associated with variation in academic achievement are also associated with non-cognitive skills.

DNA-based methods have confirmed genetic links between non-cognitive skills and academic performance. Genome-wide association studies (GWAS) of educational attainment (EA) (that is, years of formal education completed) have identified genetic variants that are correlated with completing formal education 16 , 17 . A polygenic score (PGS) constructed from these GWAS results predicts higher levels of self-control 18 , more adaptive personality traits (higher conscientiousness, agreeableness and openness to experience) and greater academic motivation 19 . Additionally, previous GWAS work has identified associations between DNA variants and EA that were independent of cognitive test performance, essentially performing a GWAS of non-cognitive skills 20 . The genetics of non-cognitive skills were found to be related to conscientiousness, openness to experience, delay of gratification and health-risk behaviours 20 .

The current study uses both twin and DNA-based methods to expand our understanding of the association between non-cognitive skills and academic achievement over development. We address four key questions (Fig. 1 ). First, does the strength of the association between non-cognitive skills and academic achievement change over development (from age 7 to age 16 years)? Second, do genetic dispositions towards non-cognitive skills vary in their association with academic achievement across development? Third, to what extent are these associations accounted for by between-family processes, such as environmental influences shared between individuals in a family? Fourth, do non-cognitive genetic associations with academic achievement vary by socio-economic status (SES)?

Left: we used factor analysis to capture individual differences in two broad dimensions of non-cognitive skills (NCS): education-specific NCS (including measures such as academic interest, academic self-efficacy and value attributed to learning) and domain-general self-regulation skills (including measures of behavioural and emotional regulation not necessarily related to the school context). We also created latent measures of general cognitive ability (g) from verbal and non-verbal tests at four ages. Academic achievement (Ach) measures included teacher ratings of academic performance based on the national curriculum at ages 7, 9 and 12 years and exam scores at 16 years (see Methods for a detailed description). Centre and right: a summary of the methodologies adopted to address each of the four core research questions in the study. We addressed the first research question (Q1) by conducting a series of multiple regressions to investigate changes in the developmental contribution of NCS to academic achievement beyond cognitive skills. We addressed the second research question (Q2) using multiple genetic methods. First (A), we conducted trivariate Cholesky decompositions using twin data. Second (B), we created a GWAS of NCS by extending the GWAS-by-subtraction 20 approach with a set of GWAS for specific cognitive tasks and SES-relevant traits and examined developmental changes in the cognitive (Cog) and non-cognitive (NonCog) polygenic score (PGS) prediction of academic achievement from age 7 to 16 years. We addressed our third research question (Q3) by modelling Cog (blue) and NonCog (red) PGS effects within a sibling difference design, therefore separating within-family from between-family effects. We investigated our fourth research question (Q4) fitting multivariable models, including the effects of the Cog/NonCog PGS, family SES and their two-way interaction.

First, we investigated the links between non-cognitive skills and academic achievement across the school years. Developmental studies that have investigated the association between non-cognitive skills and academic achievement remain scarce and have focused on a few specific measures over relatively short time frames 21 . Here, we analyse a comprehensive battery of developmental data collected from over 10,000 children born in England and Wales who were followed across compulsory education (Fig. 1 , left). Furthermore, we simultaneously consider the role of cognitive skills in these associations. Past research has highlighted how skills that are broadly considered non-cognitive, such as self-control, rely on cognitive competencies 22 . Therefore, it is important to take into account developing cognitive skills when assessing the relationship between non-cognitive skills and academic achievement over time.

Second, we investigated whether genetic dispositions towards non-cognitive skills become increasingly predictive of academic achievement across development. Twin studies focusing on specific moments in childhood or adolescence 23 have found that heritable variation in non-cognitive skills, such as motivation and self-regulation, contribute to academic achievement beyond cognitive competencies 24 . However, this relationship across development remains underinvestigated. We triangulate evidence across different methods, including twin and PGS analyses, to investigate the association between genetic factors linked to cognitive and non-cognitive skills and academic achievement across compulsory education.

Third, with a sibling-difference design, we examined to what extent the developmental relationship between genetic propensity for non-cognitive skills and academic achievement is accounted for by family-wide environmental processes. Sibling differences in genotypes are randomized by meiosis, such that siblings have an equal probability of inheriting any given parental allele. Therefore, within-sibling pair PGS associations are thought to be less confounded by environmental differences between nuclear families, including population stratification and indirect genetic effects 25 . Indirect genetic effects refer to the association between the non-transmitted parental genotypes and the offspring phenotype, potentially reflecting rearing environments, although they can also capture broader demographic phenomena, such as assortative mating 26 .

Conversely, differences between siblings in PGS associations are often referred to as ‘direct’ genetic effects 27 in that they are consistent with a causal effect of genetic variants within an individual on their phenotype. However, even direct genetic effects involve mediation through environmental processes. For example, children with a greater motivation towards academic achievement might actively select, modify and create environmental experiences that foster further achievement, such as deciding to take advanced classes 28 . That is, genetic differences between children can result in differential exposure to learning environments, which, in turn, can affect their academic achievement 29 . These active/evocative gene–environment correlations amplify the effects of genetic difference and are one theorized mechanism for increasing genetic associations over development 30 , 31 .

Fourth, we explored whether genetic associations with academic achievement varied by SES. Genetic and environmental processes might interact such that the effects of environmental experiences on a trait might be partly dependent on genetic factors and vice versa 32 , 33 . Studies that examined this possibility have focused on the role of socio-economic disadvantage across a broad range of contexts, including family SES 34 , 35 and the school environment 36 , 37 . We explore whether the cognitive and non-cognitive PGS prediction of academic achievement differs at different levels of socio-economic disadvantage across development.

Under a developmental lens, these analyses address four core research questions providing a detailed account of the processes through which cognitive and non-cognitive skills are linked to individual differences in academic achievement. We triangulated evidence across multiple genetic methods. Since each method is subject to different and unrelated assumptions and limitations, triangulating multiple methods provides a powerful tool to increase the reliability of our results 38 .

Associations between non-cognitive skills and academic achievement

Parents, teachers and twins rated different non-cognitive skills at different ages. On the basis of extant literature and measures availability, we focused on two broad dimensions of non-cognitive skills, which were modelled as latent factors (Fig. 1 ): (1) education-specific non-cognitive skills, including measures of academic interest, attitudes towards learning and academic self-efficacy and (2) domain-general self-regulation skills, including measures of behavioural and emotional regulation not necessarily related to the school context (Fig. 1 and Methods ). Here, we report analyses of these two dimensions. Analyses of individual measures are reported in Supplementary Information (Supplementary Note 1 and Supplementary Tables 1b and 2 ).

Latent factors of education-specific non-cognitive skills and domain-general self-regulation skills (Supplementary Tables 3 and 4 ) were positively correlated with academic achievement at all developmental stages. Effect sizes differed by rater and developmental stage and tended to increase with age. For example, the association between self-rated education-specific non-cognitive skills and academic achievement increased from r  = 0.10 (95% confidence interval (CI) 0.07 to 0.14) at 9 years of age, to r  = 0.41 (95% CI 0.38 to 0.44) at 12 years of age and to r  = 0.51 (95% CI 0.48 to 0.55) at 16 years of age (Supplementary Note 1 , Supplementary Fig. 1 and Supplementary Table 5 ). Latent non-cognitive factors were also modestly correlated with latent factors of general cognitive ability (Supplementary Table 6 ) at the same age (Supplementary Table 7 ).

We examined whether general cognitive ability could account for the associations between non-cognitive skills and academic achievement. Multiple regression analyses showed that both non-cognitive factors were substantially and significantly associated with academic achievement beyond cognitive skills at every stage of compulsory education (Fig. 2a and Supplementary Table 8 ). The relative association between non-cognitive skills and academic achievement increased developmentally, particularly when considering self-reported measures. For self-reported education-specific non-cognitive skills, the effect size of the relative prediction of achievement increased from β  = 0.10 (95% CI 0.06 to 0.13) at 9 years of age (effect size for Cog ability: β  = 0.46, 95% CI 0.44 to 0.48) to β  = 0.28 (95% CI 0.24–0.32) at 12 years of age (effect size for Cog ability: β  = 0.36, 95% CI 0.32 to 0.40) to β  = 0.58 (95% CI 0.54 to 0.62) at 16 years of age (effect size for Cog ability: β  = 0.39, 95% CI 0.37 to 0.41). A developmental increase was also observed for self-reported measures of domain-general self-regulation skills, for which the predictive power increased from β  = 0.11 (95% CI 0.07 to 0.15) at 9 years of age to β  = 0.21 (95% CI 0.19 to 0.23) at 16 years of age, after accounting for general cognitive ability (Supplementary Table 8 ).

a , Associations between latent factors of non-cognitive skills (NCS) and academic achievement at ages 7, 9, 12 and 16 years, after accounting for general cognitive ability at the same age using multiple regression. Each bar indicates the effect size of standardized regression coefficients and the error bars indicate the 95% CI around the estimates. The left side shows the associations for latent measures of education-specific NCS, while the right shows the associations for latent dimensions of domain-general self-regulation skills. The figure is further divided into self-rated (top), parent-rated (middle) and teacher-rated (bottom) measures. N of independent samples ranged between 1,742 and 3,843; the exact N for each regression analysis are reported in Supplementary Table 8 . b , Each bar represents genetic effects (standardized and squared path estimates) on academic achievement over development and includes three shadings. The lighter (yellow) shading indicates the proportion of genetic variance in academic achievement that can be attributed to genetic variance in general cognitive ability (g). The orange shadings indicate the proportion of genetic variance in academic achievement that can be attributed to genetic variance in NCS, independent of the genetics of cognitive skills (NonCog-g). The red shading indicates genetic effects on academic achievement independent of the genetics of cognitive and non-cognitive skills (achievement specific). The results are further divided into self-rated (top), parent-rated (middle) and teacher-rated (bottom) measures. Standardized paths and 95% CI for all estimates are presented in Supplementary Tables 12 and 13 .

Univariate and multivariate twin analyses

Applying twin designs ( Methods ), we found that the heritability (that is, the extent to which observed differences in a trait are accounted for by genetic differences) of non-cognitive skills differed significantly across raters and developmental stages (Supplementary Note 2 , Supplementary Table 9 and Supplementary Figs. 2 – 6 ). Heritability estimates of latent non-cognitive factors, which exclude error of measurement, ranged between 70% (95% CI 0.63 to 0.77) for self-reported education-specific skills at 9 years of age and 93% (95% CI 0.91 to 0.96) for parent-reported education-specific non-cognitive skills at 9 years of age (Supplementary Note 2 , Supplementary Tables 10 and 11 and Supplementary Fig. 7 ). These substantial heritability estimates are consistent with previous studies that investigated the heritability of latent dimensions of non-cognitive skills 11 and of a general factor of psychopathology across different raters 39 . The correlation between non-cognitive measures and academic achievement was mostly accounted for by genetic factors and, to a lesser extent, by non-shared environmental factors (Supplementary Note 2 and Supplementary Fig. 6 ).

We then investigated whether the observed genetic associations between latent non-cognitive factors and academic achievement could be accounted for by genetic factors associated with cognitive skills. We investigated this question with a series of trivariate Cholesky decompositions ( Methods ), the results of which are presented in Fig. 2b , which reports standardized squared path estimates, and Supplementary Tables 12 and 13 , which report standardized path estimates and 95% CIs. Similar to hierarchical regression, the Cholesky approach parses the genetic and environmental variation in each trait into that accounted for by traits previously entered into the model and the variance which is unique to a newly entered trait.

Each bar in Fig. 2b is the outcome of a different trivariate Cholesky decomposition of the heritability of academic achievement (the total length of the bar) into genetic effects associated with non-cognitive skills after controlling for genetic effects associated with cognitive skills at the same age. We found that genetic effects associated with cognitive skills accounted for between 21% and 36% of the total variance in academic achievement, as indicated by standardized paths ranging between 0.46 (95% CI 0.37 to 0.54) and 0.60 (95% CI 0.50 to 0.70). Genetic effects associated with non-cognitive skills, independent of cognitive skills, accounted for between 0.1% and 32.5% of the variance in academic achievement. Standardized paths ranged between 0.01 (95% CI −0.16 to 0.17) for self-reported self-regulation at 9 years of age and 0.57 (95% CI 0.48 to 0.67) for teacher reported education-specific non-cognitive skills at 9 years of age. Last, we found that between 5% and 37% of the variance in academic achievement was independent of genetic effects associated with cognitive and non-cognitive skills. Standardized paths ranged between 0.23 (95% CI 0.13 to 0.33) and 0.61 (95% CI 0.52 to 0.70).

The top three rows of Fig. 2b illustrate the developmental increase in how the genetics of self-reported non-cognitive skills contribute to the genetics of academic achievement. Focusing on education-specific non-cognitive skills, we found that standardized squared path estimates increased from explaining 1% of the total variance in academic achievement at 9 years of age (standardized path estimate of 0.01, 95% CI −0.16 to 0.17) to 4% at 12 years of age (standardized path estimate of 0.16, 95% CI 0.02 to 0.30) and 12% of the total variance in achievement at 16 years of age (standardized path estimate of 0.35, 95% CI 0.26 to 0.44) (Supplementary Tables 12 and 13 ). This increased contribution beyond cognitive skills was also observed for domain-general self-regulation. See Supplementary Fig. 7 for the full models’ results, which include shared and non-shared environmental estimates.

A PGS of non-cognitive skills

To obtain a PGS for use in subsequent analyses, we first extended previous work using the GWAS-by-subtraction approach to identify genetic variants associated with non-cognitive skills 20 . Previous GWAS-by-subtraction work leveraged genomic structural equation modelling (SEM) 40 and the two GWAS of EA and cognitive performance (CP) to separate the genetic variance in EA into a cognitive component and a residual non-cognitive component. We extended this model in two directions. First, we extended the latent cognitive factor by including GWAS summary statistics from additional cognitive measures (episodic memory; processing speed, executive functions and reaction time) 41 . Second, we included other socio-economic attainment variables, including Townsend Deprivation and Income 42 , in addition to EA 17 . The resulting non-cognitive factor can therefore be defined as genetic variation shared by EA, income and neighbourhood deprivation that is independent of all measured cognitive abilities. Akin to Demange et al. 20 , we then fitted a Cholesky model ( Methods ) where indicators of the non-cognitive latent factor (henceforth NonCog) were regressed on the cognitive latent factor (henceforth Cog; Fig. 3a and Supplementary Table 14 ).

a , Path diagram for the extension of the GWAS-by-subtraction model implemented in genomic SEM ( Methods ). In addition to GWAS summary statistics for cognitive performance (CP) and educational attainment (EA), summary statistics of memory (ME), symbol digit (SD), trail making (TM) and reaction time (RT) GWASs loaded on the Cog latent factor while GWAS summary statistics for income (IN) and deprivation (DE) loaded on the NonCog latent factor, in addition to EA ( Methods ). b , Cog (blue) and NonCog (red) polygenic score (PGS) prediction of academic achievement at ages 7,9, 12 and 16 years. Point estimates represent beta coefficients and error bars are 95% Cl, N of clustered observations 6,575 at age 7, 3,144 at age 9, 4,445 at age 12 and 7,307 at age 16 years. Each cluster comprised twin siblings and non-independence was accounted for using generalized estimating equation. c , The results of PGS analyses after partitioning the effects of Cog and NonCog into between and within-family factors. Point estimates represent beta coefficients and error bars are 95% CI. d , Cog and NonCog PGS prediction of academic achievement at the end of compulsory education (age 16 years), plotted at different levels of family socio-economic status (SES): low (<25th percentile), middle (middle 50% interquartile range) and high (>75% percentile). The box plots show median interquartile range (middle 50%), minimum, maximum and outliers for Cog (blue) and NonCog (red), respectively. N ranging from 3,001 to 7,019, exact N for each regression analysis are reported in Supplementary Table 19 .

Our Cog and NonCog factors correlated strongly with those obtained from Demange et al. 20 (Supplementary Table 15 ). The genetic correlation ( r g ) was 0.96 between the Cog factors and 0.93 between the NonCog factors. The r g between Cog and NonCog was 0.15. Supplementary Fig. 8 shows the r g values between the Cog and NonCog genetics and 18 psychiatric, personality and socio-economic traits, which we compared with the r g values obtained by Demange et al. 20 . The pattern of associations was largely consistent across the two models. However, in some instances, the results diverged. Specifically, with respect to psychiatric traits, autism, anorexia and attention deficit/hyperactive disorder, a larger gap was observed between the Cog and NonCog factors compared to Demange et al., where differences in the correlations were less pronounced or absent. As expected, the results differed most for socio-economic traits, with stronger correlations for NonCog than Cog with longevity ( r g  = 0.52, 95% CI 0.44 to 0.60, P  = 1.04 × 10 − 45 versus r g  = 0.35, 95% CI 0.29 to 0.41, P  = 6.40 × 10 −31 ), neighbourhood DE ( r g = −0.66, 95% CI −0.74 to −0.58, P  = 3.85 × 10 −54 versus r g  = −0.28, 95% CI −0.36 to −0.21, P  = 5.98 × 10 −12 ) and EA ( r g  = 0.83, 95% CI 0.81 to 0.85, P  = 0.00 versus r g = 0.65, 95% CI 0.63 to 0.67, P  = 0.00; Supplementary Fig. 8 and Supplementary Table 15 ).

NonCog PGS effects increase developmentally

We calculated PGS for Cog and NonCog and examined their association with cognitive, non-cognitive and academic phenotypes over development. PGS analyses leverage findings from GWAS and aggregate single-nucleotide polymorphisms (SNPs) across the genome into a single composite index that summarizes genetic influence on a target trait. We calculated PGS as the sum of SNPs at all loci weighted by the effect size of their association ( Methods ). We first investigated whether and to what extent Cog and NonCog PGS predicted individual differences in non-cognitive skills across development by modelling both PGSs in a multiple regression model ( Methods ).

In line with our previously obtained results showing a moderate association between Cog and NonCog traits, we found that the Cog PGS significantly predicted variation in non-cognitive skills across development, with standardized effect sizes ranging between β  = 0.04 (95% CI 0.001 to 0.079) and β  = 0.22 (95% CI 0.18 to 0.26; Supplementary Fig. 9 and Supplementary Table 16 ). The NonCog PGS, independent of the Cog PGS, predicted observed variation in non-cognitive skills at all developmental stages. Associations were small at earlier ages (for example, β  = 0.07, 95% CI 0.03 to 0.11, P (corrected) = 1.93 × 10 −3 ) for parent-reported education-specific non-cognitive skills at 9 years and β  = 0.10, 95% CI 0.08 to 0.12, P (corrected) = 2.24 × 10 −11 for parent-reported self-regulation at 7 years) but they increased developmentally, particularly for self-reported education-specific non-cognitive measures ( β  = 0.16, 95% CI 0.12 to 0.20, P (corrected) = 8.30 × 10 −17 at 16 years of age). The only exception was observed for self-reported education-specific non-cognitive skills at 9 years, for which the prediction was negative ( β  = −0.03, 95%CI −0.07 to 0.01) and did not reach significance after accounting for multiple testing (Supplementary Table 16 ).

In Supplementary Note 3a , we show that this increase in prediction was significant overtime for the NonCog PGS, but not for the Cog PGS. Furthermore, we show that this increase is not explained by the NonCog PGS capturing more Cog variance later in adolescence (Supplementary Note 3b ) or by SES (Supplementary Note 3c ).

Cog and NonCog PGSs predicted variation in general cognitive ability, verbal ability and non-verbal ability at all developmental stages. As expected, the Cog PGS prediction of cognitive phenotypes was substantially stronger than the NonCog prediction, with estimates ranging between β  = 0.19, 95% CI 0.17 to 0.21, P (corrected) = 3.77 × 10 −42 and β  = 0.27, 95% CI 0.23 to 0.31, P (corrected) = 1.04 × 10 −52 for the Cog PGS and between β  = 0.10, 95% CI 0.06 to 0.14, P (corrected) = 4.41 × 10 −10 and β  = 0.18, 95% CI 0.14 to 0.22, P (corrected) 5.51 × 10 −21 for the NonCog PGS (Supplementary Fig. 10 and Supplementary Table 16 ).

Next, we considered the effects of the Cog and NonCog PGS on academic achievement over development. We detected associations between the Cog PGS and achievement as early as 7 years ( β  = 0.24, 95% CI 0.22 to 0.26, P (corrected) = 3.68 × 10 −86 ), these associations remained largely consistent across development ( β  = 0.26, 95% CI 0.24 to 0.28, P (corrected) = 2.71 × 10 −126 at 16 years of age). Although we observed weaker effects for the NonCog PGS in early childhood ( β  = 0.10, 95% CI 0.08 to 0.12, P (corrected) = 8.12 × 10 −15 ) compared with the Cog PGS, these increased across development and reached effects comparable to those of the Cog PGS at 16 years ( β  = 0.22, 95% CI 0.20 to 0.24, P (corrected) = 1.85 × 10 −84 ; Fig. 3b and Supplementary Table 16 ). The same pattern of associations was observed also when considering achievement in English and mathematics, separately (Supplementary Table 16 ). This observed increase in the NonCog PGS prediction of academic achievement over development is consistent with transactional models of gene–environment correlation ( r GE), driven by NonCog genetics. These PGS predictions were in line with those obtained from the PGSs created using the GWAS-by-subtraction method published by Demange et al. (Supplementary Table 17 ).

Within-family PGS–achievement associations

Given our observation of an increase in the NonCog PGS associations with academic achievement across development, we extended our pre-registered analyses ( https://osf.io/m5f7j/ ) to examine whether and to what extent this increase was accounted for by family-wide processes. Specifically, using a sibling difference design, we separated the NonCog PGS associations into within-family effects, indexing direct genetic effects from between-family effects, which may include indirect genetic effects and demographic confounding ( Methods ). We examined Cog and NonCog within and between-family predictions of academic achievement from age 7 to 16 years.

Two main findings emerged from this analysis (Fig. 3c ). First, we observed that the effect sizes for the direct effects of NonCog were about half the size of the population-level associations (Supplementary Table 18 ). Similarly, the prediction from the Cog PGS was reduced by over one-third, consistent with previous evidence 43 . Second, while the Cog direct and indirect genetic effects did not vary substantially over the developmental period considered (from β  = 0.20, 95% CI 0.16 to 0.24, P  = 2.75 × 10 −20 to β  = 0.23, 95% CI 0.19 to 0.27, P  = 4.12 × 10 −32 ), NonCog effects showed an increase from age 7 to age 16 (from β  = 0.06, 95% CI 0.02 to 0.10, P  = 0.005 to β  = 0.15, 95% CI 0.11 to 0.19, P  = 1.39 × 10 −14 ; Fig. 3c and Supplementary Table 18 ). These results suggested that the developmental increase in the between-family PGS prediction was mostly driven by NonCog rather than Cog skills. In addition, this developmental increase could be observed for both indirect and direct genetic effects. We conducted sensitivity analyses and replicated the results with the PGSs constructed using the method published by Demange et al. (Supplementary Table 18b ).

PGS–SES interactions on achievement

Last, we extended our pre-registered analyses to test whether SES could explain or modify the observed pattern of developmental associations between PGS and academic achievement. We fitted multivariable models at each developmental stage, including Cog/NonCog PGS effects, along with SES at recruitment, covariates and their two-way interactions ( Methods ) to test whether SES moderated Cog and NonCog PGS effects on academic achievement. After adjusting for SES, the same pattern of relationships was observed, with a relatively stable association between the Cog PGS and achievement, and a steeper increase in the NonCog PGS prediction, even though all effects were attenuated (Supplementary Table 19 ). We did not detect significant interaction effects between either the Cog or the NonCog PGS and SES (Supplementary Table 19 ).

Figure 3d depicts mutually adjusted slopes for the Cog and NonCog PGS prediction against academic achievement at different levels of family SES. The figure shows that although higher SES corresponded to greater achievement on average, the slope of the association between the Cog and NonCog PGS and achievement did not differ across socio-economic strata. Higher PGS, for both cognitive and non-cognitive skills, corresponded to higher academic achievement, and higher SES corresponded to both higher mean PGSs and higher achievement, indicating a correlation rather than an interaction between genetic and environmental influences on academic achievement.

We investigated the association between cognitive and non-cognitive genetics and academic achievement during compulsory education in a UK-based sample. Four complementary findings emerged. First, non-cognitive skills increasingly predicted academic achievement over the school years, and these associations remained substantial even after accounting for cognitive skills. Second, the links between non-cognitive skills and academic achievement were mainly due to shared genetic factors, whose relative contribution also increased over the school years. For example, the NonCog PGS prediction of academic achievement nearly doubled over the school years while the Cog PGS prediction remained relatively stable. Third, the increasingly important role of non-cognitive genetics persisted even after accounting for family-fixed effects. Fourth, PGS associations with academic achievement over development did not differ across socio-economic contexts. Together, these findings highlight the important role that non-cognitive skills play during primary and secondary education and suggest that fostering such skills might provide an avenue for successful educational strategies and interventions.

The first set of interesting findings about development emerged from twin analyses of the covariance between non-cognitive traits and academic achievement. First, we found that genetic factors accounted for most of the observed correlations between non-cognitive skills and academic achievement at all developmental stages. Second, both phenotypic and genetic correlation values increased developmentally, particularly for self-reported measures of non-cognitive traits. Third, our twin analyses showed that genetic factors accounted for most of the correlations between non-cognitive skills and academic achievement after accounting for cognitive skills. Finally, this independent genetic contribution of non-cognitive skills to academic achievement increased developmentally. This increase was observed for both education-specific non-cognitive skills, where the measures included in the general factors changed developmentally, as well as for domain-general self-regulation skills, for which the same measures were collected at all developmental stages. Therefore, the observed developmental increase in phenotypic and genetic associations independent of cognitive skills is unlikely to be an artefact of inconsistencies in measurement but rather reflects the increasingly important role of non-cognitive skills across compulsory education.

A further aim of the current study was to better understand what was captured by the NonCog PGS constructed using GWAS-by-subtraction 20 , particularly in relation to what other skills beyond cognitive ability propel students down different educational trajectories. Given the link between SES and academic achievement 44 , we were specifically interested in whether the NonCog PGS also indexed socio-economic-related factors. To this end, we extended the GWAS-by-subtraction model in two directions. First, with the aim of making a more refined cognitive factor, we added summary statistics from several other GWASs of fluid intelligence. Second, we included GWASs of other traits known to associate with achievement beyond cognitive abilities, specifically targeting SES-related traits, such as household income and social deprivation, making the NonCog PGS factor more explicitly socio-economic relevant.

It should be highlighted that GWAS of SES-relevant measures may be more subject to socio-demographic confounds, such that estimates of SNP effects will also capture population stratification phenomena, such as geographic clustering 45 . This limitation is particularly relevant for the GWAS of social deprivation as the measure is an area-based score of social inequality. Interestingly, the results obtained from this model paralleled those we obtained when we applied the Cog and NonCog PGSs from the original GWAS-by-subtraction model, which only used EA to define the NonCog factor. This suggests that the PGS measure of non-cognitive skills from Demange et al. may have already captured some SES-related effects. Importantly, our employment of a within-family comparison helped us to mitigate possible confounds associated with uncontrolled population stratification.

Paralleling our multivariate twin results, we observed that the effects of the prediction from NonCog PGS to academic achievement increased from childhood to adolescence, beyond the effects of the Cog PGS. A few explanations are possible for this finding. First, this could be attributable to r GE, which could be passive, evocative or active 29 , 46 . Another explanation could be that PGSs become increasingly predictive during development as our sample gets closer in age to the adult samples where GWAS effect sizes were estimated in the case of EA and CP 17 . However, it is worth noting that this increase in prediction was not observed for the Cog PGS, for which effects on academic achievement were mostly developmentally stable. Moreover, our triangulation of results across multiple methods (including phenotypic and twin analyses) adds support to our finding of these developmental differences between Cog and NonCog genetics.

We applied a within-sibling design 43 to test whether environmental variables that are shared by siblings and that potentially confound PGS associations could explain the observed increase in the predictive power of the NonCog PGS. While the contributions of both PGSs were attenuated within family, suggesting a substantial role for environmental confounds shared by family members, an increase in the contribution of NonCog PGS to academic achievement from age 7 to 16 years was still evident when comparing siblings. In contrast, the within-family contribution of the Cog PGS remained relatively stable. The increase in the NonCog PGS prediction at the within-family level is consistent with transactional processes driven by active or evocative r GE 30 , 46 , 47 for NonCog PGS. As children grow up, they actively evoke or shape their environmental experiences based in part on their genetic dispositions, and these experiences in turn contribute to their academic development. Our findings suggest that children’s educational experiences are increasingly shaped by their propensity towards non-cognitive skills.

To delve deeper into the role of socio-economic factors, we tested whether SES could modify the relationship between Cog and NonCog PGSs and academic achievement over development. While we did not find evidence for interaction effects in this regard, the Cog and NonCog PGS were conditionally independent in a multivariable model including SES, further indicating that the genetics captured by the NonCog factor were at least partly independent of SES-related genetic and environmental effects.

One caveat of these gene–environment interaction analyses is that adjusting for a heritable covariate, such as SES, can yield biased estimates in multivariable models including PGS 48 , 49 . Future work is needed to determine whether this is the case, perhaps leveraging results of within-family GWAS to construct PGS for ‘direct’ effects within families 50 . This limitation also pertains to our within-sibling PGS analyses, as it might be difficult to separate direct and indirect effects using population-based GWAS effects as a starting point 51 . Follow-up of these analyses employing PGS for direct effects obtained from family-based GWAS will shed light on this potential limitation. It should also be acknowledged that indirect genetic effects on education might reflect social stratification across generations in addition to nurturing processes that operate within nuclear families 52 . A further caveat of the present work is that, while we investigated genetic effects on non-cognitive skills and their link with academic achievement across development, we did not investigate stability and change using longitudinal models. Future work explicitly investigating developmental change at the phenotypic 53 , genetic 28 and genomic 40 , 54 level, for example, using latent growth models 55 , will address further developmental questions related to the role of non-cognitive skills in academic development.

To conclude, our study provides an in-depth investigation of the role of non-cognitive genetics in academic development. Triangulating multiple genetic and genomic methods, we found consistent evidence for the increasingly important role that non-cognitive skills play during compulsory education. Genetic dispositions towards non-cognitive skills become increasingly predictive of academic achievement and, by late adolescence, they explain as much variance in achievement as do genetic dispositions towards cognitive skills. Results from within-family and developmental analyses are consistent with theorized transactional processes of active/evocative r GE by which, as they grow up, children evoke and actively select academic environments that correlate with their genetic disposition towards non-cognitive skills 29 , 46 . Fostering non-cognitive skills might provide a successful avenue for educational interventions.

Participants are part of the Twins Early Development Study (TEDS), a longitudinal study of twins born in England and Wales between 1994 and 1996. The families in TEDS are representative of the British population for their cohort in terms of socio-economic distribution, ethnicity and parental occupation. In total, 10,000 families are still actively involved with the TEDS study over 20 years after the first data collection wave (see ref. 56 for additional information on the TEDS sample). The present study includes data collected in TEDS across multiple waves. Specifically, we analysed data collected over five waves, when the twins were 4, 7, 9, 12 and 16 years old. The sample size and composition differ between collection waves, numbers for all measures included in the study are reported in Supplementary Table 1a . Individuals with severe medical conditions were excluded from analyses. These conditions include detrimental prenatal and postnatal conditions, as well as other conditions that could seriously impact later development. In addition, twins with uncertain and unknown zygosity were excluded from the analyses. TEDS has ethical approval from the research ethics committee of Kings College London (references: PNM/09/10–104 and HR/DP‐20/21–22060). Consent was obtained before data collection at every wave.

Below we provide a brief description of all the measures included in the present study. Please refer to https://www.teds.ac.uk/datadictionary for detailed descriptions of each measure and information on the items included in each construct.

Education-specific non-cognitive skills

At 9 years of age, data on education-specific non-cognitive skills were collected from parents, teachers and self-reports from the twins. Measures of academic self-perceived ability 57 , academic interest 57 and the Classroom Environment Questionnaire (CEQ 58 ) were available from all raters. The CEQ included the following subscales rated by parents and twins: (1) CEQ classroom satisfaction scale, (2) CEQ educational opportunities scale and (3) CEQ adventures scales that assessed enjoyment of learning. Ratings on the CEQ classroom satisfaction scale were also provided by the teachers.

At 12 years of age, data on education-specific non-cognitive skills were collected from parents, teachers and self-reports. The following measures were collected: academic self-perceived ability 57 , academic interest 57 , the mathematics environment questionnaire 59 and the literacy environment questionnaire 60 . The questionnaires asked several questions related to literacy and mathematics, including items, such as ‘reading is one of my favourite activities’, ‘when I read books, I learn a lot’ and ‘in school, how often do you do maths problems from text books?’, all rated on a four-point Likert scale.

At 16 years of age, education-specific non-cognitive skills were assessed via self-reports provided by the twins. The battery of education-specific non-cognitive constructs included the following measures:

The brief academic self-concept scale included ten items (adapted from ref. 61 ), such as ‘I like having difficult work to do’ and ‘I am clever’, rated on a five-point Likert scale.

School engagement 62 includes five subscales: teacher–student relations, control and relevance of schoolwork, peer support for learning, future aspirations and goals and family support for learning. The school engagement scale includes items, such as ‘I enjoy talking to the teachers at my school’, ‘I feel like I have a say about what happens to me at school’, ‘school is important for achieving my future goals’ and ‘when I have problems at school, my family/carer(s) are willing to help me’, rated on a four-point Likert scale.

Grit was assessed with eight items from the Short Grit Scale 63 asking the twins to report on their academic perseverance answering questions such as ‘setbacks don’t discourage me’ and ‘I am a hard worker’, rated on a five-point Likert scale.

Academic ambition 64 was measured with five items asking participants to rate statements, such as the following ‘I am ambitious’ and ‘achieving something of lasting importance is the highest goal in life’ on a five-point Likert scale.

Time spent studying mathematics was assessed with three items asking participants how much time every week they spent in ‘regular lessons in mathematics at school’, ‘out-of school-time lessons in mathematics’ and ‘study or homework in mathematics by themselves’.

Mathematics self-efficacy 65 was measured with eight items asking students how confident they felt about having to perform different mathematics tasks, for example: ‘calculating how many square metres of tiles you need to cover a floor’ and ‘understanding graphs presented in newspapers’, rated on a four-point Likert scale

Mathematics interest 65 asked participants to respond to three questions related to interest in mathematics, including ‘I do mathematics because I enjoy it’ and ‘I am interested in the things I learn in mathematics’.

Curiosity was assessed with seven items 66 asking participants to rate statements, such as ‘when I am actively interested in something, it takes a great deal to interrupt me’ and ‘everywhere I go, I am looking out for new things or experiences’ on a seven-point Likert scale

Attitudes towards school was measured using the Programme for International Student Assessment attitudes to school measure 65 , which included four items, such as ‘school has helped give me confidence to make decisions’ and ‘school has taught me things, which could be useful in a job’ rated on a four-point Likert scale.

Self-regulation

Emotional and behavioural self-regulation was assessed at all ages using the Strengths and Difficulties Questionnaire (SDQ) 67 . Data on domain-general self-regulation skills were collected from parents, teachers and self-reported by the twins. The SDQ includes five subscales: hyperactivity, conduct problems, peer problems, emotional problems and pro-social behaviour. Composite scores for all subscales except pro-social behaviour were reversed so that higher scores indicated higher levels of domain-general self-regulation skills. At 7 years of age, domain-general self-regulation skills were rated by the parents; at 9 years and 12 years by the parents, teachers and self-reported by the twins; and at 16 years self-reported by the twins.

Cognitive ability

At 7 years of age, cognitive ability was measured using four tests that were administered over the telephone by trained research assistants. Two tests assessed verbal ability: a 13-item similarity test and 18-item vocabulary test, both derived from the Wechsler Intelligence Scale for Children (WISC-III) 68 . Non-verbal ability was measured using two tests: a nine-item conceptual groupings test 69 and a 21-item WISC picture completion test 68 . Verbal and non-verbal ability composites were created by taking the mean of the standardized test scores within each domain. A general cognitive ability ( g ) composite was derived taking the mean of the two standardized verbal and two standardized non-verbal test scores.

At 9 years of age, cognitive ability was assessed using four tests that were administered as booklets sent to TEDS families by post. Verbal ability was measured using the first 20 items from WISC-III-PI words test 70 and the first 18 items from WISC-III-PI general knowledge test 70 . Non-verbal ability was assessed using the shapes test (CAT3 Figure Classification) 71 and the puzzle test (CAT3 Figure Analogies) 71 . Verbal and non-verbal ability composites were created by taking the mean of the standardized test scores within each domain. A g composite was derived taking the mean of the two standardized verbal and two standardized non-verbal test scores.

At 12 years of age, cognitive ability was measured using four tests that were administered online. Verbal ability was measured using the full versions of the verbal ability tests administered at 9 years: the full 30 items from WISC-III-PI words test 70 and 30 items from WISC-III-PI general knowledge test 70 . Non-verbal ability was measured with the 24-item pattern test (derived from the Raven’s Standard Progressive Matrices) 72 and the 30-item picture completion test (WISC-III-UK) 68 . Verbal and non-verbal ability composites were created by taking the mean of the standardized test scores within each domain. A g composite was derived from the mean of the two standardized verbal and two standardized non-verbal test scores.

At 16 years of age, cognitive ability was assessed using a composite of one verbal and one non-verbal test administered online. Verbal ability was assessed using an adaptation of the Mill Hill Vocabulary test 73 and non-verbal ability was measured using an adapted version of the Raven’s Standard Progressive Matrices test 72 . A g composite was derived taking the mean of the two standardized tests.

Academic achievement

At 7 years of age, academic achievement was measured with standardized teacher reports and consisted of standardized mean scores of students’ achievements in English and mathematics, in line with the National Curriculum level. Performance in English was assessed in four domains: speaking, listening, reading and writing abilities. Performance in maths was assessed in three domains: applying mathematics, as well as knowledge about numbers, shapes, space and measures.

At 9 years of age, academic achievement was again assessed using teacher reports. The domains assessed were the same for English and mathematics (although on age-appropriate content). In addition, performance in science was assessed considering two key domains: scientific enquiry and knowledge and understanding of life processes, living things and physical processes.

At 12 years of age, academic achievement was assessed in the same way as at age 9, with two exceptions. Mathematics added a fourth domain, data handling, and science added a third domain, materials and their properties. These additions were in line with the changes made to the National Curriculum teacher ratings.

At 16 years of age, academic achievement was measured using the General Certificate of Secondary Education (GCSE) examination scores. The GCSE is the UK nationwide examination usually taken by 16 year olds at the end of compulsory secondary education 74 . Twins’ GCSE scores were obtained via mailing examination results forms to the families shortly after completion of the GCSE exams by the twins. For the GCSE, students could choose from a wide range of subjects. In the current analyses the mean score of the three compulsory GCSE subjects: English language and/or English literature, mathematics and a science composite (a mean score of any of the scientific subjects taken, including physics, chemistry and biology).

At first contact, parents of TEDS twins received a questionnaire by post, and were asked to provide information about their educational qualifications, employment and mothers’ age at first birth. A SES composite was created by standardizing these three variables and calculating their mean. The same measures, except for mother’s age at first birth, were used to measure family SES at 7 years of age. At age 16 years, data on SES were collected using a web questionnaire, and a total score was calculated from the standardized mean of five items: household IN, mother’s and father’s highest qualifications and mother’s and father’s employment status.

Genetic data

Two different genotyping platforms were used because genotyping was undertaken in two separate waves, 5 years apart. AffymetrixGeneChip 6.0 SNP arrays were used to genotype 3,665 individuals. Additionally, 8,122 individuals (including 3,607 dizygotic (DZ) co-twin samples) were genotyped on Illumina HumanOmniExpressExome-8v1.2 arrays. Genotypes from a total of 10,346 samples (including 3,320 DZ twin pairs and 7,026 unrelated individuals) passed quality control, including 3,057 individuals genotyped on Affymetrix and 7,289 individuals genotyped on Illumina. The final data contained 7,363,646 genotyped or well-imputed SNPs. For additional information on the treatment of these samples see ref. 75 .

Analytic strategies

Our analyses fully adhered to our pre-registration, available at the following link: https://osf.io/m5f7j . Although we did not deviate from our pre-registered analyses, we extended them to include two further analyses. First, we explored within-family PGS associations to examine whether and to what extent the PGS prediction of academic achievement could be accounted for by family-wide processes. Second, we explored PGS × SES interactions in predicting academic achievement across compulsory education.

Factor analysis, correlations and regressions

Confirmatory factor analysis was employed to create latent dimensions of non-cognitive skills and general Cog ability at all ages using the lavaan package for R 76 . On the basis of well-established literature on general cognitive ability ( g ) and previous work in the TEDS sample 77 , we constructed one factor for g at each developmental stage. Each g factor was created by taking the weighted loadings of two verbal and two non-verbal tests ( Measures and Supplementary Table 6 ). Confirmatory factor analysis was also employed to construct dimensions of non-cognitive characteristics. On the basis of previous meta-analytic work on the non-cognitive characteristics that matter for educational outcomes 9 , 78 , we embraced a theoretical distinction between education-specific non-cognitive skills (for example, motivations, attitudes and goals) and broader, more de-contextualized measures of self-regulation (for example, behavioural and emotional regulation), and created separate factors for (1) education-specific non-cognitive skills and (2) domain-general self-regulation skills separately for ages and raters, including all the measures available at each age for each rater (see Supplementary Tables 2 and 3 for factor loadings and model fit indices).

We applied phenotypic correlations to examine the associations between non-cognitive skills (both observed measures and factors) and general cognitive ability and academic achievement at each age. We applied multiple regressions to explore the associations between non-cognitive skills and academic achievement accounting for general cognitive ability. We applied Benjamini–Hochberg correction 79 to account for multiple testing.

The twin method

The twin method allows for the decomposition of individual differences in a trait into genetic and environmental sources of variance by capitalizing on the genetic relatedness between monozygotic (MZ) twins, who share 100% of their genetic makeup, and DZ twins, who share on average 50% of the genes that differ between individuals. The method is further grounded in the assumption that both types of twins who are raised in the same family share their rearing environments to approximately the same extent 80 . By comparing how similar MZ and DZ twins are for a given trait (intraclass correlations), it is possible to estimate the relative contribution of genetic factors and environments to variation in that trait. Heritability, the amount of variance in a trait that can be attributed to genetic variance (A), can be roughly estimated as double the difference between the MZ and DZ twin intraclass correlations 80 . The ACE model further partitions the variance into shared environment (C), which describes the extent to which twins raised in the same family resemble each other beyond their shared genetic variance, and non-shared environment (E), which describes environmental variance that does not contribute to similarities between twin pairs (and also includes measurement error).

The twin method can be extended to the exploration of the covariance between two or more traits (multivariate genetic analysis). Multivariate genetic analysis allows for the decomposition of the covariance between multiple traits into genetic and environmental sources of variance, by modelling the cross-twin cross-trait covariances. Cross-twin cross-trait covariances describe the association between two variables, with twin one’s score on variable one correlated with twin two’s score on variable two, which are calculated separately for MZ and DZ twins. The examination of shared variance between traits can be further extended to test the aetiology of the variance that is common between traits and of the residual variance that is specific to individual traits. We conducted these analyses in OpenMx for R 81 .

It is possible to apply SEM to decompose latent factors into A, C and E components, applying models, such as the common pathway model. The common pathway model is a multivariate genetic model in which the variance common to all measures included in the analysis can be reduced to a common latent factor, for which the A, C and E components are estimated. As well as estimating the aetiology of the common latent factor, the model allows for the estimation of the A, C and E components of the residual variance in each measure that is not captured by the latent construct 82 . We conducted these analyses in Mplus 83 .

A further multivariate twin method, grounded in SEM, is the Cholesky decomposition, which examines the genetic and environmental underpinnings of the associations between multiple variables or latent factors. The Cholesky approach parses the genetic and environmental variation in each trait into that accounted for by traits previously entered into the model and the variance, which is unique to a newly entered trait. In our case, the Cholesky decomposition partitions the genetic and environmental variance that is common across cognitive, non-cognitive and achievement measures from the genetic and environmental variance that is common between non-cognitive skills and achievement, independently of that accounted for by general cognitive ability. Cholesky decompositions were conducted on latent dimensions of cognitive and non-cognitive skills and observed variation in academic achievement (Supplementary Tables 12 and 13 ). We conducted these analyses in Mplus 83 .

Genomic SEM

Genomic SEM 40 is an approach to conduct multivariate genome-wide association analyses. On the basis of the principles of SEM widely used in twin analyses and integrated with linkage disequilibrium score regression 84 , genomic SEM jointly analyses GWAS summary statistics for multiple traits to test hypotheses about the structure of the genetic covariance between traits. Here, we employed genomic SEM to create latent GWAS summary statistics for unmeasured traits on the basis of other traits for which GWAS summary statistics exist. Recent work applied a GWAS-by-subtraction approach 20 leveraging the GWASs of EA 17 and CP 17 , 85 to obtain a GWAS of non-cognitive skills. The GWAS-by-subtraction approach estimates, for each SNP, an effect on EA that is independent of that SNP’s effect on CP (therefore, indexing residual ‘non-cognitive’ SNP effects). The model regresses the EA and CP summary statistics on two latent variables, Cog and NonCog. EA and CP are both regressed on the Cog latent variable and only EA is regressed on the NonCog latent factor. The Cog and NonCog factors are specified to be uncorrelated and residual covariances across factor indicators are set to zero. Cog and NonCog are then regressed on each SNP, iterating across all SNPs in the genome.

We extended the GWAS-by-subtraction with the aim of obtaining potentially more fine-grained Cog and NonCog factors. Specifically, the model was extended as follows: loading exclusively on the Cog factor: five UK Biobank Cog traits (CP 85 , symbol digit (SD) substitution, memory, trail making test and RT) 41 . Loading on both the Cog and NonCog factors: EA 17 , Townsend deprivation index 86 and income 42 . An additional difference from the original GWAS-by-subtraction is that we let residual variances vary freely (that is, we did not constrain them to 0; Fig. 3a and Supplementary Table 14 ).

PGS analyses

PGSs were calculated as the weighted sums of each individual’s genotype across all SNPs, using LDpred weights 87 . LDpred is a Bayesian shrinkage method that corrects for local linkage disequilibrium (that is, correlations between SNPs) using information from a reference panel (we used the target sample (TEDS) limited to unrelated individuals) and a prior for the genetic architecture of the trait. We constructed PGS using an infinitesimal prior, that is, assuming that all SNPs are involved in the genetic architecture of the trait, as this has been found to perform well with highly polygenic traits, such as EA, and in line with the approach adopted by Demange et al. 20 . In regression analyses, as with Demange et al. 20 , both the Cog and NonCog PGSs were included in multiple regressions together with the following covariates: age, sex, the first ten principal components of ancestry and genotyping chip and batch. We accounted for non-independence of observation using the generalized estimating equation (GEE) R package 88 .

Within and between-family analyses

We conducted within-sibling analyses using DZ twins to estimate family-fixed effects of both Cog and NonCog PGS on achievement across development 43 . A mixed model was fit to the data, including a random intercept to adjust for family clustering, and two family-fixed effects in addition to covariates (age, sex, the first ten principal components of ancestry and genotyping chip and batch): a between-family effect, indexed by the mean family PGS (that is, the average of the DZ twins’ PGS within a family), and a within-family effect, indexed by the difference between each twin’s PGS from the family mean PGS. Analyses were repeated with the PGS from Demange et al. 20 as sensitivity analyses.

Gene–environment interaction analyses

We conducted gene–environment interaction analyses to test whether SES moderated the effects of the Cog and NonCog PGS prediction on academic achievement over development. We fit a linear mixed model including Cog and NonCog PGS (the extensions), SES and their two-way interactions after adjusting for covariates (as above) and two-way interactions between predictors and covariates, plus a random intercept to adjust for family clustering. We adjusted for multiple testing using the Benjamini–Hochberg false discovery rate method 79 for all PGS analyses, at an α level of 0.05.

Reporting summary

Further information on research design is available in the Nature Portfolio Reporting Summary linked to this article.

Data availability

Researchers can apply for access to the TEDS data through their data access mechanism ( www.teds.ac.uk/researchers/teds-data-access-policy ). Summary statistics for the extended Cog and NonCog factors can be found via figshare at https://figshare.com/s/25abf6cc4ca207468c6c (ref. 89 ).

Code availability

Code is available via GitHub at https://github.com/CoDEresearchlab/NoncognitiveGenetics .

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Acknowledgements

We gratefully acknowledge the ongoing contribution of the participants in the TEDS and their families. TEDS has been supported by a programme grant to R.P. from the UK Medical Research Council (MR/M021475/1 and previously G0901245), with additional support from the US National Institutes of Health (AG046938). M.M. is supported by a starting grant from the School of Biological and Behavioural Sciences at Queen Mary University of London. R.P. is supported by a Medical Research Council Professorship award (G19/2). A.D.G. was supported by NIH Grants R01MH120219 and RF1AG073593. J.-B.P. is funded by the European Research Council under the European Union’s Horizon 2020 research and innovation programme (grant agreement No. 863981) and the UK Research and Innovation (UKRI) under the UK government’s Horizon Europe funding guarantee (grant number 575067), attributed to J.-B.P. and supporting A.G.A. P.A.D. is supported by the European Union (grant agreement number 101045526). Views and opinions expressed are, however, those of the authors only and do not necessarily reflect those of the European Union or the European Research Council Executive Agency. Neither the European Union nor the granting authority can be held responsible for them. The funders had no role in study design, data collection and analysis, decision to publish or preparation of the manuscript.

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These authors contributed equally: Margherita Malanchini, Andrea G. Allegrini.

Authors and Affiliations

School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK

Margherita Malanchini

Social, Genetic and Developmental Psychiatry Centre, King’s College London, London, UK

Margherita Malanchini, Andrea G. Allegrini, Kaili Rimfeld, Jean-Baptiste Pingault & Robert Plomin

Department of Clinical, Educational and Health Psychology, University College London, London, UK

Andrea G. Allegrini & Jean-Baptiste Pingault

Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands

Michel G. Nivard, Perline A. Demange & Elsje van Bergen

Department of Economics, Universita’ di Bologna, Bologna, Italy

Pietro Biroli

Royal Holloway University of London, London, UK

Kaili Rimfeld

PROMENTA Research Center, Department of Psychology, University of Oslo, Oslo, Norway

Rosa Cheesman & Perline A. Demange

Department of Education, University of York, York, UK

Sophie von Stumm

Research Institute LEARN!, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands

Perline A. Demange & Elsje van Bergen

Mental Health, Amsterdam Public Health Research Institute, Amsterdam, the Netherlands

Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, CO, USA

Andrew D. Grotzinger

Max Planck Research Group Biosocial–Biology, Social Disparities and Development, Max Planck Institute for Human Development, Berlin, Germany

Laurel Raffington

Department of Psychology, The University of Texas at Austin, Austin, TX, USA

Javier De la Fuente, Elliot M. Tucker-Drob & K. Paige Harden

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M.M., A.G.A. and R.P. conceived and designed the study.; M.M. and A.G.A. analysed the data with helpful contributions from M.G.N. and P.B.; M.M., A.G.A., K.P.H. and R.P. wrote the paper with helpful contributions from M.G.N., P.B., K.R., R.C., S.v.S., P.A.D., E.v.B., A.D.G., L.R., J.D.l.F., J.-B.P. and E.M.T.-D. All authors contributed to the interpretation of data, provided critical feedback on manuscript drafts and approved the final draft.

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Malanchini, M., Allegrini, A.G., Nivard, M.G. et al. Genetic associations between non-cognitive skills and academic achievement over development. Nat Hum Behav (2024). https://doi.org/10.1038/s41562-024-01967-9

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