what is the introduction of literature review

How to write a literature review introduction (+ examples)

The introduction to a literature review serves as your reader’s guide through your academic work and thought process. Explore the significance of literature review introductions in review papers, academic papers, essays, theses, and dissertations. We delve into the purpose and necessity of these introductions, explore the essential components of literature review introductions, and provide step-by-step guidance on how to craft your own, along with examples.

Why you need an introduction for a literature review

When you need an introduction for a literature review, what to include in a literature review introduction, examples of literature review introductions, steps to write your own literature review introduction.

A literature review is a comprehensive examination of the international academic literature concerning a particular topic. It involves summarizing published works, theories, and concepts while also highlighting gaps and offering critical reflections.

In academic writing , the introduction for a literature review is an indispensable component. Effective academic writing requires proper paragraph structuring to guide your reader through your argumentation. This includes providing an introduction to your literature review.

It is imperative to remember that you should never start sharing your findings abruptly. Even if there isn’t a dedicated introduction section .

Instead, you should always offer some form of introduction to orient the reader and clarify what they can expect.

There are three main scenarios in which you need an introduction for a literature review:

• Academic literature review papers: When your literature review constitutes the entirety of an academic review paper, a more substantial introduction is necessary. This introduction should resemble the standard introduction found in regular academic papers.
• Literature review section in an academic paper or essay: While this section tends to be brief, it’s important to precede the detailed literature review with a few introductory sentences. This helps orient the reader before delving into the literature itself.
• Literature review chapter or section in your thesis/dissertation: Every thesis and dissertation includes a literature review component, which also requires a concise introduction to set the stage for the subsequent review.

You may also like: How to write a fantastic thesis introduction (+15 examples)

It is crucial to customize the content and depth of your literature review introduction according to the specific format of your academic work.

In practical terms, this implies, for instance, that the introduction in an academic literature review paper, especially one derived from a systematic literature review , is quite comprehensive. Particularly compared to the rather brief one or two introductory sentences that are often found at the beginning of a literature review section in a standard academic paper. The introduction to the literature review chapter in a thesis or dissertation again adheres to different standards.

Here’s a structured breakdown based on length and the necessary information:

Academic literature review paper

The introduction of an academic literature review paper, which does not rely on empirical data, often necessitates a more extensive introduction than the brief literature review introductions typically found in empirical papers. It should encompass:

• The research problem: Clearly articulate the problem or question that your literature review aims to address.
• The research gap: Highlight the existing gaps, limitations, or unresolved aspects within the current body of literature related to the research problem.
• The research relevance: Explain why the chosen research problem and its subsequent investigation through a literature review are significant and relevant in your academic field.
• The literature review method: If applicable, describe the methodology employed in your literature review, especially if it is a systematic review or follows a specific research framework.
• The main findings or insights of the literature review: Summarize the key discoveries, insights, or trends that have emerged from your comprehensive review of the literature.
• The main argument of the literature review: Conclude the introduction by outlining the primary argument or statement that your literature review will substantiate, linking it to the research problem and relevance you’ve established.
• Preview of the literature review’s structure: Offer a glimpse into the organization of the literature review paper, acting as a guide for the reader. This overview outlines the subsequent sections of the paper and provides an understanding of what to anticipate.

By addressing these elements, your introduction will provide a clear and structured overview of what readers can expect in your literature review paper.

Regular literature review section in an academic article or essay

Most academic articles or essays incorporate regular literature review sections, often placed after the introduction. These sections serve to establish a scholarly basis for the research or discussion within the paper.

In a standard 8000-word journal article, the literature review section typically spans between 750 and 1250 words. The first few sentences or the first paragraph within this section often serve as an introduction. It should encompass:

• An introduction to the topic: When delving into the academic literature on a specific topic, it’s important to provide a smooth transition that aids the reader in comprehending why certain aspects will be discussed within your literature review.
• The core argument: While literature review sections primarily synthesize the work of other scholars, they should consistently connect to your central argument. This central argument serves as the crux of your message or the key takeaway you want your readers to retain. By positioning it at the outset of the literature review section and systematically substantiating it with evidence, you not only enhance reader comprehension but also elevate overall readability. This primary argument can typically be distilled into 1-2 succinct sentences.

In some cases, you might include:

• Methodology: Details about the methodology used, but only if your literature review employed a specialized method. If your approach involved a broader overview without a systematic methodology, you can omit this section, thereby conserving word count.

By addressing these elements, your introduction will effectively integrate your literature review into the broader context of your academic paper or essay. This will, in turn, assist your reader in seamlessly following your overarching line of argumentation.

Introduction to a literature review chapter in thesis or dissertation

The literature review typically constitutes a distinct chapter within a thesis or dissertation. Often, it is Chapter 2 of a thesis or dissertation.

Some students choose to incorporate a brief introductory section at the beginning of each chapter, including the literature review chapter. Alternatively, others opt to seamlessly integrate the introduction into the initial sentences of the literature review itself. Both approaches are acceptable, provided that you incorporate the following elements:

• Purpose of the literature review and its relevance to the thesis/dissertation research: Explain the broader objectives of the literature review within the context of your research and how it contributes to your thesis or dissertation. Essentially, you’re telling the reader why this literature review is important and how it fits into the larger scope of your academic work.
• Primary argument: Succinctly communicate what you aim to prove, explain, or explore through the review of existing literature. This statement helps guide the reader’s understanding of the review’s purpose and what to expect from it.
• Preview of the literature review’s content: Provide a brief overview of the topics or themes that your literature review will cover. It’s like a roadmap for the reader, outlining the main areas of focus within the review. This preview can help the reader anticipate the structure and organization of your literature review.
• Methodology: If your literature review involved a specific research method, such as a systematic review or meta-analysis, you should briefly describe that methodology. However, this is not always necessary, especially if your literature review is more of a narrative synthesis without a distinct research method.

By addressing these elements, your introduction will empower your literature review to play a pivotal role in your thesis or dissertation research. It will accomplish this by integrating your research into the broader academic literature and providing a solid theoretical foundation for your work.

Comprehending the art of crafting your own literature review introduction becomes significantly more accessible when you have concrete examples to examine. Here, you will find several examples that meet, or in most cases, adhere to the criteria described earlier.

Example 1: An effective introduction for an academic literature review paper

To begin, let’s delve into the introduction of an academic literature review paper. We will examine the paper “How does culture influence innovation? A systematic literature review”, which was published in 2018 in the journal Management Decision.

The entire introduction spans 611 words and is divided into five paragraphs. In this introduction, the authors accomplish the following:

• In the first paragraph, the authors introduce the broader topic of the literature review, which focuses on innovation and its significance in the context of economic competition. They underscore the importance of this topic, highlighting its relevance for both researchers and policymakers.
• In the second paragraph, the authors narrow down their focus to emphasize the specific role of culture in relation to innovation.
• In the third paragraph, the authors identify research gaps, noting that existing studies are often fragmented and disconnected. They then emphasize the value of conducting a systematic literature review to enhance our understanding of the topic.
• In the fourth paragraph, the authors introduce their specific objectives and explain how their insights can benefit other researchers and business practitioners.
• In the fifth and final paragraph, the authors provide an overview of the paper’s organization and structure.

In summary, this introduction stands as a solid example. While the authors deviate from previewing their key findings (which is a common practice at least in the social sciences), they do effectively cover all the other previously mentioned points.

Example 2: An effective introduction to a literature review section in an academic paper

The second example represents a typical academic paper, encompassing not only a literature review section but also empirical data, a case study, and other elements. We will closely examine the introduction to the literature review section in the paper “The environmentalism of the subalterns: a case study of environmental activism in Eastern Kurdistan/Rojhelat”, which was published in 2021 in the journal Local Environment.

The paper begins with a general introduction and then proceeds to the literature review, designated by the authors as their conceptual framework. Of particular interest is the first paragraph of this conceptual framework, comprising 142 words across five sentences:

“ A peripheral and marginalised nationality within a multinational though-Persian dominated Iranian society, the Kurdish people of Iranian Kurdistan (a region referred by the Kurds as Rojhelat/Eastern Kurdi-stan) have since the early twentieth century been subject to multifaceted and systematic discriminatory and exclusionary state policy in Iran. This condition has left a population of 12–15 million Kurds in Iran suffering from structural inequalities, disenfranchisement and deprivation. Mismanagement of Kurdistan’s natural resources and the degradation of its natural environmental are among examples of this disenfranchisement. As asserted by Julian Agyeman (2005), structural inequalities that sustain the domination of political and economic elites often simultaneously result in environmental degradation, injustice and discrimination against subaltern communities. This study argues that the environmental struggle in Eastern Kurdistan can be asserted as a (sub)element of the Kurdish liberation movement in Iran. Conceptually this research is inspired by and has been conducted through the lens of ‘subalternity’ ” ( Hassaniyan, 2021, p. 931 ).

In this first paragraph, the author is doing the following:

• The author contextualises the research
• The author links the research focus to the international literature on structural inequalities
• The author clearly presents the argument of the research
• The author clarifies how the research is inspired by and uses the concept of ‘subalternity’.

Thus, the author successfully introduces the literature review, from which point onward it dives into the main concept (‘subalternity’) of the research, and reviews the literature on socio-economic justice and environmental degradation.

While introductions to a literature review section aren’t always required to offer the same level of study context detail as demonstrated here, this introduction serves as a commendable model for orienting the reader within the literature review. It effectively underscores the literature review’s significance within the context of the study being conducted.

Examples 3-5: Effective introductions to literature review chapters

The introduction to a literature review chapter can vary in length, depending largely on the overall length of the literature review chapter itself. For example, a master’s thesis typically features a more concise literature review, thus necessitating a shorter introduction. In contrast, a Ph.D. thesis, with its more extensive literature review, often includes a more detailed introduction.

Numerous universities offer online repositories where you can access theses and dissertations from previous years, serving as valuable sources of reference. Many of these repositories, however, may require you to log in through your university account. Nevertheless, a few open-access repositories are accessible to anyone, such as the one by the University of Manchester . It’s important to note though that copyright restrictions apply to these resources, just as they would with published papers.

Master’s thesis literature review introduction

The first example is “Benchmarking Asymmetrical Heating Models of Spider Pulsar Companions” by P. Sun, a master’s thesis completed at the University of Manchester on January 9, 2024. The author, P. Sun, introduces the literature review chapter very briefly but effectively:

PhD thesis literature review chapter introduction

The second example is Deep Learning on Semi-Structured Data and its Applications to Video-Game AI, Woof, W. (Author). 31 Dec 2020, a PhD thesis completed at the University of Manchester . In Chapter 2, the author offers a comprehensive introduction to the topic in four paragraphs, with the final paragraph serving as an overview of the chapter’s structure:

PhD thesis literature review introduction

The last example is the doctoral thesis Metacognitive strategies and beliefs: Child correlates and early experiences Chan, K. Y. M. (Author). 31 Dec 2020 . The author clearly conducted a systematic literature review, commencing the review section with a discussion of the methodology and approach employed in locating and analyzing the selected records.

Having absorbed all of this information, let’s recap the essential steps and offer a succinct guide on how to proceed with creating your literature review introduction:

• Contextualize your review : Begin by clearly identifying the academic context in which your literature review resides and determining the necessary information to include.
• Outline your structure : Develop a structured outline for your literature review, highlighting the essential information you plan to incorporate in your introduction.
• Literature review process : Conduct a rigorous literature review, reviewing and analyzing relevant sources.
• Summarize and abstract : After completing the review, synthesize the findings and abstract key insights, trends, and knowledge gaps from the literature.
• Craft the introduction : Write your literature review introduction with meticulous attention to the seamless integration of your review into the larger context of your work. Ensure that your introduction effectively elucidates your rationale for the chosen review topics and the underlying reasons guiding your selection.

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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

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How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.   

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• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
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Writing a Literature Review

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

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• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

Why write a literature review, examples of literature reviews, step 1: search for relevant literature, step 2: evaluate and select sources, step 3: identify themes, debates and gaps, step 4: outline your literature review’s structure, step 5: write your literature review, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

When you write a dissertation or thesis, you will have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. We’ve written a step-by-step guide that you can follow below.

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Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research objectives and questions .

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

Start by creating a list of keywords related to your research topic. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list if you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can use boolean operators to help narrow down your search:

Read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models and methods? Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible, and make sure you read any landmark studies and major theories in your field of research.

You can find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It’s important to keep track of your sources with references to avoid plagiarism . It can be helpful to make an annotated bibliography, where you compile full reference information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

You can use our free APA Reference Generator for quick, correct, consistent citations.

Prevent plagiarism, run a free check.

To begin organising your literature review’s argument and structure, you need to understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly-visual platforms like Instagram and Snapchat – this is a gap that you could address in your own research.

There are various approaches to organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarising sources in order.

Try to analyse patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organise your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text, your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, make sure to follow these tips:

• Summarise and synthesise: give an overview of the main points of each source and combine them into a coherent whole.
• Analyse and interpret: don’t just paraphrase other researchers – add your own interpretations, discussing the significance of findings in relation to the literature as a whole.
• Critically evaluate: mention the strengths and weaknesses of your sources.
• Write in well-structured paragraphs: use transitions and topic sentences to draw connections, comparisons and contrasts.

In the conclusion, you should summarise the key findings you have taken from the literature and emphasise their significance.

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a dissertation , thesis, research paper , or proposal .

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarise yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your  dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

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Literature Reviews

• What is a literature review?
• Steps in the Literature Review Process
• Define your research question
• Determine inclusion and exclusion criteria
• Choose databases and search
• Review Results
• Synthesize Results
• Analyze Results
• Librarian Support

What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

Carolyn Cunningham : Human Development & Family Sciences, Psychology, Sociology

Larayne Dallas : Engineering

Janelle Hedstrom : Special Education, Curriculum & Instruction, Ed Leadership & Policy ​

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
• Last Updated: Oct 26, 2022 2:49 PM
• URL: https://guides.lib.utexas.edu/literaturereviews

Literature reviews

What this guide covers, what is a literature review, literature review resources, types of literature reviews, what is the difference between a literature review and a systematic review, related information and guides, further help.

• Conduct your search
• Store and organise the literature
• Evaluate and critique the literature
• Different subject areas
• Find literature reviews

Reusing content from this guide

Attribute our work under a Creative Commons Attribution-NonCommercial 4.0 International License.

The literature review process involves a number of steps.

This guide focuses on:

• evaluating.

A literature review is a survey and critical analysis of what has been written on a particular topic, theory, question or method.

"In writing the literature review, the purpose is to explore what knowledge and ideas have been established on a topic, what approaches and viewpoints have been adopted, and what are their strengths and weaknesses."

Source: "Focus and frame". (2008). In Eriksson, P. & Kovalainen, A. Introducing Qualitative Methods: Qualitative methods in business research (pp. 44) . London: SAGE Publications Ltd. doi: 10.4135/9780857028044.

Get an overview on doing a literature review:

• Sage research methods online - Literature review methods map Information on the literature review methodology with links to further resources - the Project Planner, books, articles, videos and more.
• Ten simple rules for writing a literature review Gives 10 tips on how to approach and carry out a literature review. By Pautasso M (2013) Ten Simple Rules for Writing a Literature Review. PLoS Comput Biol9(7): e1003149.
• The literature review. In: Doing your undergraduate program This chapter looks at the purpose of literature reviews, how it is done, setting the boundaries of your search and more.

• More books on literature reviews A selection of literature review books available via UQ Library Search.

The type of literature review you do will depend on a variety of factors:

• Your discipline
• The purpose - undergraduate assessment, PHD thesis, journal article?
• Your lecturer or supervisor's requirements

Always follow the guidelines outlined by your lecturer or supervisor or consult the instructions for authors (for journal articles), when conducting your literature review.

• is an overview of the significant literature on a topic
• typically includes a critical analysis of each work included
• demonstrates the reviewers knowledge of the topic
• is a list of citations of research sources (books, journal articles, websites etc) on a topic
• includes a brief summary and analysis or evaluation of each citation = the annotation
• a critical assessment of all research studies on a particular research question
• has specific criteria for collecting and evaluating the literature
• includes a synthesis of the findings of the included studies
• This method developed by Griffith University's School of Environment bridges the gap between traditional narrative review methods and meta-analyses to enable students to produce results that are reliable, quantifiable and reproducible.

The requirements of narrative literature reviews are usually quite different than systematic reviews . However, you may be required to adopt some of the characteristics of a systematic approach when doing your literature review. Check the guidelines or criteria that have been set by your supervisor so you know what is expected of you.

Characteristics of reviews

• Meeting the review family: Exploring review types and associated information retrieval requirements This article defines different review types and discusses appropriate search methods for each type.
• Writing literature reviews - Student Support Student Support provides information on how to write effective literature reviews.
• Writing skills Learn strategies for good writing from the Graduate School.
• Systematic reviews An overview of systematic reviews and resources to support producing one.
• Subject guides See recommended resources in different subject areas.
• Grey literature Find literature that is not available in traditional channels of publishing and distribution.
• How to find guides Techniques and resources to find specific information formats.

Contact the Librarian team .

Phone: + 617 334 64312 during opening hours

Email: [email protected]

• Next: Conduct your search >>
• Last Updated: May 28, 2024 2:31 PM
• URL: https://guides.library.uq.edu.au/research-techniques/literature-reviews

How to Write a Literature Review

What is a literature review.

• What Is the Literature
• Writing the Review

A literature review is much more than an annotated bibliography or a list of separate reviews of articles and books. It is a critical, analytical summary and synthesis of the current knowledge of a topic. Thus it should compare and relate different theories, findings, etc, rather than just summarize them individually. In addition, it should have a particular focus or theme to organize the review. It does not have to be an exhaustive account of everything published on the topic, but it should discuss all the significant academic literature and other relevant sources important for that focus.

This is meant to be a general guide to writing a literature review: ways to structure one, what to include, how it supplements other research. For more specific help on writing a review, and especially for help on finding the literature to review, sign up for a Personal Research Session .

The specific organization of a literature review depends on the type and purpose of the review, as well as on the specific field or topic being reviewed. But in general, it is a relatively brief but thorough exploration of past and current work on a topic. Rather than a chronological listing of previous work, though, literature reviews are usually organized thematically, such as different theoretical approaches, methodologies, or specific issues or concepts involved in the topic. A thematic organization makes it much easier to examine contrasting perspectives, theoretical approaches, methodologies, findings, etc, and to analyze the strengths and weaknesses of, and point out any gaps in, previous research. And this is the heart of what a literature review is about. A literature review may offer new interpretations, theoretical approaches, or other ideas; if it is part of a research proposal or report it should demonstrate the relationship of the proposed or reported research to others' work; but whatever else it does, it must provide a critical overview of the current state of research efforts. 

Literature reviews are common and very important in the sciences and social sciences. They are less common and have a less important role in the humanities, but they do have a place, especially stand-alone reviews.

Types of Literature Reviews

There are different types of literature reviews, and different purposes for writing a review, but the most common are:

• Stand-alone literature review articles . These provide an overview and analysis of the current state of research on a topic or question. The goal is to evaluate and compare previous research on a topic to provide an analysis of what is currently known, and also to reveal controversies, weaknesses, and gaps in current work, thus pointing to directions for future research. You can find examples published in any number of academic journals, but there is a series of Annual Reviews of *Subject* which are specifically devoted to literature review articles. Writing a stand-alone review is often an effective way to get a good handle on a topic and to develop ideas for your own research program. For example, contrasting theoretical approaches or conflicting interpretations of findings can be the basis of your research project: can you find evidence supporting one interpretation against another, or can you propose an alternative interpretation that overcomes their limitations?
• Part of a research proposal . This could be a proposal for a PhD dissertation, a senior thesis, or a class project. It could also be a submission for a grant. The literature review, by pointing out the current issues and questions concerning a topic, is a crucial part of demonstrating how your proposed research will contribute to the field, and thus of convincing your thesis committee to allow you to pursue the topic of your interest or a funding agency to pay for your research efforts.
• Part of a research report . When you finish your research and write your thesis or paper to present your findings, it should include a literature review to provide the context to which your work is a contribution. Your report, in addition to detailing the methods, results, etc. of your research, should show how your work relates to others' work.

A literature review for a research report is often a revision of the review for a research proposal, which can be a revision of a stand-alone review. Each revision should be a fairly extensive revision. With the increased knowledge of and experience in the topic as you proceed, your understanding of the topic will increase. Thus, you will be in a better position to analyze and critique the literature. In addition, your focus will change as you proceed in your research. Some areas of the literature you initially reviewed will be marginal or irrelevant for your eventual research, and you will need to explore other areas more thoroughly. 

Examples of Literature Reviews

See the series of Annual Reviews of *Subject* which are specifically devoted to literature review articles to find many examples of stand-alone literature reviews in the biomedical, physical, and social sciences. 

Research report articles vary in how they are organized, but a common general structure is to have sections such as:

• Abstract - Brief summary of the contents of the article
• Introduction - A explanation of the purpose of the study, a statement of the research question(s) the study intends to address
• Literature review - A critical assessment of the work done so far on this topic, to show how the current study relates to what has already been done
• Methods - How the study was carried out (e.g. instruments or equipment, procedures, methods to gather and analyze data)
• Results - What was found in the course of the study
• Discussion - What do the results mean
• Conclusion - State the conclusions and implications of the results, and discuss how it relates to the work reviewed in the literature review; also, point to directions for further work in the area

Here are some articles that illustrate variations on this theme. There is no need to read the entire articles (unless the contents interest you); just quickly browse through to see the sections, and see how each section is introduced and what is contained in them.

The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects , in The Journal of Human Resources , v. 34 no. 2 (Spring 1999), p. 268-293.

This article has a standard breakdown of sections:

• Introduction
• Literature Review
• Some discussion sections

First Encounters of the Bureaucratic Kind: Early Freshman Experiences with a Campus Bureaucracy , in The Journal of Higher Education , v. 67 no. 6 (Nov-Dec 1996), p. 660-691.

This one does not have a section specifically labeled as a "literature review" or "review of the literature," but the first few sections cite a long list of other sources discussing previous research in the area before the authors present their own study they are reporting.

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Introduction to Literature Reviews

Introduction.

• Step One: Define
• Step Two: Research
• Step Three: Write
• Suggested Readings

A literature review is a written work that :

• Compiles significant research published on a topic by accredited scholars and researchers;
• —Surveys scholarly articles, books, dissertations, conference proceedings, and other sources;
• —Examines contrasting perspectives, theoretical approaches, methodologies, findings, results, conclusions.
• —Reviews critically, analyzes, and synthesizes existing research on a topic; and,
• Performs a thorough “re” view, “overview”, or “look again” of past and current works on a subject, issue, or theory.

From these analyses, the writer then offers an overview of the current status of a particular area of knowledge from both a practical and theoretical perspective.

Literature reviews are important because they are usually a  required  step in a thesis proposal (Master's or PhD). The proposal will not be well-supported without a literature review. Also, literature reviews are important because they help you learn important authors and ideas in your field. This is useful for your coursework and your writing. Knowing key authors also helps you become acquainted with other researchers in your field.

Look at this diagram and imagine that your research is the "something new." This shows how your research should relate to major works and other sources.

Olivia Whitfield | Graduate Reference Assistant | 2012-2015

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Writing: Literature Review Basics

• What is Synthesis?
• Organizing Your Research
• Paraphrasing, Summary, or Direct Quotation?
• Introductions
• Conclusions
• All Writing Guides: Home
• CORE Library Home

The Most Important Thing

The best time to write an introduction is AFTER you write the body of your paper.

Well, how do you know what to introduce until after you've figured out what you want to say?

The best time to write an introduction is as one of the last things you do.

Basic Introduction Template

For any other sort of scholarly writing, the following basic structure works well for an introduction:

• What has been said or done on this topic?  
• What is the problem with what has been said or done?
• What will you offer to solve the problem?  (The answer to this is your thesis statement.)
• How does your solution address necessary change?

Writing an Introduction

The job of an introduction is to preview what you are going to say so the audience knows what is coming.  A good introduction starts out generally and works towards a specific statement of what you intend to discuss in your writing. 

The introduction explains the focus and establishes the importance of the subject. It discusses what kind of work has been done on the topic and identifies any controversies within the field or any recent research which has raised questions about earlier assumptions. It may provide background or history, and it indicates why the topic is important, interesting, problematic, or relevant in some way.  It concludes with a purpose or thesis statement. In a stand-alone literature review, this statement will sum up and evaluate the state of the art in this field of research; in a review that is an introduction or preparatory to a larger work, such as the Culminating Project, it will suggest how the review findings will lead to the research the writer proposes to undertake.

In a literature review, an introduction may contain the following:

• A concise definition of a topic under consideration (this may be a descriptive or argumentative thesis, or proposal), as well as the scope of the related literature being investigated. (Example: If the topic under consideration is ‘women’s wartime diaries’, the scope of the review may be limited to published or unpublished works, works in English, works from a particular location, time period, or conflict, etc.)  
• The introduction should also note what topics are being included and what are intentional exclusions. (Example: “This review will not explore the diaries of adolescent girls.”)
• A final sentence should signal the list of key topics that will be used to discuss the selected sources.

Many theories have been proposed to explain what motivates human behavior. Although the literature covers a wide variety of such theories, this review will focus on five major themes which emerge repeatedly throughout the literature reviewed. These themes are incorporation of the self-concept into traditional theories of motivation, the influence of rewards on motivation, the increasing importance of internal forces of motivation, autonomy and self-control as sources of motivation, and narcissism as an essential component of motivation. Although the literature presents these themes in a variety of contexts, this paper will primarily focus on their application to self-motivation.

Let's break that apart.

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What is a literature review? [with examples]

What is a literature review?

The purpose of a literature review, how to write a literature review, the format of a literature review, general formatting rules, the length of a literature review, literature review examples, frequently asked questions about literature reviews, related articles.

A literature review is an assessment of the sources in a chosen topic of research.

In a literature review, you’re expected to report on the existing scholarly conversation, without adding new contributions.

If you are currently writing one, you've come to the right place. In the following paragraphs, we will explain:

• the objective of a literature review
• how to write a literature review
• the basic format of a literature review

Tip: It’s not always mandatory to add a literature review in a paper. Theses and dissertations often include them, whereas research papers may not. Make sure to consult with your instructor for exact requirements.

The four main objectives of a literature review are:

• Studying the references of your research area
• Summarizing the main arguments
• Identifying current gaps, stances, and issues
• Presenting all of the above in a text

Ultimately, the main goal of a literature review is to provide the researcher with sufficient knowledge about the topic in question so that they can eventually make an intervention.

The format of a literature review is fairly standard. It includes an:

• introduction that briefly introduces the main topic
• body that includes the main discussion of the key arguments
• conclusion that highlights the gaps and issues of the literature

➡️ Take a look at our guide on how to write a literature review to learn more about how to structure a literature review.

First of all, a literature review should have its own labeled section. You should indicate clearly in the table of contents where the literature can be found, and you should label this section as “Literature Review.”

➡️ For more information on writing a thesis, visit our guide on how to structure a thesis .

There is no set amount of words for a literature review, so the length depends on the research. If you are working with a large amount of sources, it will be long. If your paper does not depend entirely on references, it will be short.

Take a look at these three theses featuring great literature reviews:

• School-Based Speech-Language Pathologist's Perceptions of Sensory Food Aversions in Children [ PDF , see page 20]
• Who's Writing What We Read: Authorship in Criminological Research [ PDF , see page 4]
• A Phenomenological Study of the Lived Experience of Online Instructors of Theological Reflection at Christian Institutions Accredited by the Association of Theological Schools [ PDF , see page 56]

Literature reviews are most commonly found in theses and dissertations. However, you find them in research papers as well.

There is no set amount of words for a literature review, so the length depends on the research. If you are working with a large amount of sources, then it will be long. If your paper does not depend entirely on references, then it will be short.

No. A literature review should have its own independent section. You should indicate clearly in the table of contents where the literature review can be found, and label this section as “Literature Review.”

The main goal of a literature review is to provide the researcher with sufficient knowledge about the topic in question so that they can eventually make an intervention.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

The Research Proposal

83 Components of the Literature Review

Krathwohl (2005) suggests and describes a variety of components to include in a research proposal.  The following sections present these components in a suggested template for you to follow in the preparation of your research proposal.

Introduction

The introduction sets the tone for what follows in your research proposal – treat it as the initial pitch of your idea.  After reading the introduction your reader should:

• Understand what it is you want to do;
• Have a sense of your passion for the topic;
• Be excited about the study´s possible outcomes.

As you begin writing your research proposal it is helpful to think of the introduction as a narrative of what it is you want to do, written in one to three paragraphs.  Within those one to three paragraphs, it is important to briefly answer the following questions:

• What is the central research problem?
• How is the topic of your research proposal related to the problem?
• What methods will you utilize to analyze the research problem?
• Why is it important to undertake this research? What is the significance of your proposed research?  Why are the outcomes of your proposed research important, and to whom or to what are they important?

Note : You may be asked by your instructor to include an abstract with your research proposal.  In such cases, an abstract should provide an overview of what it is you plan to study, your main research question, a brief explanation of your methods to answer the research question, and your expected findings. All of this information must be carefully crafted in 150 to 250 words.  A word of advice is to save the writing of your abstract until the very end of your research proposal preparation.  If you are asked to provide an abstract, you should include 5-7 key words that are of most relevance to your study. List these in order of relevance.

Background and significance

The purpose of this section is to explain the context of your proposal and to describe, in detail, why it is important to undertake this research. Assume that the person or people who will read your research proposal know nothing or very little about the research problem.  While you do not need to include all knowledge you have learned about your topic in this section, it is important to ensure that you include the most relevant material that will help to explain the goals of your research.

While there are no hard and fast rules, you should attempt to address some or all of the following key points:

• State the research problem and provide a more thorough explanation about the purpose of the study than what you stated in the introduction.
• Present the rationale for the proposed research study. Clearly indicate why this research is worth doing.  Answer the “so what?” question.
• Describe the major issues or problems to be addressed by your research. Do not forget to explain how and in what ways your proposed research builds upon previous related research.
• Explain how you plan to go about conducting your research.
• Clearly identify the key or most relevant sources of research you intend to use and explain how they will contribute to your analysis of the topic.
• Set the boundaries of your proposed research, in order to provide a clear focus. Where appropriate, state not only what you will study, but what will be excluded from your study.
• Provide clear definitions of key concepts and terms. As key concepts and terms often have numerous definitions, make sure you state which definition you will be utilizing in your research.

Literature Review

This is the most time-consuming aspect in the preparation of your research proposal and it is a key component of the research proposal. As described in Chapter 5 , the literature review provides the background to your study and demonstrates the significance of the proposed research. Specifically, it is a review and synthesis of prior research that is related to the problem you are setting forth to investigate.  Essentially, your goal in the literature review is to place your research study within the larger whole of what has been studied in the past, while demonstrating to your reader that your work is original, innovative, and adds to the larger whole.

As the literature review is information dense, it is essential that this section be intelligently structured to enable your reader to grasp the key arguments underpinning your study. However, this can be easier to state and harder to do, simply due to the fact there is usually a plethora of related research to sift through. Consequently, a good strategy for writing the literature review is to break the literature into conceptual categories or themes, rather than attempting to describe various groups of literature you reviewed.  Chapter V, “ The Literature Review ,” describes a variety of methods to help you organize the themes.

Here are some suggestions on how to approach the writing of your literature review:

• Think about what questions other researchers have asked, what methods they used, what they found, and what they recommended based upon their findings.
• Do not be afraid to challenge previous related research findings and/or conclusions.
• Assess what you believe to be missing from previous research and explain how your research fills in this gap and/or extends previous research

It is important to note that a significant challenge related to undertaking a literature review is knowing when to stop.  As such, it is important to know how to know when you have uncovered the key conceptual categories underlying your research topic.  Generally, when you start to see repetition in the conclusions or recommendations, you can have confidence that you have covered all of the significant conceptual categories in your literature review.  However, it is also important to acknowledge that researchers often find themselves returning to the literature as they collect and analyze their data.  For example, an unexpected finding may develop as one collects and/or analyzes the data and it is important to take the time to step back and review the literature again, to ensure that no other researchers have found a similar finding.  This may include looking to research outside your field.

This situation occurred with one of the authors of this textbook´s research related to community resilience.  During the interviews, the researchers heard many participants discuss individual resilience factors and how they believed these individual factors helped make the community more resilient, overall.  Sheppard and Williams (2016) had not discovered these individual factors in their original literature review on community and environmental resilience. However, when they returned to the literature to search for individual resilience factors, they discovered a small body of literature in the child and youth psychology field. Consequently, Sheppard and Williams had to go back and add a new section to their literature review on individual resilience factors. Interestingly, their research appeared to be the first research to link individual resilience factors with community resilience factors.

Research design and methods

The objective of this section of the research proposal is to convince the reader that your overall research design and methods of analysis will enable you to solve the research problem you have identified and also enable you to accurately and effectively interpret the results of your research. Consequently, it is critical that the research design and methods section is well-written, clear, and logically organized.  This demonstrates to your reader that you know what you are going to do and how you are going to do it.  Overall, you want to leave your reader feeling confident that you have what it takes to get this research study completed in a timely fashion.

Essentially, this section of the research proposal should be clearly tied to the specific objectives of your study; however, it is also important to draw upon and include examples from the literature review that relate to your design and intended methods.  In other words, you must clearly demonstrate how your study utilizes and builds upon past studies, as it relates to the research design and intended methods.  For example, what methods have been used by other researchers in similar studies?

While it is important to consider the methods that other researchers have employed, it is equally important, if not more so, to consider what methods have not been employed but could be.  Remember, the methods section is not simply a list of tasks to be undertaken. It is also an argument as to why and how the tasks you have outlined will help you investigate the research problem and answer your research question(s).

Tips for writing the research design and methods section:

• Specify the methodological approaches you intend to employ to obtain information and the techniques you will use to analyze the data.
• Specify the research operations you will undertake and he way you will interpret the results of those operations in relation to the research problem.
• Go beyond stating what you hope to achieve through the methods you have chosen. State how you will actually do the methods (i.e. coding interview text, running regression analysis, etc.).
• Anticipate and acknowledge any potential barriers you may encounter when undertaking your research and describe how you will address these barriers.
• Explain where you believe you will find challenges related to data collection, including access to participants and information.

Preliminary suppositions and implications

The purpose of this section is to argue how and in what ways you anticipate that your research will refine, revise, or extend existing knowledge in the area of your study. Depending upon the aims and objectives of your study, you should also discuss how your anticipated findings may impact future research.  For example, is it possible that your research may lead to a new policy, new theoretical understanding, or a new method for analyzing data?  How might your study influence future studies?  What might your study mean for future practitioners working in the field?  Who or what may benefit from your study?  How might your study contribute to social, economic, environmental issues?  While it is important to think about and discuss possibilities such as these, it is equally important to be realistic in stating your anticipated findings.  In other words, you do not want to delve into idle speculation.  Rather, the purpose here is to reflect upon gaps in the current body of literature and to describe how and in what ways you anticipate your research will begin to fill in some or all of those gaps.

The conclusion reiterates the importance and significance of your research proposal and it provides a brief summary of the entire proposed study.  Essentially, this section should only be one or two paragraphs in length. Here is a potential outline for your conclusion:

• Discuss why the study should be done. Specifically discuss how you expect your study will advance existing knowledge and how your study is unique.
• Explain the specific purpose of the study and the research questions that the study will answer.
• Explain why the research design and methods chosen for this study are appropriate, and why other design and methods were not chosen.
• State the potential implications you expect to emerge from your proposed study,
• Provide a sense of how your study fits within the broader scholarship currently in existence related to the research problem.

As with any scholarly research paper, you must cite the sources you used in composing your research proposal.  In a research proposal, this can take two forms: a reference list or a bibliography.  A reference list does what the name suggests, it lists the literature you referenced in the body of your research proposal.  All references in the reference list, must appear in the body of the research proposal.  Remember, it is not acceptable to say “as cited in …”  As a researcher you must always go to the original source and check it for yourself.  Many errors are made in referencing, even by top researchers, and so it is important not to perpetuate an error made by someone else. While this can be time consuming, it is the proper way to undertake a literature review.

In contrast, a bibliography , is a list of everything you used or cited in your research proposal, with additional citations to any key sources relevant to understanding the research problem.  In other words, sources cited in your bibliography may not necessarily appear in the body of your research proposal.  Make sure you check with your instructor to see which of the two you are expected to produce.

Overall, your list of citations should be a testament to the fact that you have done a sufficient level of preliminary research to ensure that your project will complement, but not duplicate, previous research efforts. For social sciences, the reference list or bibliography should be prepared in American Psychological Association (APA) referencing format. Usually, the reference list (or bibliography) is not included in the word count of the research proposal. Again, make sure you check with your instructor to confirm.

An Introduction to Research Methods in Sociology Copyright © 2019 by Valerie A. Sheppard is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Literature Review: The What, Why and How-to Guide: Literature Reviews?

• Literature Reviews?
• Strategies to Finding Sources
• Keeping up with Research!
• Evaluating Sources & Literature Reviews
• Organizing for Writing
• Writing Literature Review
• Other Academic Writings

What is a Literature Review?

So, what is a literature review .

"A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available or a set of summaries." - Quote from Taylor, D. (n.d)."The Literature Review: A Few Tips on Conducting it".

• Citation: "The Literature Review: A Few Tips on Conducting it"

What kinds of literature reviews are written?

Each field has a particular way to do reviews for academic research literature. In the social sciences and humanities the most common are:

• Narrative Reviews: The purpose of this type of review is to describe the current state of the research on a specific research topic and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weaknesses, and gaps are identified. The review ends with a conclusion section that summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.
• Book review essays/ Historiographical review essays : A type of literature review typical in History and related fields, e.g., Latin American studies. For example, the Latin American Research Review explains that the purpose of this type of review is to “(1) to familiarize readers with the subject, approach, arguments, and conclusions found in a group of books whose common focus is a historical period; a country or region within Latin America; or a practice, development, or issue of interest to specialists and others; (2) to locate these books within current scholarship, critical methodologies, and approaches; and (3) to probe the relation of these new books to previous work on the subject, especially canonical texts. Unlike individual book reviews, the cluster reviews found in LARR seek to address the state of the field or discipline and not solely the works at issue.” - LARR

What are the Goals of Creating a Literature Review?

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 
• Baumeister, R.F. & Leary, M.R. (1997). "Writing narrative literature reviews," Review of General Psychology , 1(3), 311-320.

When do you need to write a Literature Review?

• When writing a prospectus or a thesis/dissertation
• When writing a research paper
• When writing a grant proposal

In all these cases you need to dedicate a chapter in these works to showcase what has been written about your research topic and to point out how your own research will shed new light into a body of scholarship.

Where I can find examples of Literature Reviews?

Note:  In the humanities, even if they don't use the term "literature review", they may have a dedicated  chapter that reviewed the "critical bibliography" or they incorporated that review in the introduction or first chapter of the dissertation, book, or article.

• UCSB electronic theses and dissertations In partnership with the Graduate Division, the UC Santa Barbara Library is making available theses and dissertations produced by UCSB students. Currently included in ADRL are theses and dissertations that were originally filed electronically, starting in 2011. In future phases of ADRL, all theses and dissertations created by UCSB students may be digitized and made available.

Where to Find Standalone Literature Reviews

Literature reviews are also written as standalone articles as a way to survey a particular research topic in-depth. This type of literature review looks at a topic from a historical perspective to see how the understanding of the topic has changed over time. 

• Find e-Journals for Standalone Literature Reviews The best way to get familiar with and to learn how to write literature reviews is by reading them. You can use our Journal Search option to find journals that specialize in publishing literature reviews from major disciplines like anthropology, sociology, etc. Usually these titles are called, "Annual Review of [discipline name] OR [Discipline name] Review. This option works best if you know the title of the publication you are looking for. Below are some examples of these journals! more... less... Journal Search can be found by hovering over the link for Research on the library website.

Social Sciences

• Annual Review of Anthropology
• Annual Review of Political Science
• Annual Review of Sociology
• Ethnic Studies Review

Hard science and health sciences:

• Annual Review of Biomedical Data Science
• Annual Review of Materials Science
• Systematic Review From journal site: "The journal Systematic Reviews encompasses all aspects of the design, conduct, and reporting of systematic reviews" in the health sciences.
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How To Structure Your Literature Review

3 options to help structure your chapter.

By: Amy Rommelspacher (PhD) | Reviewer: Dr Eunice Rautenbach | November 2020 (Updated May 2023)

Writing the literature review chapter can seem pretty daunting when you’re piecing together your dissertation or thesis. As  we’ve discussed before , a good literature review needs to achieve a few very important objectives – it should:

• Demonstrate your knowledge of the research topic
• Identify the gaps in the literature and show how your research links to these
• Provide the foundation for your conceptual framework (if you have one)
• Inform your own  methodology and research design

To achieve this, your literature review needs a well-thought-out structure . Get the structure of your literature review chapter wrong and you’ll struggle to achieve these objectives. Don’t worry though – in this post, we’ll look at how to structure your literature review for maximum impact (and marks!).

But wait – is this the right time?

Deciding on the structure of your literature review should come towards the end of the literature review process – after you have collected and digested the literature, but before you start writing the chapter. 

In other words, you need to first develop a rich understanding of the literature before you even attempt to map out a structure. There’s no use trying to develop a structure before you’ve fully wrapped your head around the existing research.

Equally importantly, you need to have a structure in place before you start writing , or your literature review will most likely end up a rambling, disjointed mess. 

Importantly, don’t feel that once you’ve defined a structure you can’t iterate on it. It’s perfectly natural to adjust as you engage in the writing process. As we’ve discussed before , writing is a way of developing your thinking, so it’s quite common for your thinking to change – and therefore, for your chapter structure to change – as you write. 

Need a helping hand?

Like any other chapter in your thesis or dissertation, your literature review needs to have a clear, logical structure. At a minimum, it should have three essential components – an  introduction , a  body   and a  conclusion . 

Let’s take a closer look at each of these.

1: The Introduction Section

Just like any good introduction, the introduction section of your literature review should introduce the purpose and layout (organisation) of the chapter. In other words, your introduction needs to give the reader a taste of what’s to come, and how you’re going to lay that out. Essentially, you should provide the reader with a high-level roadmap of your chapter to give them a taste of the journey that lies ahead.

Here’s an example of the layout visualised in a literature review introduction:

Your introduction should also outline your topic (including any tricky terminology or jargon) and provide an explanation of the scope of your literature review – in other words, what you  will   and  won’t   be covering (the delimitations ). This helps ringfence your review and achieve a clear focus . The clearer and narrower your focus, the deeper you can dive into the topic (which is typically where the magic lies). 

Depending on the nature of your project, you could also present your stance or point of view at this stage. In other words, after grappling with the literature you’ll have an opinion about what the trends and concerns are in the field as well as what’s lacking. The introduction section can then present these ideas so that it is clear to examiners that you’re aware of how your research connects with existing knowledge .

2: The Body Section

The body of your literature review is the centre of your work. This is where you’ll present, analyse, evaluate and synthesise the existing research. In other words, this is where you’re going to earn (or lose) the most marks. Therefore, it’s important to carefully think about how you will organise your discussion to present it in a clear way. 

The body of your literature review should do just as the description of this chapter suggests. It should “review” the literature – in other words, identify, analyse, and synthesise it. So, when thinking about structuring your literature review, you need to think about which structural approach will provide the best “review” for your specific type of research and objectives (we’ll get to this shortly).

There are (broadly speaking)  three options  for organising your literature review.

Option 1: Chronological (according to date)

Organising the literature chronologically is one of the simplest ways to structure your literature review. You start with what was published first and work your way through the literature until you reach the work published most recently. Pretty straightforward.

The benefit of this option is that it makes it easy to discuss the developments and debates in the field as they emerged over time. Organising your literature chronologically also allows you to highlight how specific articles or pieces of work might have changed the course of the field – in other words, which research has had the most impact . Therefore, this approach is very useful when your research is aimed at understanding how the topic has unfolded over time and is often used by scholars in the field of history. That said, this approach can be utilised by anyone that wants to explore change over time .

For example , if a student of politics is investigating how the understanding of democracy has evolved over time, they could use the chronological approach to provide a narrative that demonstrates how this understanding has changed through the ages.

Here are some questions you can ask yourself to help you structure your literature review chronologically.

• What is the earliest literature published relating to this topic?
• How has the field changed over time? Why?
• What are the most recent discoveries/theories?

In some ways, chronology plays a part whichever way you decide to structure your literature review, because you will always, to a certain extent, be analysing how the literature has developed. However, with the chronological approach, the emphasis is very firmly on how the discussion has evolved over time , as opposed to how all the literature links together (which we’ll discuss next ).

Option 2: Thematic (grouped by theme)

The thematic approach to structuring a literature review means organising your literature by theme or category – for example, by independent variables (i.e. factors that have an impact on a specific outcome).

As you’ve been collecting and synthesising literature , you’ll likely have started seeing some themes or patterns emerging. You can then use these themes or patterns as a structure for your body discussion. The thematic approach is the most common approach and is useful for structuring literature reviews in most fields.

For example, if you were researching which factors contributed towards people trusting an organisation, you might find themes such as consumers’ perceptions of an organisation’s competence, benevolence and integrity. Structuring your literature review thematically would mean structuring your literature review’s body section to discuss each of these themes, one section at a time.

Here are some questions to ask yourself when structuring your literature review by themes:

• Are there any patterns that have come to light in the literature?
• What are the central themes and categories used by the researchers?
• Do I have enough evidence of these themes?

PS – you can see an example of a thematically structured literature review in our literature review sample walkthrough video here.

Option 3: Methodological

The methodological option is a way of structuring your literature review by the research methodologies used . In other words, organising your discussion based on the angle from which each piece of research was approached – for example, qualitative , quantitative or mixed  methodologies.

Structuring your literature review by methodology can be useful if you are drawing research from a variety of disciplines and are critiquing different methodologies. The point of this approach is to question  how  existing research has been conducted, as opposed to  what  the conclusions and/or findings the research were.

For example, a sociologist might centre their research around critiquing specific fieldwork practices. Their literature review will then be a summary of the fieldwork methodologies used by different studies.

Here are some questions you can ask yourself when structuring your literature review according to methodology:

• Which methodologies have been utilised in this field?
• Which methodology is the most popular (and why)?
• What are the strengths and weaknesses of the various methodologies?
• How can the existing methodologies inform my own methodology?

3: The Conclusion Section

Once you’ve completed the body section of your literature review using one of the structural approaches we discussed above, you’ll need to “wrap up” your literature review and pull all the pieces together to set the direction for the rest of your dissertation or thesis.

The conclusion is where you’ll present the key findings of your literature review. In this section, you should emphasise the research that is especially important to your research questions and highlight the gaps that exist in the literature. Based on this, you need to make it clear what you will add to the literature – in other words, justify your own research by showing how it will help fill one or more of the gaps you just identified.

Last but not least, if it’s your intention to develop a conceptual framework for your dissertation or thesis, the conclusion section is a good place to present this.

Example: Thematically Structured Review

In the video below, we unpack a literature review chapter so that you can see an example of a thematically structure review in practice.

Let’s Recap

In this article, we’ve  discussed how to structure your literature review for maximum impact. Here’s a quick recap of what  you need to keep in mind when deciding on your literature review structure:

• Just like other chapters, your literature review needs a clear introduction , body and conclusion .
• The introduction section should provide an overview of what you will discuss in your literature review.
• The body section of your literature review can be organised by chronology , theme or methodology . The right structural approach depends on what you’re trying to achieve with your research.
• The conclusion section should draw together the key findings of your literature review and link them to your research questions.

If you’re ready to get started, be sure to download our free literature review template to fast-track your chapter outline.

Psst… there’s more!

This post is an extract from our bestselling short course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

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27 Comments

Great work. This is exactly what I was looking for and helps a lot together with your previous post on literature review. One last thing is missing: a link to a great literature chapter of an journal article (maybe with comments of the different sections in this review chapter). Do you know any great literature review chapters?

I agree with you Marin… A great piece

I agree with Marin. This would be quite helpful if you annotate a nicely structured literature from previously published research articles.

Awesome article for my research.

I thank you immensely for this wonderful guide

It is indeed thought and supportive work for the futurist researcher and students

Very educative and good time to get guide. Thank you

Great work, very insightful. Thank you.

Thanks for this wonderful presentation. My question is that do I put all the variables into a single conceptual framework or each hypothesis will have it own conceptual framework?

Thank you very much, very helpful

This is very educative and precise . Thank you very much for dropping this kind of write up .

Pheeww, so damn helpful, thank you for this informative piece.

I’m doing a research project topic ; stool analysis for parasitic worm (enteric) worm, how do I structure it, thanks.

comprehensive explanation. Help us by pasting the URL of some good “literature review” for better understanding.

great piece. thanks for the awesome explanation. it is really worth sharing. I have a little question, if anyone can help me out, which of the options in the body of literature can be best fit if you are writing an architectural thesis that deals with design?

I am doing a research on nanofluids how can l structure it?

Beautifully clear.nThank you!

Lucid! Thankyou!

Brilliant work, well understood, many thanks

I like how this was so clear with simple language 😊😊 thank you so much 😊 for these information 😊

Insightful. I was struggling to come up with a sensible literature review but this has been really helpful. Thank you!

You have given thought-provoking information about the review of the literature.

Thank you. It has made my own research better and to impart your work to students I teach

I learnt a lot from this teaching. It’s a great piece.

I am doing research on EFL teacher motivation for his/her job. How Can I structure it? Is there any detailed template, additional to this?

You are so cool! I do not think I’ve read through something like this before. So nice to find somebody with some genuine thoughts on this issue. Seriously.. thank you for starting this up. This site is one thing that is required on the internet, someone with a little originality!

I’m asked to do conceptual, theoretical and empirical literature, and i just don’t know how to structure it

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YSN Doctoral Programs: Steps in Conducting a Literature Review

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• Steps in Conducting a Literature Review

What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

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1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
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Chapter 1: Introduction

Learning objectives.

At the conclusion of this chapter, you will be able to:

• Identify the purpose of the literature review in  the research process
• Distinguish between different types of literature reviews

1.1 What is a Literature Review?

Pick up nearly any book on research methods and you will find a description of a literature review.  At a basic level, the term implies a survey of factual or nonfiction books, articles, and other documents published on a particular subject.  Definitions may be similar across the disciplines, with new types and definitions continuing to emerge.  Generally speaking, a literature review is a:

• “comprehensive background of the literature within the interested topic area…” ( O’Gorman & MacIntosh, 2015, p. 31 ).
• “critical component of the research process that provides an in-depth analysis of recently published research findings in specifically identified areas of interest.” ( House, 2018, p. 109 ).
• “written document that presents a logically argued case founded on a comprehensive understanding of the current state of knowledge about a topic of study” ( Machi & McEvoy,  2012, p. 4 ).

As a foundation for knowledge advancement in every discipline, it is an important element of any research project.  At the graduate or doctoral level, the literature review is an essential feature of thesis and dissertation, as well as grant proposal writing.  That is to say, “A substantive, thorough, sophisticated literature review is a precondition for doing substantive, thorough, sophisticated research…A researcher cannot perform significant research without first understanding the literature in the field.” ( Boote & Beile, 2005, p. 3 ).  It is by this means, that a researcher demonstrates familiarity with a body of knowledge and thereby establishes credibility with a reader.  An advanced-level literature review shows how prior research is linked to a new project, summarizing and synthesizing what is known while identifying gaps in the knowledge base, facilitating theory development, closing areas where enough research already exists, and uncovering areas where more research is needed. ( Webster & Watson, 2002, p. xiii )

A graduate-level literature review is a compilation of the most significant previously published research on your topic. Unlike an annotated bibliography or a research paper you may have written as an undergraduate, your literature review will outline, evaluate and synthesize relevant research and relate those sources to your own thesis or research question. It is much more than a summary of all the related literature.

It is a type of writing that demonstrate the importance of your research by defining the main ideas and the relationship between them. A good literature review lays the foundation for the importance of your stated problem and research question.

Literature reviews:

• define a concept
• map the research terrain or scope
• systemize relationships between concepts
• identify gaps in the literature ( Rocco & Plathotnik, 2009, p. 128 )

The purpose of a literature review is to demonstrate that your research question  is meaningful. Additionally, you may review the literature of different disciplines to find deeper meaning and understanding of your topic. It is especially important to consider other disciplines when you do not find much on your topic in one discipline. You will need to search the cognate literature before claiming there is “little previous research” on your topic.

Well developed literature reviews involve numerous steps and activities. The literature review is an iterative process because you will do at least two of them: a preliminary search to learn what has been published in your area and whether there is sufficient support in the literature for moving ahead with your subject. After this first exploration, you will conduct a deeper dive into the literature to learn everything you can about the topic and its related issues.

Literature Review Tutorial

1.2 Literature Review Basics

An effective literature review must:

• Methodologically analyze and synthesize quality literature on a topic
• Provide a firm foundation to a topic or research area
• Provide a firm foundation for the selection of a research methodology
• Demonstrate that the proposed research contributes something new to the overall body of knowledge of advances the research field’s knowledge base. ( Levy & Ellis, 2006 ).

All literature reviews, whether they are qualitative, quantitative or both, will at some point:

• Introduce the topic and define its key terms
• Establish the importance of the topic
• Provide an overview of the amount of available literature and its types (for example: theoretical, statistical, speculative)
• Identify gaps in the literature
• Point out consistent finding across studies
• Arrive at a synthesis that organizes what is known about a topic
• Discusses possible implications and directions for future research

1.3 Types of Literature Reviews

There are many different types of literature reviews, however there are some shared characteristics or features.  Remember a comprehensive literature review is, at its most fundamental level, an original work based on an extensive critical examination and synthesis of the relevant literature on a topic. As a study of the research on a particular topic, it is arranged by key themes or findings, which may lead up to or link to the  research question.  In some cases, the research question will drive the type of literature review that is undertaken.

The following section includes brief descriptions of the terms used to describe different literature review types with examples of each.   The included citations are open access, Creative Commons licensed or copyright-restricted.

1.3.1 Types of Review

1.3.1.1 conceptual.

Guided by an understanding of basic issues rather than a research methodology. You are looking for key factors, concepts or variables and the presumed relationship between them. The goal of the conceptual literature review is to categorize and describe concepts relevant to your study or topic and outline a relationship between them. You will include relevant theory and empirical research.

Examples of a Conceptual Review:

• Education : The formality of learning science in everyday life: A conceptual literature review. ( Dohn, 2010 ).
• Education : Are we asking the right questions? A conceptual review of the educational development literature in higher education. ( Amundsen & Wilson, 2012 ).

1.3.1.2 Empirical

An empirical literature review collects, creates, arranges, and analyzes numeric data reflecting the frequency of themes, topics, authors and/or methods found in existing literature. Empirical literature reviews present their summaries in quantifiable terms using descriptive and inferential statistics.

Examples of an Empirical Review:

• Nursing : False-positive findings in Cochrane meta-analyses with and without application of trial sequential analysis: An empirical review. ( Imberger, Thorlund, Gluud, & Wettersley, 2016 ).
• Education : Impediments of e-learning adoption in higher learning institutions of Tanzania: An empirical review ( Mwakyusa & Mwalyagile, 2016 ).

1.3.1.3 Exploratory

Unlike a synoptic literature review, the purpose here is to provide a broad approach to the topic area. The aim is breadth rather than depth and to get a general feel for the size of the topic area. A graduate student might do an exploratory review of the literature before beginning a synoptic, or more comprehensive one.

Examples of an Exploratory Review:

• Education : University research management: An exploratory literature review. ( Schuetzenmeister, 2010 ).
• Education : An exploratory review of design principles in constructivist gaming learning environments. ( Rosario & Widmeyer, 2009 ).

1.3.1.4 Focused

A type of literature review limited to a single aspect of previous research, such as methodology. A focused literature review generally will describe the implications of choosing a particular element of past research, such as methodology in terms of data collection, analysis and interpretation.

Examples of a Focused Review:

• Nursing : Clinical inertia in the management of type 2 diabetes mellitus: A focused literature review. ( Khunti, Davies, & Khunti, 2015 ).
• Education : Language awareness: Genre awareness-a focused review of the literature. ( Stainton, 1992 ).

1.3.1.5 Integrative

Critiques past research and draws overall conclusions from the body of literature at a specified point in time. Reviews, critiques, and synthesizes representative literature on a topic in an integrated way. Most integrative reviews are intended to address mature topics or  emerging topics. May require the author to adopt a guiding theory, a set of competing models, or a point of view about a topic.  For more description of integrative reviews, see Whittemore & Knafl (2005).

Examples of an Integrative Review:

• Nursing : Interprofessional teamwork and collaboration between community health workers and healthcare teams: An integrative review. ( Franklin,  Bernhardt, Lopez, Long-Middleton, & Davis, 2015 ).
• Education : Exploring the gap between teacher certification and permanent employment in Ontario: An integrative literature review. ( Brock & Ryan, 2016 ).

1.3.1.6 Meta-analysis

A subset of a  systematic review, that takes findings from several studies on the same subject and analyzes them using standardized statistical procedures to pool together data. Integrates findings from a large body of quantitative findings to enhance understanding, draw conclusions, and detect patterns and relationships. Gather data from many different, independent studies that look at the same research question and assess similar outcome measures. Data is combined and re-analyzed, providing a greater statistical power than any single study alone. It’s important to note that not every systematic review includes a meta-analysis but a meta-analysis can’t exist without a systematic review of the literature.

Examples of a Meta-Analysis:

• Education : Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. ( Capar & Tarim, 2015 ).
• Nursing : A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students. ( Lee, Lee, Gong, Bae, & Choi, 2016 ).
• Education : Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. ( Weinburgh, 1995 ).

1.3.1.7 Narrative/Traditional

An overview of research on a particular topic that critiques and summarizes a body of literature. Typically broad in focus. Relevant past research is selected and synthesized into a coherent discussion. Methodologies, findings and limits of the existing body of knowledge are discussed in narrative form. Sometimes also referred to as a traditional literature review. Requires a sufficiently focused research question. The process may be subject to bias that supports the researcher’s own work.

Examples of a Narrative/Traditional Review:

• Nursing : Family carers providing support to a person dying in the home setting: A narrative literature review. ( Morris, King, Turner, & Payne, 2015 ).
• Education : Adventure education and Outward Bound: Out-of-class experiences that make a lasting difference. ( Hattie, Marsh, Neill, & Richards, 1997 ).
• Education : Good quality discussion is necessary but not sufficient in asynchronous tuition: A brief narrative review of the literature. ( Fear & Erikson-Brown, 2014 ).
• Nursing : Outcomes of physician job satisfaction: A narrative review, implications, and directions for future research. ( Williams & Skinner, 2003 ).

1.3.1.8 Realist

Aspecific type of literature review that is theory-driven and interpretative and is intended to explain the outcomes of a complex intervention program(s).

Examples of a Realist Review:

• Nursing : Lean thinking in healthcare: A realist review of the literature. ( Mazzacato, Savage, Brommels, 2010 ).
• Education : Unravelling quality culture in higher education: A realist review. ( Bendermacher, Egbrink, Wolfhagen, & Dolmans, 2017 ).

1.3.1.9 Scoping

Tend to be non-systematic and focus on breadth of coverage conducted on a topic rather than depth. Utilize a wide range of materials; may not evaluate the quality of the studies as much as count the number. One means of understanding existing literature. Aims to identify nature and extent of research; preliminary assessment of size and scope of available research on topic. May include research in progress.

Examples of a Scoping Review:

• Nursing : Organizational interventions improving access to community-based primary health care for vulnerable populations: A scoping review. ( Khanassov, Pluye, Descoteaux, Haggerty,  Russell, Gunn, & Levesque, 2016 ).
• Education : Interdisciplinary doctoral research supervision: A scoping review. ( Vanstone, Hibbert, Kinsella, McKenzie, Pitman, & Lingard, 2013 ).
• Nursing : A scoping review of the literature on the abolition of user fees in health care services in Africa. ( Ridde, & Morestin, 2011 ).

1.3.1.10 Synoptic

Unlike an exploratory review, the purpose is to provide a concise but accurate overview of all material that appears to be relevant to a chosen topic. Both content and methodological material is included. The review should aim to be both descriptive and evaluative. Summarizes previous studies while also showing how the body of literature could be extended and improved in terms of content and method by identifying gaps.

Examples of a Synoptic Review:

• Education : Theoretical framework for educational assessment: A synoptic review. ( Ghaicha, 2016 ).
• Education : School effects research: A synoptic review of past efforts and some suggestions for the future. ( Cuttance, 1981 ).

1.3.1.11 Systematic Review

A rigorous review that follows a strict methodology designed with a presupposed selection of literature reviewed.  Undertaken to clarify the state of existing research, the evidence, and possible implications that can be drawn from that.  Using comprehensive and exhaustive searching of the published and unpublished literature, searching various databases, reports, and grey literature.  Transparent and reproducible in reporting details of time frame, search and methods to minimize bias.  Must include a team of at least 2-3 and includes the critical appraisal of the literature.  For more description of systematic reviews, including links to protocols, checklists, workflow processes, and structure see “ A Young Researcher’s Guide to a Systematic Review “.

Examples of a Systematic Review:

• Education : The potentials of using cloud computing in schools: A systematic literature review ( Hartmann, Braae, Pedersen, & Khalid, 2017 )
• Nursing : Is butter back? A systematic review and meta-analysis of butter consumption and risk of cardiovascular disease, diabetes, and total mortality. ( Pimpin, Wu, Haskelberg, Del Gobbo, & Mozaffarian, 2016 ).
• Education : The use of research to improve professional practice: a systematic review of the literature. ( Hemsley-Brown & Sharp, 2003 ).
• Nursing : Using computers to self-manage type 2 diabetes. ( Pal, Eastwood, Michie, Farmer, Barnard, Peacock, Wood, Inniss, & Murray, 2013 ).

1.3.1.12 Umbrella/Overview of Reviews

Compiles evidence from multiple systematic reviews into one document. Focuses on broad condition or problem for which there are competing interventions and highlights reviews that address those interventions and their effects. Often used in recommendations for practice.

Examples of an Umbrella/Overview Review:

• Education : Reflective practice in healthcare education: An umbrella review. ( Fragknos, 2016 ).
• Nursing : Systematic reviews of psychosocial interventions for autism: an umbrella review. ( Seida, Ospina, Karkhaneh, Hartling, Smith, & Clark, 2009 ).

For a brief discussion see “ Not all literature reviews are the same ” (Thomson, 2013).

1.4 Why do a Literature Review?

The purpose of the literature review is the same regardless of the topic or research method. It tests your own research question against what is already known about the subject.

1.4.1 First – It’s part of the whole. Omission of a literature review chapter or section in a graduate-level project represents a serious void or absence of critical element in the research process.

The outcome of your review is expected to demonstrate that you:

• can systematically explore the research in your topic area
• can read and critically analyze the literature in your discipline and then use it appropriately to advance your own work
• have sufficient knowledge in the topic to undertake further investigation

1.4.2 Second – It’s good for you!

• You improve your skills as a researcher
• You become familiar with the discourse of your discipline and learn how to be a scholar in your field
• You learn through writing your ideas and finding your voice in your subject area
• You define, redefine and clarify your research question for yourself in the process

1.4.3 Third – It’s good for your reader. Your reader expects you to have done the hard work of gathering, evaluating and synthesizes the literature.  When you do a literature review you:

• Set the context for the topic and present its significance
• Identify what’s important to know about your topic – including individual material, prior research, publications, organizations and authors.
• Demonstrate relationships among prior research
• Establish limitations of existing knowledge
• Analyze trends in the topic’s treatment and gaps in the literature

1.4.4 Why do a literature review?

• To locate gaps in the literature of your discipline
• To avoid reinventing the wheel
• To carry on where others have already been
• To identify other people working in the same field
• To increase your breadth of knowledge in your subject area
• To find the seminal works in your field
• To provide intellectual context for your own work
• To acknowledge opposing viewpoints
• To put your work in perspective
• To demonstrate you can discover and retrieve previous work in the area

1.5 Common Literature Review Errors

Graduate-level literature reviews are more than a summary of the publications you find on a topic.  As you have seen in this brief introduction, literature reviews are a very specific type of research, analysis, and writing.  We will explore these topics more in the next chapters.  Some things to keep in mind as you begin your own research and writing are ways to avoid the most common errors seen in the first attempt at a literature review.  For a quick review of some of the pitfalls and challenges a new researcher faces when he/she begins work, see “ Get Ready: Academic Writing, General Pitfalls and (oh yes) Getting Started! ”.

As you begin your own graduate-level literature review, try to avoid these common mistakes:

• Accepts another researcher’s finding as valid without evaluating methodology and data
• Contrary findings and alternative interpretations are not considered or mentioned
• Findings are not clearly related to one’s own study, or findings are too general
• Insufficient time allowed to define best search strategies and writing
• Isolated statistical results are simply reported rather than synthesizing the results
• Problems with selecting and using most relevant keywords, subject headings and descriptors
• Relies too heavily on secondary sources
• Search methods are not recorded or reported for transparency
• Summarizes rather than synthesizes articles

In conclusion, the purpose of a literature review is three-fold:

• to survey the current state of knowledge or evidence in the area of inquiry,
• to identify key authors, articles, theories, and findings in that area, and
• to identify gaps in knowledge in that research area.

A literature review is commonly done today using computerized keyword searches in online databases, often working with a trained librarian or information expert. Keywords can be combined using the Boolean operators, “and”, “or” and sometimes “not”  to narrow down or expand the search results. Once a list of articles is generated from the keyword and subject heading search, the researcher must then manually browse through each title and abstract, to determine the suitability of that article before a full-text article is obtained for the research question.

Literature reviews should be reasonably complete, and not restricted to a few journals, a few years, or a specific methodology or research design. Reviewed articles may be summarized in the form of tables, and can be further structured using organizing frameworks such as a concept matrix.

A well-conducted literature review should indicate whether the initial research questions have already been addressed in the literature, whether there are newer or more interesting research questions available, and whether the original research questions should be modified or changed in light of findings of the literature review.

The review can also provide some intuitions or potential answers to the questions of interest and/or help identify theories that have previously been used to address similar questions and may provide evidence to inform policy or decision-making. ( Bhattacherjee, 2012 ).

Read Abstract 1.  Refer to Types of Literature Reviews.  What type of literature review do you think this study is and why?  See the Answer Key for the correct response.

Nursing : To describe evidence of international literature on the safe care of the hospitalised child after the World Alliance for Patient Safety and list contributions of the general theoretical framework of patient safety for paediatric nursing.

An integrative literature review between 2004 and 2015 using the databases PubMed, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Scopus, Web of Science and Wiley Online Library, and the descriptors Safety or Patient safety, Hospitalised child, Paediatric nursing, and Nursing care.

Thirty-two articles were analysed, most of which were from North American, with a descriptive approach. The quality of the recorded information in the medical records, the use of checklists, and the training of health workers contribute to safe care in paediatric nursing and improve the medication process and partnerships with parents.

General information available on patient safety should be incorporated in paediatric nursing care. ( Wegner, Silva, Peres, Bandeira, Frantz, Botene, & Predebon, 2017 ).

Read Abstract 2.  Refer to Types of Literature Reviews.  What type of lit review do you think this study is and why?  See the Answer Key for the correct response.

Education : The focus of this paper centers around timing associated with early childhood education programs and interventions using meta-analytic methods. At any given assessment age, a child’s current age equals starting age, plus duration of program, plus years since program ended. Variability in assessment ages across the studies should enable everyone to identify the separate effects of all three time-related components. The project is a meta-analysis of evaluation studies of early childhood education programs conducted in the United States and its territories between 1960 and 2007. The population of interest is children enrolled in early childhood education programs between the ages of 0 and 5 and their control-group counterparts. Since the data come from a meta-analysis, the population for this study is drawn from many different studies with diverse samples. Given the preliminary nature of their analysis, the authors cannot offer conclusions at this point. ( Duncan, Leak, Li, Magnuson, Schindler, & Yoshikawa, 2011 ).

Test Yourself

See Answer Key for the correct responses.

The purpose of a graduate-level literature review is to summarize in as many words as possible everything that is known about my topic.

A literature review is significant because in the process of doing one, the researcher learns to read and critically assess the literature of a discipline and then uses it appropriately to advance his/her own research.

Read the following abstract and choose the correct type of literature review it represents.

Nursing: E-cigarette use has become increasingly popular, especially among the young. Its long-term influence upon health is unknown. Aim of this review has been to present the current state of knowledge about the impact of e-cigarette use on health, with an emphasis on Central and Eastern Europe. During the preparation of this narrative review, the literature on e-cigarettes available within the network PubMed was retrieved and examined. In the final review, 64 research papers were included. We specifically assessed the construction and operation of the e-cigarette as well as the chemical composition of the e-liquid; the impact that vapor arising from the use of e-cigarette explored in experimental models in vitro; and short-term effects of use of e-cigarettes on users’ health. Among the substances inhaled by the e-smoker, there are several harmful products, such as: formaldehyde, acetaldehyde, acroleine, propanal, nicotine, acetone, o-methyl-benzaldehyde, carcinogenic nitrosamines. Results from experimental animal studies indicate the negative impact of e-cigarette exposure on test models, such as ascytotoxicity, oxidative stress, inflammation, airway hyper reactivity, airway remodeling, mucin production, apoptosis, and emphysematous changes. The short-term impact of e-cigarettes on human health has been studied mostly in experimental setting. Available evidence shows that the use of e-cigarettes may result in acute lung function responses (e.g., increase in impedance, peripheral airway flow resistance) and induce oxidative stress. Based on the current available evidence, e-cigarette use is associated with harmful biologic responses, although it may be less harmful than traditional cigarettes. (J ankowski, Brożek, Lawson, Skoczyński, & Zejda, 2017 ).

• Meta-analysis
• Exploratory

Education: In this review, Mary Vorsino writes that she is interested in keeping the potential influences of women pragmatists of Dewey’s day in mind while presenting modern feminist re readings of Dewey. She wishes to construct a narrowly-focused and succinct literature review of thinkers who have donned a feminist lens to analyze Dewey’s approaches to education, learning, and democracy and to employ Dewey’s works in theorizing on gender and education and on gender in society. This article first explores Dewey as both an ally and a problematic figure in feminist literature and then investigates the broader sphere of feminist pragmatism and two central themes within it: (1) valuing diversity, and diverse experiences; and (2) problematizing fixed truths. ( Vorsino, 2015 ).

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Literature Reviews for Education and Nursing Graduate Students Copyright © by Linda Frederiksen is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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How do I Write a Literature Review?: #5 Writing the Review

• Step #1: Choosing a Topic
• Step #2: Finding Information
• Step #3: Evaluating Content
• Step #4: Synthesizing Content
• #5 Writing the Review
• Citing Your Sources

WRITING THE REVIEW 

You've done the research and now you're ready to put your findings down on paper. When preparing to write your review, first consider how will you organize your review.

The actual review generally has 5 components:

Abstract  -  An abstract is a summary of your literature review. It is made up of the following parts:

• A contextual sentence about your motivation behind your research topic
• Your thesis statement
• A descriptive statement about the types of literature used in the review
• Summarize your findings
• Conclusion(s) based upon your findings

Introduction :   Like a typical research paper introduction, provide the reader with a quick idea of the topic of the literature review:

• Define or identify the general topic, issue, or area of concern. This provides the reader with context for reviewing the literature.
• Identify related trends in what has already been published about the topic; or conflicts in theory, methodology, evidence, and conclusions; or gaps in research and scholarship; or a single problem or new perspective of immediate interest.
• Establish your reason (point of view) for reviewing the literature; explain the criteria to be used in analyzing and comparing literature and the organization of the review (sequence); and, when necessary, state why certain literature is or is not included (scope)  - 

Body :  The body of a literature review contains your discussion of sources and can be organized in 3 ways-

• Chronological -  by publication or by trend
• Thematic -  organized around a topic or issue, rather than the progression of time
• Methodical -  the focusing factor usually does not have to do with the content of the material. Instead, it focuses on the "methods" of the literature's researcher or writer that you are reviewing

You may also want to include a section on "questions for further research" and discuss what questions the review has sparked about the topic/field or offer suggestions for future studies/examinations that build on your current findings.

Conclusion :  In the conclusion, you should:

Conclude your paper by providing your reader with some perspective on the relationship between your literature review's specific topic and how it's related to it's parent discipline, scientific endeavor, or profession.

Bibliography :   Since a literature review is composed of pieces of research, it is very important that your correctly cite the literature you are reviewing, both in the reviews body as well as in a bibliography/works cited. To learn more about different citation styles, visit the " Citing Your Sources " tab.

• Writing a Literature Review: Wesleyan University
• Literature Review: Edith Cowan University
• << Previous: Step #4: Synthesizing Content
• Next: Citing Your Sources >>
• Last Updated: Aug 22, 2023 1:35 PM
• URL: https://libguides.eastern.edu/literature_reviews

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Literature Review Tips for the Introduction and Discussion Sections

A literature review is a summary of studies related to a particular area of research. It identifies and summarizes all the relevant research conducted on a particular topic. It is important that your literature review is focused . Therefore, you should choose a limited number of studies that are central to your topic rather than trying to collect a wide range of studies that might not be closely connected.

Literature reviews help you accomplish the following:

• Evaluate past research  Collecting relevant resources will help you see what research has already been done. This will also help avoid duplication.
• Identify experts It is important to identify credible researchers who have knowledge in a given field, in order to seek their help if you get stuck with certain aspects of your research.
• Identify key questions  Your ultimate aim is to bring something new to the conversation. Collecting resources will help you determine the important questions that need to be addressed.
• Determine methodologies used in past studies Knowing how others have approached a particular topic will give you the opportunity to identify problems and find new ways to research and study a topic. If the reported methodology was successful, you can use it and save time that you would otherwise be spending on optimization.

Presenting Literature Review in the Introduction and Discussion Sections

There are many benefits to presenting literature reviews in the introduction and discussion sections of your manuscripts . However, there are differences in how you can present literature reviews in each section.

What Should be Included in the Literature Review of the Introduction Section?

The literature reviewed in the introduction should:

• Introduce the topic
• Establish the significance of the study
• Provide an overview of the relevant literature
• Establish a context for the study using the literature
• Identify knowledge gaps
• Illustrate how the study will advance knowledge on the topic

As you can see, literature review plays a significant role in the introduction section. However, there are some things that you should avoid doing in this section. These include:

• Elaborating on the studies mentioned in the literature review
• Using studies from the literature review to aggressively support your research
• Directly quoting studies from the literature review

It is important to know how to integrate the literature review into the introduction in an effective way. Although you can mention other studies, they should not be the focus. Instead, focus on using the literature review to aid in setting a foundation for the manuscript.

What Goes in the Literature Review of the Discussion Section?

Literature reviews play an important role in the discussion section of a manuscript . In this section, your findings should be the focus, rather than those of other researchers. Therefore, you should only use the studies mentioned in the literature review as support and evidence for your study.

There are three ways in which you can use literature reviews in the discussion section:

• To Provide Context for Your Study Using studies from the literature review helps to set the foundation for how you will reveal your findings and develop your ideas.
• Compare your Findings to Other Studies You can use previous literature as a backdrop to compare your new findings. This helps describe and also advance your ideas.
• State the Contribution of Your Study In addition to developing your ideas, you can use literature reviews to explain how your study contributes to the field of study.

However, there are three common mistakes that researchers make when including literature reviews in the discussion section. First, they mention all sorts of studies, some of which are not even relevant to the topic under investigation. Second, instead of citing the original article, they cite a related article that mentions the original article. Lastly, some authors cite previous work solely based on the abstract, without even going through the entire paper.

We hope this article helps you effectively present your literature review in both the introduction as well as the discussion section of your manuscript. You can also mention any other tips that will add to this article in the comments section below.

References:

[1]  http://www.math.montana.edu/jobo/phdprep/documents/phd6.pdf 

[2]  https://libguides.unf.edu/c.php?g=177129&p=1163732

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What is the Purpose of a Literature Review?

4-minute read

• 23rd October 2023

If you’re writing a research paper or dissertation , then you’ll most likely need to include a comprehensive literature review . In this post, we’ll review the purpose of literature reviews, why they are so significant, and the specific elements to include in one. Literature reviews can:

1. Provide a foundation for current research.

2. Define key concepts and theories.

3. Demonstrate critical evaluation.

4. Show how research and methodologies have evolved.

5. Identify gaps in existing research.

6. Support your argument.

Keep reading to enter the exciting world of literature reviews!

What is a Literature Review?

A literature review is a critical summary and evaluation of the existing research (e.g., academic journal articles and books) on a specific topic. It is typically included as a separate section or chapter of a research paper or dissertation, serving as a contextual framework for a study. Literature reviews can vary in length depending on the subject and nature of the study, with most being about equal length to other sections or chapters included in the paper. Essentially, the literature review highlights previous studies in the context of your research and summarizes your insights in a structured, organized format. Next, let’s look at the overall purpose of a literature review.

Find this useful?

Subscribe to our newsletter and get writing tips from our editors straight to your inbox.

Literature reviews are considered an integral part of research across most academic subjects and fields. The primary purpose of a literature review in your study is to:

Provide a Foundation for Current Research

Since the literature review provides a comprehensive evaluation of the existing research, it serves as a solid foundation for your current study. It’s a way to contextualize your work and show how your research fits into the broader landscape of your specific area of study.  

Define Key Concepts and Theories

The literature review highlights the central theories and concepts that have arisen from previous research on your chosen topic. It gives your readers a more thorough understanding of the background of your study and why your research is particularly significant .

Demonstrate Critical Evaluation 

A comprehensive literature review shows your ability to critically analyze and evaluate a broad range of source material. And since you’re considering and acknowledging the contribution of key scholars alongside your own, it establishes your own credibility and knowledge.

Show How Research and Methodologies Have Evolved

Another purpose of literature reviews is to provide a historical perspective and demonstrate how research and methodologies have changed over time, especially as data collection methods and technology have advanced. And studying past methodologies allows you, as the researcher, to understand what did and did not work and apply that knowledge to your own research.  

Identify Gaps in Existing Research

Besides discussing current research and methodologies, the literature review should also address areas that are lacking in the existing literature. This helps further demonstrate the relevance of your own research by explaining why your study is necessary to fill the gaps.

Support Your Argument

A good literature review should provide evidence that supports your research questions and hypothesis. For example, your study may show that your research supports existing theories or builds on them in some way. Referencing previous related studies shows your work is grounded in established research and will ultimately be a contribution to the field.  

Literature Review Editing Services 

Ensure your literature review is polished and ready for submission by having it professionally proofread and edited by our expert team. Our literature review editing services will help your research stand out and make an impact. Not convinced yet? Send in your free sample today and see for yourself! 

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Computer Science > Machine Learning

Title: an introduction to vision-language modeling.

Abstract: Following the recent popularity of Large Language Models (LLMs), several attempts have been made to extend them to the visual domain. From having a visual assistant that could guide us through unfamiliar environments to generative models that produce images using only a high-level text description, the vision-language model (VLM) applications will significantly impact our relationship with technology. However, there are many challenges that need to be addressed to improve the reliability of those models. While language is discrete, vision evolves in a much higher dimensional space in which concepts cannot always be easily discretized. To better understand the mechanics behind mapping vision to language, we present this introduction to VLMs which we hope will help anyone who would like to enter the field. First, we introduce what VLMs are, how they work, and how to train them. Then, we present and discuss approaches to evaluate VLMs. Although this work primarily focuses on mapping images to language, we also discuss extending VLMs to videos.

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Exploring the Relationship between Micronutrients and Athletic Performance: A Comprehensive Scientific Systematic Review of the Literature in Sports Medicine

Hadeel ali ghazzawi.

1 Department Nutrition and Food Technology, School of Agriculture, The University of Jordan, Amman 11942, Jordan; moc.kooltuo@89tadaraj_ranam (M.J.); moc.liamg@idiabolasodnos (S.A.);

Mariam Ali Hussain

2 Department of Psychiatry, College of Medicine and Medical Sciences, Arabian Gulf University, Manama 323, Bahrain; hb.ude.uga@hhamairam (M.A.H.); hb.ude.uga@zmajidahk (K.M.R.); moc.liamg@849ydneslaalwahk (K.K.A.);

Khadija Majdy Raziq

Khawla khaled alsendi, reem osama alaamer, manar jaradat, sondos alobaidi, raghad al aqili, khaled trabelsi.

3 High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia

4 Research Laboratory—Education, Motricity, Sport and Health, University of Sfax, Sfax 3000, Tunisia

Haitham Jahrami

5 Government Hospitals, Ministry of Health, Manama 323, Bahrain

Associated Data

All data are available in the manuscript.

The aim of this systematic review is twofold: (i) to examine the effects of micronutrient intake on athletic performance and (ii) to determine the specific micronutrients, such as vitamins, minerals, and antioxidants, that offer the most significant enhancements in terms of athletic performance, with the goal of providing guidance to athletes and coaches in optimizing their nutritional strategies. The study conducted a systematic search of electronic databases (i.e., PubMed, Web of Science, Scopus) using keywords pertaining to micronutrients, athletic performance, and exercise. The search involved particular criteria of studies published in English between 1950 and 2023. The findings suggest that vitamins and minerals are crucial for an athlete’s health and physical performance, and no single micronutrient is more important than others. Micronutrients are necessary for optimal metabolic body’s functions such as energy production, muscle growth, and recovery, which are all important for sport performance. Meeting the daily intake requirement of micronutrients is essential for athletes, and while a balanced diet that includes healthy lean protein sources, whole grains, fruits, and vegetables is generally sufficient, athletes who are unable to meet their micronutrient needs due to malabsorption or specific deficiencies may benefit from taking multivitamin supplements. However, athletes should only take micronutrient supplements with the consultation of a specialized physician or nutritionist and avoid taking them without confirming a deficiency.

1. Introduction

Optimal performance is a primary objective for many athletes, and this can be attained by following a suitable exercise protocol and ensuring proper nutrition [ 1 ]. Food is composed of nutrients that are essential for growth, repair, and energy generation depending on the amount that meets the body’s need [ 2 ]. Nutrients are typically categorized into two main groups: micronutrients and macronutrients [ 3 ]. When it comes to athletic performance, the importance of micronutrients should not be neglected [ 4 ]. Athletes are prone to consuming insufficient amounts of micronutrients due to inappropriate dietary habits, especially if they are not matching their physical activity requirements [ 5 ]. By making sure they are receiving adequate levels of micronutrients, athletes can give themselves a competitive edge and maximize the potential of their training [ 6 ]. Micronutrients may boost mental performance, help balance hormones, and keep cognitive performance at its peak [ 7 ].

It is noteworthy to emphasize that sports nutrition is not a one-size-fits-all solution, as each athlete has specific nutritional needs [ 7 ]. Therefore, athletes, nutritionists, and coaches must work together to customize nutritional plans for each athlete to ensure that their athletes/players’ needs are considered properly and they are receiving the sufficient level of nutrients they need to aid in the adaptation to their training and ultimately support optimal athletic performance. The evaluation of the evidence of the impact of micronutrients on the performance of athletes is the main purpose of this comprehensive systematic review paper.

2. Methods and Search Strategy

A comprehensive literature search was conducted using the Web of Science, Scopus, and PubMed databases. In order to retrieve relevant studies on the topic, our search strategy incorporated keywords including “micronutrients”, “vitamins”, “minerals”,” antioxidants”, “athletes”, “sport performance”, “training”, and “exercise”. Original research articles involving human subjects, English-language publications, human subjects, and a focus on micronutrients and athletic performance were the inclusion criteria. For the systematic review procedure, the Synthesis without meta-analysis (SWIM) recommendations were followed. The search was limited to articles published between January 1950 and 31 March 2023. The studies that made the cut for the review had to measure outcomes related to athletic performance, have a sample size of at least 10 participants, and use an intervention involving a micronutrient supplement. Studies that concentrated on macronutrients—such as carbohydrates and protein—were disregarded.

2.1. Data Extraction

Studies’ titles and abstracts located by the search were examined by two independent reviewers. After that, full-text articles were examined to see if they qualified for inclusion in the review. Data on the study design, sample size, intervention protocol, micronutrient supplements used, athletic performance outcomes assessed, and outcomes were extracted from the eligible studies.

2.2. Data Synthesis

To summarize the conclusions of the included studies, a narrative synthesis was carried out. The studies’ findings were categorized by micronutrient supplement and athletic performance outcome measures. A description of each study’s design, sample size, intervention strategy, and findings was included in the synthesis. It is important to ensure the accuracy and reliability of a systematic review by ensuring that all information is extracted in a standardized and consistent manner. In this study, two authors independently extracted all information from each paper to minimize the risk of bias and errors. This approach helps to ensure the validity of the review’s findings and strengthens the overall quality of the study. By having two authors independently extract information from each paper, the review can ensure data accuracy and increase confidence in the conclusions drawn from the analysis. It is a rigorous method that is commonly used in systematic reviews and emphasizes the importance of transparency and objectivity in research [ 8 ].

A total of 231 articles were obtained involving 18,683 athletes. Table 1 provides a summary of the main micronutrients researched in sports medicine. Table 2 provides a summary of all available 217 research articles about micronutrients and sports performance. Figure 1 simplified the model of micronutrients’ main functions in sports medicine.

Model of micronutrients’ main functions in sports medicine.

Dietary Difference Intake and Top Sources of Vitamins and Minerals.

Abbreviations: µg: microgram; DNA: deoxyribonucleic acid; IU: international unit; mg: milligram; ROS: reactive oxygen species.

Comprehensive overview of articles about micronutrients and sport performance.

4. Vitamins

Vitamins are organic essential compounds that cannot be synthesized by the human body [ 29 ]. They play a vital role in numerous functions that are relevant to the athlete’s performance [ 7 ]. Their functions are evident in co-enzymes, hormones, and autoxidation, as well as their contribution to energy production [ 242 ]. There are thirteen various kinds of vitamins currently divided into two major groups due to their chemical and biological functions, four of which are fat-soluble vitamins (FSV) including vitamins A, D, E, and K, and the rest are water-soluble vitamins (WSV) including B complex vitamins and vitamin C [ 243 ]. Table 1 summarizes the recommendation requirements of vitamins along with the rich sources and their roles in exercise performance.

5. Fat-Soluble Vitamins (FSV)

Vitamin A plays a significant role in promoting the overall wellbeing of athletes, as it aids in the formation of healthy tissues and improves oxygen access throughout the body, thereby supporting the maintenance of an adequate level of physical activity [ 3 ]. It also has a crucial influence on vision, skin health, and immune system functioning [ 29 ]. Moreover, vitamin A is a potent antioxidant that helps in neutralizing free radicals generated by oxidative stress during advanced physical training. The sufficient consumption of vitamin A may help alleviate the reactive oxygen species and avoid the onset of illnesses such as heart failure and muscle damage [ 244 ], as mentioned in many studies in Table 2 .

Vitamin A mainly exists in two forms: animal source (retinol) and plant-based provitamin A (carotenoids). The intake of sufficient amounts of beef liver, eggs, dairy products, and seafood as well as dark leafy green vegetables may ensure meeting the dietary requirements for athletes. It is noteworthy that athletes may benefit from supplementation with multivitamins that contain vitamin A, as a part rather than its own sole use [ 29 ].

Vitamin A has been proved to enhance and support various body functions, including reaction time, muscles recovery [ 245 , 246 ], and protein synthesis, which is essential for muscle growth and recovery and can be important for those competing in events requiring fast reflexes [ 247 ]. Furthermore, vitamin A can help protect athletes against injuries by increasing healing times and promoting the formation of healthy connective tissues [ 3 ]. Finally, vitamin A may help fight off colds, flu, and other illnesses, which can be particularly helpful for traveling athletes.

To evaluate the effect of crocetin on fatigue, a study test was conducted by athletes to measure stamina using a bicycle ergometer at a standard workload for 120 min twice. They also performed non-workload tests of 10 s at 30 min at a maximum velocity (MV) [ 242 ]. A difference in MV from 30 to the 210 min test was remarkably reported only in men who consumed crocetin when compared to their counterpart who used a placebo ( p < 0.05) [ 248 ]. No difference was observed with the consumption of ascorbic acid in all candidates with the same period [ 248 ]. The daily consumption of crocetin would reduce physical exhaustion in men, according to these results [ 179 ]. The attenuating effect of saffron carotenoids on muscle fatigue is due to their provitamin A activity [ 248 ]. Athletes should meet their daily recommended intake of vitamin A to guarantee a perfect peak physical condition [ 249 ].

The Recommended Dietary Allowance (RDA) of retinol activity equivalents (mcg RAE), as shown in Table 1 , is 900 micrograms for men aged 19 years old and older, equal to 3000 international units (IU), and 700 mcg RAE for women aged 19 years old and older, equivalent to 2333 (IU). However, the adherence to a maximum Tolerable Upper Limit (UL) of 10,000 IU (3000 mcg)/day for adults is important to avoid any dangerous effect. It is also important to emphasize that toxicity may occur when frequent doses of more than 25,000 IU are taken daily [ 3 ].

β-carotene is a member of the carotenoid family that is thought to provide numerous health benefits, including immunity system boosting, antioxidation properties, and performance enhancement [ 250 ]. β-carotene is an essential antioxidant, meaning that it helps prevent the harmful effect of free radicals on cells [ 251 ]. This is important for athletes, as free radicals are generated during strenuous exercise and can lead to fatigue and soreness [ 176 ]. Several studies have reported similar findings, highlighting the ability of vitamin A to potentially reduce recovery time from exercise [ 7 , 250 ]

Sumac juice drink was tested in a study to evaluate its impact on pain scores through post-exercise intervals. Forty healthy candidates involved in an aerobic training protocol for four weeks received a dose of placebo or sumac juice consumption two times/day for a month. The results revealed that participants of the sumac juice group had a lower pain score increment and even a better enhancement during pain relief. The potency of protecting muscles might be due to the sumac juice antioxidant potency of β-carotene-linoleic acid components. These results highlight the possibility of sumac juice consumption in improving muscle performance among athletes [ 252 ]. Nevertheless, future studies of athletes are warranted.

Athletes often push their bodies to the limit, therefore compromising their immune systems and making them more susceptible to infections and illness [ 176 ]. Taking a supplement with β-carotene may have potential benefits for the immune system, helping to prevent illness and potentially enabling athletes to train harder and longer [ 250 , 251 ]. Apparently healthy nonsmoker adult males were involved in consuming placebo or 15 mg/day of β-carotene for 26 days. After oral administration, significant increases in the monocytes percentage representing the major histocompatibility complex class II molecule human leukocyte antigen DR isotype (HLA-DR) and the adhesion molecules intercellular adhesion molecule-1 and leukocyte function-associated antigen-3 were observed. Furthermore, tumor necrosis factor-alpha (TNF-alpha) was notably elevated due to the dose intake, arguing that a slight increment in the consumption of dietary β-carotene can enhance the responses of immune cells within the short term, supporting the process of the carcinogenic potency [ 253 ].

Lastly, β-carotene has been found to improve physical performance [ 254 ]. Studies have shown that β-carotene supplementation may lead to endurance strength improvement and injury risk prevention [ 3 , 150 ]. Similarly, a meta-analysis of nine studies including participants from both genders, with a total 190,545 candidates, emphasized that β-carotene leads to a significant enhancement in overall performance [ 29 ]. There was a 95% possibility that β-carotene consumption attenuates the possibility of hip fracture and other different fracture types by over 20% [ 251 ]. According to research, despite the uncertain effect of the antioxidant’s supplementation, consuming β-carotene and combining antioxidants or not still has an effective impact in reducing exercise-induced peroxidation [ 33 ]. This may enhance athletes’ endurance in the long term [ 251 , 254 , 255 ].

6. Vitamin E

As research progresses, the potential advantages of vitamin E for athletes are becoming increasingly apparent. Vitamin E helps in protecting athletes’ bodies and may improve both performance and recovery [ 75 ]. Overtraining and intense exercise are associated with reactive oxygen species (ROSs) production, which aids in enhanced muscular and endurance adaptation to exercise through the upregulation of endogenous antioxidant enzymes [ 256 ]. However, excess accumulation of ROS accompanied by the inability of the body to scavenge these compounds is harmful to the body’s cell components which is associated with fatigue, delayed recovery, and reduced performance [ 257 ]. Accordingly, research suggests the possible protective effects of vitamin E supplements against chronic stress associated with exercise [ 257 , 258 ]. This vitamin possesses antioxidant properties by neutralizing free radicals, protecting cells and tissues [ 257 , 258 ].

Studies showed controversial results of vitamin E supplementation in athletes [ 44 ]. It was shown that vitamin E supplements neither inhibit exercise-induced oxidative stress nor impact endurance running performance [ 259 ]. Moreover, these results were supported by the randomized controlled trial on athletic students where vitamin E oral consumption was found to not influence exercise endurance [ 260 ]. On the other hand, among healthy individuals, vitamin E (alpha-tocopherol) consumption inhibits the exercise-induced reduction in blood paraoxonase 1/arylesterase activity [ 6 , 44 , 147 , 260 ]. Excess doses of supplements have been shown in studies to inhibit the signaling reactions required for adaptations to exercise, creating an interference effect [ 3 ].

A meta-analysis revealed that vitamin E supplements have a beneficial and protective effect, particularly at low doses (≤500 IU/day), in reducing biomarkers associated with exercise-induced muscle damage and oxidative stress. Beneficial effects of the antioxidant characteristics of vitamin E were observed among exercise-induced side-effects [ 257 ]; both animal and human studies have indicated that Vitamin E has the potential to enhance immune function and provide protection against various infectious diseases [ 6 ]. Vitamin E reduces PGE2 production and inhibits COX2 activity, likely by decreasing nitric oxide production [ 261 ]. Furthermore, it improves T cells immune synapse formation and activation signals, and lastly, it helps in modulating the T (Th1/Th2) balance [ 52 ]. This is particularly beneficial for athletes, who are often susceptible to illness and injury due to the intense physical demands of their sport. By supplementing with vitamin E, athletes can help increase the body’s natural immunity, thus reducing the risk of infection and promoting recovery [ 262 ].

Vitamin E may assist in improving blood flow, which is essential for athletes [ 242 ]. γ-tocopherol, which is one of the compounds that contain vitamin E, increases cardiovascular functions. γ-tocopherol expands the activity of nitric oxide synthase, which in turn produces nitric oxide, aiding in vessels relaxation and thus improving blood flow [ 29 ]. Adequate levels of nutrients and oxygen concentrations in muscles indicate a raised blood flow rate, which may help improve performance [ 263 ]. Additionally, vitamin E improves red blood cells’ flow and flexibility [ 264 ]. This is important for athletes, as improved blood flow means better performance in delivering nutrients and oxygen to the muscles, allowing them to perform at their best [ 176 ].

Free radicals such as superoxide, nitric oxide, and hydrogen peroxide are known to be of significant importance, as there must be a balance between antioxidants and free radicals in order to obtain physiological muscle adaptation in response to exercise [ 25 ]. Few studies suggested that antioxidants supplementation may be beneficial under specific circumstances, such as overtraining, high-altitude training, or hypoxic training, and claimed that antioxidant usage such as the intake of vitamin E or vitamin C may have no benefit at all or may even cause harm [ 6 , 7 , 29 , 176 , 256 ]. Misusing or consuming excessive amounts of vitamins can lead to muscle fatigue and impede the recovery process due to the inactivation of the gene expression regulator Nrf2 (Nuclear factor erythroid 2-related factor 2), which plays a role in the response to cellular stress and contributes to enhancing exercise performance [ 265 ]. It is worth noting that Vitamin E toxicity may cause increases in mortality risk factors, since there has been a positive relation accompanied by a high-sensitivity C reactive protein indicative of inflammation [ 266 ].

7. Vitamin D

Vitamin D plays a cooperative role in the synthesis of various hormones in the body [ 3 ]. Dairy products, egg yolk, and fatty fish are the rich dietary intake sources [ 2 ]. Moreover, it can be synthesized in vivo and be activated by sunlight within a duration of 15 to 20 min of exposure [ 44 ]. It also plays an important role in calcium homeostasis and constant healthy bone [ 30 ], functions of improving the immune system, musculoskeletal system, power, and force output [ 45 ].

Vitamin D supplementation has been increased among athletes [ 45 ]. Unfortunately, the widespread vitamin D insufficiency has been clearly stated in elite male athletes, with evidence of a deficit in women [ 46 ]. Percentages of insufficiency in elite athletes were above 50%, and the deficiency in other studies was 70–90%, as reported by Harju et al. [ 47 ]. Certain circumstances impact vitamin D status, such as indoor training, pigmented skin, and living in a high-altitude region [ 48 ]. Studies have reported that athletes with vitamin D deficiency may experience ergogenic benefits when taking vitamin D supplements [ 103 ].

There was a direct relation between the concentrations of vitamin D and athletes’ performance, such as speed, jumps’ height, power muscle tone, and strength of handgrip [ 50 ]. Moreover, the addition of calcium to vitamin D supplements exhibited a reduction in the stress fracture rate [ 106 , 138 ].

In a study conducted among 70 athletes randomly assigned for 8 weeks to either vitamin D oral supplements of 50,000 IU/week group or a control group, a significant improvement in the test of the strength leg press in both groups was reported [ 267 ]. However, the results emphasized that the enhancement in the supplemented group was obviously more noted than that in the control group ( p = 0.034). Moreover, when the sprint test was conducted, within-group enhancement had been noticed in the supplemented group only ( p = 0.030). The results showed that regular weekly vitamin D supplementation with a dose of 50,000 IU increased the levels of circulating calcidiol (major circulating form of vitamin D) by approximately 17 ng/mL. This increment was related to a notable enhancement in sprint and power leg examinations in the vitamin D group [ 138 ]

Additionally, vitamin D is also thought to improve the body’s utilization of carbohydrates during exercise, providing the body with increased energy, which can help to enhance performance [ 1 ]. Twenty-two male adult athletes were allocated into two groups for 8 days: a one-shot dose of 150,000 IU vitamin D group and a placebo group. The vitamin D group showed a significant elevation in muscle power in the period from day 1 up to day 8, suggesting that a single dose of 150 000 IU vitamin D had a beneficial impact on serum 25-hydroxy vitamin D (25(OH)D) levels and the muscle’s role [ 268 ].

To maintain sufficient vitamin D levels, the most appropriate way is to spend time in outdoor direct sunlight for several minutes each day, as obviously indicated by many studies’ conclusions (see Table 2 ). This prescription for sun exposure should also be combined with foods that are rich in vitamin D, such as dairy products, fatty fish, and fortified foods [ 101 ]. Additionally, athletes may also benefit from daily multivitamin supplements that contain vitamin D to ensure that their body receives the best possible nutrition. The recommended daily dose of vitamin D, as shown in Table 1 , varies depending on age; a daily dose of 600 IU (equivalent to 15 micrograms (mcg)) is considered sufficient for the age of 19 and above in both genders, and for adults over 70 years old, an 800 IU (20 mcg) daily dose would be sufficient [ 7 , 25 ]. Vitamin D-deficient athletes would require 50,000 IU of vitamin D per week for 8 weeks [ 138 , 258 ].

A previous study was conducted for 12 weeks among 53 youth athlete swimmers who suffered from insufficient levels of vitamin D to evaluate the influence of vitamin D oral supplementation on physical performance by taking 2000 IU/day of vitamin D or placebo. No notable difference was observed in performance between the supplemented and placebo groups [ 269 ]. The results concluded that there was no remarkable correlation found between Vitamin D levels and the evaluated criteria including strength or swimming performance and even the age-adjusted balance. Although the oral administration of vitamin D had raised the concentration of Vitamin D compared to the placebo group, no significant physical performance enhancement was reported [ 269 ].

8. Vitamin K

Vitamin K is essential for blood coagulation [ 163 ]. It may also impact bone metabolism in postmenopausal women, according to a few previous studies [ 3 , 7 , 270 ]. In elite female athletes, the oral intake of vitamin K at a dose of 10 mg/day has been shown to improve bone remodeling [ 254 ] by increasing the calcium-binding capacity of osteocalcin, promoting bone formation, and reducing bone resorption [ 176 ]. Moreover, the intake of vitamin K improved cardiovascular function [ 18 , 231 ]. Table 1 summarized the recommendation and the role of vitamin K in exercise performance.

9. Water-Soluble Vitamins (WSV)

B-complex vitamins are essential for athletes to maintain optimal health and performance [ 19 ]. B-complex vitamins help athletes manage stress and anxiety, aid in muscle recovery, and reduce fatigue, which may adversely affect performance if left unchecked [ 2 ]. B-complex vitamins help in blood pressure regulation [ 271 ]. Moreover, B-complex vitamins aid in maintaining a healthy sleep schedule by regulating levels of the sleep-regulating hormone melatonin, helping athletes fall in a deep continuous sleep [ 5 ]. This is essential for athletes, as the lack of sleep can affect an athlete’s performance [ 52 ]. B-complex vitamins also contribute to maintaining optimal health and performance in athletes, supporting improved brain functioning, concentration, sleep quality, and energy levels [ 19 ]. Thus, athletes need to ensure that they are receiving enough vitamin B through their diet or supplements [ 244 ].

Thiamine (B1) is a water-soluble vitamin that must be consumed regularly from the diet [ 6 ]. Although free thiamine is stable at acidic pH, it is destroyed by ultraviolet (UV) and gamma irradiation and is heat-sensitive [ 29 ]. Whole grains, bread, and nuts are the most common thiamine food sources, while milled wheat flour, polished rice, vegetables, and fruits contain less thiamin [ 272 ]. The large intestine’s bacteria in the human body are able to produce thiamine and thiamine pyrophosphate (TPP) [ 52 ]. Thiamine leaches into the water due to its solubility and is inevitably lost in any discarded soaking or cooking water, as well as destroyed by heating during culinary methods [ 7 ].

Thiamine, in its active state (TPP), is a cofactor of numerous important enzymes involved in the metabolism of carbohydrates and branched-chain amino acids [ 7 ]. Moreover, it is necessary for several other cellular functions, including the development of nucleic acid precursors, myelin, and neurotransmitters (such as acetylcholine), as well as antioxidant defense [ 272 ]. A deficiency of this vitamin leads to a decline in oxidative metabolism [ 265 ]. The biochemical outcomes include a failure to create adenosine triphosphate (ATP), lactic acidosis resulting in a greater lactic acid generation, and a reduction in neurotransmitter synthesis (e.g., acetylcholine, glutamate, aspartate, and gamma-aminobutyric acid (GABA)) [ 6 ]. The major causes of thiamin deficiency are either the insufficient intake, poor absorption or metabolism, or an increase the body demand [ 265 ]. Furthermore, diuretics and diarrhea lead to thiamine deficiency [ 272 ]. Regarding thiamin and exercise, research suggests that thiamin availability in the diet appears to influence exercise capacity when athletes consume the recommended amount [ 254 ].

Riboflavin (B2) is the second vitamin from the B-complex vitamins [ 270 ]. It appears as a yellow-orange chemical molecule that is water-soluble [ 273 ]. Riboflavin is relatively heat- and oxygen-stable, especially in an acidic environment [ 19 ]. It is very light-sensitive, destroyed by reducing agents, and unstable in alkaline solutions [ 4 ]. Riboflavin is essential and must be obtained from food sources [ 2 ]. Riboflavin is abundant in almonds, beef liver, sardines, mushrooms, cheddar cheese, and eggs [ 271 ]. When athletes consume a typical amount of riboflavin, their exercise capability would be optimum [ 254 ].

Niacin (B3) is the third water-soluble member of the B vitamins family [ 176 ]. Humans can partially convert the essential amino acid tryptophan to nicotinamide, which is a dietary supply of niacin [ 270 ]. However, the conversion cannot meet the demands for niacin, so dietary niacin supplies around 50% of the daily niacin requirement [ 256 ]. Meat, whole grains, milk, and dairy products are good sources of niacin [ 242 ]. Niacin is abundant in peanuts, seafood, mushrooms, and yeasts [ 29 ]. Food items high in tryptophan-containing proteins, such as milk, cheese, and eggs, are good sources of niacin [ 7 ]. Its roles include reduction and oxidation (redox) processes, as well as acting as a ligand for a range of purine receptors [ 243 ].

It is hypothesized that this vitamin lowers cholesterol, improves thermoregulation, and improves oxidative metabolism [ 274 ]. In hypercholesteremic individuals, a niacin intake of 100–500 mg/day may help lower blood lipid levels while increasing homocysteine levels [ 176 ]. Nevertheless, consuming 280 mg of niacin during exercise has been demonstrated to reduce exercise capacity by moderating fatty acid mobilization [ 275 ].

Pantothenic acid (B5) is a water-soluble vitamin that is widely available in the diet [ 3 ]. It is often provided as calcium pantothenate, which is more stable against light, heat, and oxygen, but is unstable in both alkaline and acidic circumstances [ 273 ]. Sodium pantothenate is also available, but its use is restricted due to its hygroscopicity [ 272 ]. Pantothenic acid functions as a coenzyme for acetyl coenzyme A (acetyl CoA), implying its importance in aerobic or oxygen-based energy systems [ 2 ]. Acetyl CoA supplementation has not been shown to increase aerobic performance in studies [ 25 , 52 , 202 , 276 ]. Yet, one study found a reduction in the lactic acid buildup, but no benefit in performance was concluded [ 277 ].

Pyridoxine (B6) is marketed as a supplement that increases muscular growth, strength, and aerobic capacity in the lactic acid and oxygen systems [ 141 ]. It might additionally have a relaxing effect, which has been related to increased mental power [ 24 ]. Surprisingly, research showed that pyridoxine did not increase the capacity of aerobic exercise or the accumulation of lactic acid in well-nourished athletes [ 23 ]. However, when paired with vitamins B1 and B12, it has been shown to raise serotonin levels and enhance motor abilities, which are required in sports such as pistol shooting and archery [ 24 ]. Moreover, vitamin B6, thiamin, and pantothenic acid showed inverse relationships with stress risk and anxiety [ 25 ]. Another study revealed that after a month of vitamin B6 intake, young adult athletes reported feeling less anxiety [ 25 ]. Table 2 presents studies that investigated the effect of vitamin B6 intake either as part of a multivitamin supplement or as a sole intake on exercise performance. Most of the studies reported a positive impact on exercise performance, particularly in cases of vitamin B6 deficiency.

Cyano-cobalamin (B1 2) is a coenzyme required for the synthesis of deoxyribonucleic acid (DNA) and serotonin [ 176 ]. In theory, it would enhance muscular mass and blood oxygen-carrying capacity and lessen anxiety [ 273 ]. However, no ergogenic impact has been documented in well-nourished athletes [ 242 ]. Interestingly, it may enhance pistol shooting performance due to the stimulation of serotonin production, which reduces anxiety [ 2 ]. A cross-sectional research work studied 100 amnestic mild cognitive impairment (MCI) patients characterized by low-normal and high-normal vitamin B12 levels, who were then enrolled in an Auditory Verbal Learning test to evaluate their memory’s function. The results showed that those with low-normal B12 concentrations had notable defects in learning and recognition abilities and even in memory performance due to the low microstructure integrity of the hippocampus [ 23 ]. It is important to acknowledge that vitamin B12 is crucial for proper brain functioning, as it aids in faster information processing and enhances concentration levels [ 21 ]. This has been demonstrated in patients with mild cognitive impairment (MCI) who had low-normal levels of vitamin B12 [ 262 ]. This is especially important for athletes, as improved brain functioning may help improve performance in many ways, from learning new techniques to continuous focus maintenance during long competitions [ 24 ].

Folic acid (folate) is a coenzyme that aids in the synthesis of DNA and red blood cells [ 278 ]. An increased red blood cell count enhances oxygen supply to muscles during exercise [ 21 , 79 ]. It is thought to be crucial in preventing birth abnormalities and may lower homocysteine levels, which is a risk factor for heart disease [ 22 ]. Folic acid supplements did not increase exercise performance among malnourished athletes with folate deficiency [ 254 ].

10. Vitamin C

Vitamin C (also known as ascorbic acid) can be found in many types of food, including oranges, strawberries, broccoli, and sweet potatoes [ 15 ]. Athletes require more vitamin C than the average person since their bodies are working harder and being pushed to the limits [ 15 , 279 ]. Therefore, they need to receive enough of this vital nutrient to perform at their best. Researchers have reported that the intake of vitamin C supplements does not boost physical performance in well-nourished athletes [ 52 ]. Nevertheless, athletes are recommended to receive an adequate amount of vitamin C from their balanced diet.

The crucial role of vitamin C in neutralizing free radicals has been raised from its antioxidative potency [ 69 ], thereby improving the immune system [ 15 ] and reducing the risk of illnesses such as colds and other viruses [ 280 ]. It plays an important role in immunity by enhancing the differentiation and proliferation of B and T lymphocytes and increasing antibodies levels [ 25 ]. Furthermore, vitamin C has been reported to modulate cytokine production and decrease histamine levels [ 169 , 281 ]. Studies have also shown that vitamin C can eliminate fatigue, improve coordination, and increase endurance [ 15 ].

Vitamin C has a crucial role to play in wound healing and collagen production [ 3 ]. It helps boost energy levels and protects the body from illnesses and injuries [ 242 ]. Vitamin C works as a co-factor to produce collagen for the propyl and lysol hydroxyls enzymes, which stabilize the structure of collagen [ 29 ]. Furthermore, vitamin C also enhances collagen gene expression in fibroblasts [ 7 ], contributing to the strength and integrity of joints and muscles, which is essential for the success of any athlete. This is supported by the fact that vitamin C is crucial in protecting against ROS damage, enhancing keratinocyte differentiation, lipid synthesis, fibroblast proliferation, and migration, which has been seen to shorten the time of wound healing [ 28 , 282 ].

However, high levels of vitamin C can, in turn, act as a pro-oxidant rather than an antioxidant [ 29 ]. The overconsumption of vitamin C supplement decreases exercise-induced adaptation, delays post-exercise recovery, increases lipid peroxidation, and diminishes mitochondrial biogenesis [ 127 ]. These effects can hinder skeletal muscle adaptation to exercise [ 3 ].

11. Minerals

Numerous physiological and metabolic processes in the human body involve minerals [ 283 ]. Minerals have physiological effects on the body during exercise, including maintaining a normal heartbeat, oxygen transportation, antioxidation activity, healthy bone, and immune system enhancement [ 283 ]. Sufficient levels of minerals are required for optimal performance because many of these processes are enhanced during sports activity [ 284 ]. For athletes to perform at their best, maintaining a healthy body necessitates the intake of a variety of nutrients. Some minerals make weightlifting more effective by enhancing athletic performance; these are the minerals that degrade faster when used in sports endeavors [ 285 ] and thus need to be replaced routinely among athletes to sustain their performance. Table 1 summarized the recommendation requirements of minerals along with the rich sources and their roles in exercise performance.

Iron (Fe) is a crucial mineral for physical performance, and its importance cannot be overstated [ 286 ]. When it comes to peak performance, an adequate intake of iron can make all the difference [ 149 ]. It helps the body produce red blood cells, which are necessary for transporting oxygen to the muscles [ 71 ]. Without enough iron, athletes and other physically active individuals may suffer from fatigue and lethargy as the body struggles to meet the increased demands [ 71 ]. A huge part of the pool of plasma iron (almost 80%) is utilized by the bone marrow; this is equivalent to a 20–30 mg/day dose to ensure the efficient production of erythrocyte [ 31 ].

In addition to red blood cells production, iron is also important for energy metabolism [ 31 ]. It is necessary for converting food into energy, and it helps to ensure that the body can use energy efficiently for physical activities [ 280 ]. Iron also helps the body in regulating its temperature, making it an essential nutrient for athletes competing in warm climates or hot weather [ 149 ]. Finally, it is important for other bodily functions, such as the immune system, growth, and hormone production [ 284 ]. When considering physical performance, it is important to ensure that iron intake is adequate and balanced. The human physiological mechanism preserves the maximum iron [ 29 ]. Based on the total compulsory iron depletion that occurs daily and the average of 10% absorption and bioavailability, the World Health Organization (WHO) and other national institutes have estimated iron-recommended doses depending on several characteristics including gender, age, and race. The recommended dietary intake for females is 18 mg, and for males, it is 8 mg [ 31 ]. Poorly planned diets, coupled with inadequate levels of exercise, can lead to anemia and other problems associated with low iron levels [ 286 ]. This may cause fatigue, poor performance, and a decreased ability to perform physical activities [ 285 ]. Therefore, it is necessary to consume a high-quality variant diet that involves iron-rich sources [ 284 ].

It is also important to make sure that athletes have enough time to rest and recover between workouts. Iron helps to replenish energy stores and reduce fatigue, so it is important to give the body time to absorb the nutrient [ 287 ]. Additionally, certain supplements may also help in providing additional iron to meet the demands of physical performance [ 205 ]. Athletic training can result in alterations including higher vascularization (creation of new blood vessels), elevated hematocrit, and higher erythrocyte awareness in the blood, which may lead to an increase in iron needs [ 122 ]. A shortage of iron may result from hemorrhages, gastric blood loss, and/or urinary tract bleeding, especially among high-intensity sports [ 121 ]. Professionals are predicted to have 70% higher iron needs than non-professionals [ 287 ]. Iron deficiency anemia can impede progress in an athlete’s training by reducing oxygen delivery [ 283 ]. Lastly, most research concluded that iron supplements do not enhance aerobic performance, unless there is a specific depletion and/or anemia reported [ 149 ].

13. Calcium

Athletes must be in peak physical condition to perform at their best and make sure their diets are balanced, which is an important part of their training regimen [ 288 ]. Calcium (Ca) is among the many nutrients that athletes need to remain healthy [ 289 ]. It not only helps to keep bones and muscles strong, but it has also been linked to improved performance in athletes [ 32 ]. However, insufficient Ca consumption and elevated Ca depletion may expose a person to osteoporosis [ 194 ]. Athletes should make sure to consume an adequate amount of Ca each day as part of their balanced diet, which would achieve around 1500 mg/d [ 32 , 188 ]. The optimal Ca requirement is 1200 mg/day for adolescents and youth, 1000 mg/day for females aged 25 to 50 years old, and 1500 mg/day for postmenopausal females who are not treated with estrogen replacement therapy [ 33 ]. With the right diet and exercise routine, they may capitalize on the benefits that Ca has to offer and maximize their performance [ 32 , 188 ].

Numerous studies have indicated that the adequate and consistent consumption of Ca can potentially enhance physical performance in athletes [ 289 ], as it plays a crucial role in maintaining muscle strength, which is a key element for exercise performance [ 35 , 289 ]. Additionally, it may help reduce injuries and improve recovery time [ 32 ]. It is also known that Ca may protect the bones and joints from stress caused by continuous physical activity [ 32 ]. Conversely, improving Ca status with 2000 mg of Ca supplementation has been shown to reduce the risk of developing a stress fracture [ 289 ]. Calcium also helps to convert carbohydrates and fat into energy, which can contribute to performance improvement [ 78 , 288 ]. It also helps in reducing fatigue and delaying the onset of muscle soreness [ 290 ].

Calcium can be found in many common foods including milk, yogurt, cheese, and dark leafy greens. Other sources include tofu, nuts, fish, and fortified cereals [ 289 ]. Additionally, athletes may consider Ca supplements if they are unable to receive the recommended daily intake from their diet. It is important to note that the amount of Ca an athlete needs daily may vary depending on their weight and activity level [ 289 ]. Skeletal muscles’ ability to contract and relax depends in part on Ca [ 291 ]. The importance of it binding to troponin C for the contraction of muscles has the potential to influence performance [ 33 ]. While it is true that training leads to higher Ca loss, primarily through perspiration, the foundations of bone mineralization are Ca, vitamin D, and physical activity [ 292 ]. However, in rare circumstances, especially if the diet is low in its nutrient density, physical activity might endanger bones [ 65 ]. Every athlete should place a high priority on developing and maintaining optimal bone health, since vigorous physical activity increases the stress fractures risk [ 85 , 188 ].

14. Potassium

When it comes to athletes’ health and performance, one mineral that is essential to success is potassium (K) [ 293 ]. It is a required nutrient for human health and is necessary for many physiological processes [ 293 ]. Adults should not exceed the consumption of 2000 mg sodium/day (Na) or 5 g of salt and have a minimum dose of 3510 mg potassium/day, according to new guidelines established by the WHO [ 14 , 281 ]. It has a crucial role in muscle contractions and helps the body regulate fluid balance, blood pressure, and the heart rate [ 281 ]. In addition to its role in muscle contractions, it is also involved in nerve functions and proper electrolyte balance [ 59 ], which may be beneficial to athletes who may be sweating during a long practice or game [ 29 ]. Furthermore, proper potassium levels can help prevent injuries and help athletes maintain their energy levels [ 177 , 230 ].

Potassium is a great source of energy for athletes [ 293 ]. It helps to reduce the amount of lactic acid stored in the muscles [ 59 ], which may lead to fatigue as well as maintain a healthy metabolism [ 35 ]. It is also involved in the breakdown of carbohydrates, which helps keep energy levels high during intense physical activity [ 177 ]. It is unknown if potassium supplementation reduces the occurrence of muscular cramping in athletes. It should be acknowledged that there have been no reports of ergogenic effects [ 58 ].

15. Magnesium

Magnesium (Mg) is an essential mineral that is recognized for its critical role in athletic performance and overall health [ 294 ]. Magnesium helps to improve energy levels, reduce fatigue, and even increase muscle performance, making it a vital nutrient for athletes [ 36 ]. With its numerous benefits, magnesium is being increasingly taken by athletes to help them reach peak performance and maintain their physical health [ 294 ]. Magnesium helps to improve energy levels by raising the ATP availability, which is best defined as the gold energy stores of cells [ 283 ]. Deficiency may cause ATP levels to be depleted, resulting in fatigue and overall reduced performance [ 34 ]. The regular consumption of Mg can improve ATP production, providing athletes with increased energy and improved endurance [ 295 ]. The mineral is also important for maintaining muscle performance and reducing fatigue [ 296 ]. It is known to support muscle contraction and relaxation, allowing for better muscle control and improved performance [ 142 ]. It also works to reduce lactic acid buildup in muscles, which may help reduce pain during exercise and improve recovery time [ 297 ].

Moreover, Mg has numerous other benefits that support physical wellbeing. It helps to improve sleep quality, regulate blood sugar, reduce stress, and even support the cardiovascular system [ 294 , 297 ]. By regularly taking Mg, athletes may benefit from improved energy production, reduced fatigue, and improved physical health, allowing them to reach their maximum performance potential [ 36 ]. The Recommended Dietary Allowance (RDA) is 400 to 420 and 310 to 320 mg/day for 14 to over 70 years of age among males and females, respectively [ 294 ].

Magnesium is a versatile mineral that is important for recovery and is found in over 300 enzymes that are involved in energy metabolism [ 297 ]. It is linked to strength training and cardiorespiratory processes, showing a reciprocal relationship between exercise and Mg in the human body [ 142 ]. Exercise controls Mg distribution and usage [ 296 ]. Training triggers Mg to be transferred to areas where energy is produced [ 37 ]. For instance, during prolonged activity, serum Mg may be transferred from serum blood to red blood cells (RBCs) or muscle to support exercise. On the other hand, short-term exercise may result in a reduction in the plasma/serum volume and a rise in serum Mg levels [ 297 ].

Magnesium contributes to the metabolism of energy and supports typical muscular contraction and relaxation [ 283 ]. In male athletes, serum Mg levels are favorably correlated with muscular performance [ 36 ]. Additionally, research suggests a possible connection between Mg deficit and muscle cramps by demonstrating how it might alter neuromuscular function [ 297 ]. Physically active people might need more magnesium to sustain their peak exercise performance than inactive people do [ 283 ]. Low Mg levels may cause ineffective energy metabolism and decreased endurance in individuals who are engaged in a weight training program [ 294 ]. Higher Mg consumption is linked to enhanced cardiorespiratory function and lower oxygen demand during aerobic exercise [ 34 ]. Most studies reported little impact of 500 mg/day Mg on exercise performance in athletes, unless there is a deficit [ 37 , 142 , 296 ]. A study of 16 physically active men who were assigned to 300 mg/day for 14 days of Mg supplementation or a control group concluded no direct impact on exercise performance while using Mg supplementation [ 296 ].

Athletes of all ages and skill levels rely on zinc (Zn) to keep their bodies performing at their peak [ 298 ]. It is an essential mineral that our bodies need for metabolic functions such as cell repair, immune system functioning, hormone production, and healthy skin [ 38 ]. Unfortunately, not all athletes receive enough zinc from food intake, which may leave athletes at a disadvantage [ 38 ]. According to the UK National Diet and Nutrition Survey (NDNS), current daily intakes are 9.5 mg and 7.6 mg for men and women, respectively [ 299 ]. The survey has also shown that 6% of men and 7% of women do not receive enough zinc in their diet, putting them at a greater risk of deficiency [ 300 ]. Fortunately, there are many benefits athletes may reap from adding zinc supplements to their routines [ 300 ].

One notable benefit of zinc supplementation is the improvement in athletic performance [ 281 ], as it reduces blood viscosity and enhances oxygen delivery, thereby boosting aerobic endurance [ 38 , 281 ]. Zinc helps to increase strength and endurance, so athletes may push their bodies to the limit while still receiving the nutrients they need [ 298 ]. A double-blinded cross-over study featuring 16 female athletes was conducted to estimate muscle strength and endurance [ 38 ]. The participants consumed 135 mg/day of Zn for 14 days and showed remarkably higher dynamic isokinetic strength and angular speed [ 29 ]. Additionally, Zn may help to reduce inflammation and soreness, which can accelerate recovery time and reduce the risk of injury [ 59 ]. Zinc may also help in improving attention and focus [ 60 ]. This can assist athletes in staying focused on their tasks and performing at their best. Zinc is a vital mineral for athletes of all ages and abilities [ 273 ]. Including it as a supplement to their regimen may help enhance strength, endurance, and focus while also reducing inflammation and supporting the immune system [ 92 ].

In addition, Zn may help to boost the immune system, making it easier for athletes to fight off colds and other illnesses that can stall their progress by increasing neutrophils’ ability to produce ROS after exercise [ 7 ]. It has been indicated that Zn oral consumption of 25 mg/day while exercising can reduce exercise-induced changes in immune function to the minimum [ 298 ]. Moreover, Zn may help support healthy vision and keep skin healthy, both of which are important for optimal performance [ 258 ]. Zn impacts the formation and efficient functioning of the skin and mucous membranes [ 298 ]. It helps maintain skin cell membranes, and it plays a part in cell mitosis and differentiation; moreover, it has an essential role in the survival of keratinocytes [ 215 ] and even in protecting skin against induced UV radiation damage [ 301 ]. Lastly, taking Zn supplements may help athletes meet their nutritional goals without having to increase their caloric intake, making it an ideal supplement for those who are trying to stay lean [ 6 ]. Despite Zn supplements being popular among athletes, there is limited proof regarding athletic performance improvement in a period of 1–6 weeks, as shown in the study of Polat, 2011 [ 302 ].

To detect the actual impact of zinc oral consumption on the hematological parameters, a study included 24 male kickboxing athletes, who were separated to form the three following groups: the EZ group, meaning they were exercising and consuming 2.5 mg/kg Zn supplement daily; the SZ group, who were supplemented without exercising; and the E group, who were exercising without being supplemented. After the period of 8 weeks, the results showed a significant increase in the erythrocyte count of the EZ group compared to the two other groups ( p < 0.001). The hemoglobin and hematocrit levels increased in the EZ group ( p < 0.05). These results revealed that the combination of exercise and Zn supplementation has a beneficial impact on the hematological parameters of athletes, which may result in enhanced performance and increased stamina [ 303 ]. Low levels of Zn in the muscles may diminish exercise endurance because it is necessary for the activity of energy metabolism enzymes [ 304 ]. Due to the influence of this enzyme on skeletal muscular exercise, lactic dehydrogenase (a Zn-containing enzyme) may facilitate the conversion of lactic acid to pyruvate [ 38 ]. This finding contradicts the commonly misinterpreted results of previous studies [ 59 , 303 ], which demonstrated that lactate accumulation does not directly cause fatigue [ 305 ].

17. Selenium

One possible approach for athletes to achieve their goals is by including selenium (Se) in their diet, as this mineral can be found in a variety of foods [ 40 ]. Selenium, when consumed in proper amounts, will help to boost an athlete’s performance, improve mental focus, and reduce inflammation, thereby contributing to overall health and fitness [ 40 , 41 , 257 ].

Selenium can be found in certain plant and animal products, and it may also be artificially added to processed foods [ 42 ]. It is advantageous for athletes due to its powerful antioxidant characteristics that boost the body’s defenses against cell damage, hence increasing endurance, strength, and overall performance [ 40 ]. Additionally, Se may increase mental focus, which improves an athlete’s ability to concentrate on tasks and stay motivated, even if the competition gets tougher [ 41 ]. It can also help to reduce levels of inflammation and support anti-inflammatory mechanisms, which may boost recovery times and minimize the risk of injuries [ 95 ]. Low levels of serum Se are associated with high serum levels of C-reactive protein (CRP), the inflammation biomarker [ 306 ] It is well addressed that Se increases glutathione peroxidase production, which prevents the effect of oxidative stress in response to exercise [ 303 ]. On the other hand, Se deficiency reduces glutathione peroxidase activity indirectly through controlling the Nuclear Factor kappa-light-chain-enhancer of activated B cells (NF-κB) [ 257 , 307 ]. In the CHIANTI cohort study that assessed coordination performances among 1012 candidates aged 65 years or older, the authors found a reduction in neurological performance that was significantly associated with the low levels of Se [ 308 ].

Incorporating Se into an athlete’s diet may be as simple as consuming more foods that are naturally rich in Se or taking it in supplemental form. When consuming the recommended amounts, it may increase the overall health and performance of athletes [ 306 , 307 , 309 ]. Induced excessive mitochondrial oxidative stress could be caused by Se supplements overdose and may lead to serious health problems [ 273 ] marked by organelle damage and dysfunction [ 310 ]. Hence, it is important to integrate it into a balanced diet in appropriate doses rather than consuming mega doses [ 311 ]. A systematic review of oral Se supplementation of 180 µg/day or 240 µg/day ( selenium methionine ) and 200 µg/day ( Sodium Selenite ) reported a significant drop in lipid hydroperoxide levels and an increase in glutathione peroxidase (GPx) in plasma, erythrocyte, and muscle [ 306 ]. The authors concluded that the consumption of Se supplements has no impact on aerobic or anaerobic performance [ 306 ]. In addition, the study revealed that Se supplementation may inhibit Se deficiencies induced by high-volume and -intensity exercise, but it has no impact on anaerobic and aerobic athletic performance as well as creatine kinase activity, exercise training-induced adaptations, and testosterone hormone levels [ 303 , 306 ].

18. Manganese

As athletes struggle to achieve their best performance, they often look to improve their health and performance. One mineral that has been gaining recognition for its potential benefits is manganese (Mn) [ 312 ]. Mn is essential for several bodily functions, including energy production, bone formation, and enzyme activity [ 264 ]. Early studies have shown that it may help improve various aspects of athlete health and performance, but little is known about the exact benefits of Mn for athletes [ 205 , 303 ].

Manganese plays an important role in energy production, as it is involved in the breaking-down of carbohydrates, proteins, and fats needed for energy production [ 205 ]. It also helps the body to utilize energy more efficiently, which may result in improved endurance during long-term workouts and competitions [ 304 ]. Additionally, it aids in the production of important neurotransmitters, which may improve mental focus and coordination during physical activities [ 304 ]. Due to its crucial role in bone formation, several studies reported the relationship between Mn and bone health [ 43 ] It helps in the development of strong and healthy bones [ 43 ], which is crucial for athletes to prevent injury and speed up recovery time. Low serum Mn levels have been reported among osteoporotic women compared to healthy subjects [ 312 ]. Studies have also suggested that Mn helps to protect cells from damage caused by ROS, which is important during periods of strenuous exercise [ 95 , 304 ]. It is crucial for scavenging ROS in mitochondrial oxidative stress, as it involves the Mn superoxide dismutase (MnSOD) component [ 95 ].

In a clinical trial, it was found that athletes had significantly higher concentrations of basal Mn levels vs. sedentary individuals, as observed through blood and urine measurements [ 7 ]. Conversely, sedentary participants exhibited higher urine levels of Mn, which could be attributed to the possibility of iron deficiency in athletes, leading to increased Mn absorption [ 313 ]. There is limited evidence regarding Mn and athletic performance; however, athletes should be evaluated periodically for micronutrients deficiencies. Although more research needs to be conducted, the current evidence suggested that Mn may be beneficial for athletes who are looking to optimize their performance and health [ 205 , 304 ]. Adding Mn to an athlete’s diet could be useful for maximizing their performance [ 95 ].

19. Micronutrients Deficiency and Energy Deficiency’s Impact on an Athlete’s Performance

Pathways for utilizing energy are significantly influenced by vitamins and minerals [ 93 ]. A variety of physiological systems depend on micronutrients, which also have an impact on general health and athletic performance [ 23 ]. According to the widespread opinion on dietary guidelines for sports, a healthy athlete does not need to exceed RDA values if they consume an adequate number of nutrient-dense foods [ 267 ]. Unfortunately, many athletes do not meet the RDA requirements for most micronutrients [ 6 , 267 ]. Micronutrients would logically be impacted by poor macronutrient consumption [ 25 ]. It is common among many athletes who are not aware about their exercise energy demands and, on the contrary, suffer from being on a negative energy balance [ 2 ]. Negative energy balance due to increased or decreased calorie intake or a combination of both is a powerful disruptor of the endocrine milieu [ 123 ]. Additionally, it was associated with increased fatigue and mental disorders [ 14 ], reduced fertility, poor bone quality, a higher likelihood of sports injuries, endothelial dysfunction, a poor lipid profile, gastrointestinal disturbances, inflammatory processes, psychiatric conditions (such as emotional state changes/irritability), and poor athletic performance [ 93 , 108 , 154 , 314 ].

One common energy deficiency condition among athletes is the female athlete triad, characterized by disordered eating, negative energy balance, and irregular or absent menstrual cycles [ 315 ]. This condition predisposes women to menstrual dysfunction (amenorrhea) [ 316 ], diminished bone mineral density, and premature osteoporosis [ 45 ]. Each defect of the triad represents a significant medical concern, and if occurring together, the possibility of health concerns becomes even more serious and can often cause potential threats to life [ 317 ]. Medical adverse consequences associated with disordered eating involve decreased levels of glycogen in its stores, reduced lean body mass, long-term fatigue, dehydration, micronutrient deficiencies, electrolyte and acid-base imbalances, anemia, gastrointestinal diseases, parotid gland enlargement, reduced bone density, and tooth enamel erosion [ 300 ]. Osteoporosis can make adolescent female athletes prone to early bone loss and the improper formation of bone, resulting in low bone mineral density [ 318 ] and an elevated risk of stress fractures [ 319 ]. Bone mineral density lost because of amenorrhea may be totally or, at least partially, irreversible, even with the resumption of menses, calcium supplementation, and estrogen replacement therapy [ 256 , 320 ]. The dispensable role of supplementary vitamins and minerals is a concern of the Dietitians of Canada and the American College of Sports Medicine (ACSM) for ensuring adequate energy requirements are met from a varied and balanced diet with supplementations enrichment. Equally importantly, sports medicine experts may recommend the use of vitamin and mineral supplements in specific conditions such as energy intake restriction, the adoption of a plant-based diet, the presence of illness, or recovery from injuries [ 242 , 263 , 301 , 321 , 322 ]. It is worth noting that individual needs vary, and a personalized approach is crucial when making supplement recommendations.

20. Conclusions

Vitamins and minerals are crucial for an athlete’s health and performance, none more so than others. Micronutrients are essential to achieving optimal health and performance. They participate in many metabolic processes in the body, including energy production, muscle growth, and recovery. Athletes need to ensure they consume sufficient quantities of micronutrients to improve their physical activity and performance. A balanced diet that includes a variety of fruits, vegetables, whole grains, and lean proteins may help them meet their micronutrient needs. Additionally, they may benefit from taking a multivitamin supplement if they are not meeting their micronutrient requirements or suffer from malabsorption or specific deficiencies in certain vitamins. However, athletes must avoid taking micronutrient supplements without first ensuring there is a deficiency. It is important to consult with a physician or a dietitian to determine if supplementation is necessary and to obtain a proper prescription.

Abbreviations

Funding statement.

This research received no external funding.

Author Contributions

Conceptualization, H.J. and H.A.G.; Methodology, H.J.; Software, H.J.; Formal Analysis, H.J.; Writing—Original Draft Preparation, M.A.H., K.M.R., K.K.A., R.O.A., M.J., S.A. and R.A.A.; Writing—Review & Editing, H.A.G., K.T. and H.J.; Funding Acquisition, not applicable. All authors have read and agreed to the published version of the manuscript.

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Natural Disaster, Tax Avoidance, and Corporate Pollution Emissions: Evidence from China

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• Published: 23 May 2024

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• Rui Xu 1 , 2 &
• Liuyang Ren 1  

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Our study explores how climate risk affects the tax behavior of governments and local firms, subsequently affecting corporate pollution emissions. Using data on Chinese non-state-owned industrial enterprises from 1998 to 2014, we empirically investigate the impact of natural disasters on corporate tax avoidance. The results indicate that companies in earthquake-damaged areas are less likely to avoid taxes than those in unaffected areas. Furthermore, companies that pay more taxes after a disaster can secure favorable government environmental policies, as indicated by a rise in pollution emissions. Moreover, this effect is more pronounced for less polluting firms and firms with higher financial constraints. Our study contributes to the literature on taxation and ESG from the perspective of favor-exchange in government–firm relationships.

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Do Natural Disasters Affect Corporate Tax Avoidance? The Case of Drought

The environmental cost of tax administration: evidence from a regression discontinuity design in China

Tax incentives and environmental protection: evidence from china’s taxpayer-level data, data availability.

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

The risk appears to be manifesting itself along several physical dimensions: a) earthquake risk, which can cause extensive damages in a relatively short period; b) hurricane risk, which has increased in intensity and frequency in different parts of the world; c) drought risk, occur in some particular regions; d) flood risk, affecting predominantly some regions; e) heat risk, which refers to increase in average temperatures over time.

Tax-sharing system gives Chinese local governments tax autonomy to control local corporate taxes.

See the Chinese National Earthquake Response Plan on this page https://www.gov.cn/yjgl/2012-09/21/content_ 2,230,337.htm. (Notice this page is in Chinese; Google Translate can be used to view the content.).

See Earthquake Response Plan in Huangshan City on this page https://www.huangshan.gov.cn/zwgk/public /6615714/10703207.htm. (Notice this page is in Chinese; Google Translate can be used to view the content.).

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Acknowledgements

This work was supported by the National Natural Science Foundation Project of China (Grant No.72302061), the Guangdong Office of Philosophy and Social Science (Project GD23YGL21) and Philosophy and Social Science Foundation of Guangzhou (Project 2023GZGJ58). The corresponding author is Liuyang Ren. All errors remain ours. All co-authors make equal contributions to the formation of this paper.

Guangdong Office of Philosophy and Social Science, GD23YGL21, Liuyang Ren, National Natural Science Foundation of China, 72302061, Liuyang Ren, Philosophy and Social Science Foundation of Guangzhou, 2023GZGJ58, Rui Xu.

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Xu, R., Ren, L. Natural Disaster, Tax Avoidance, and Corporate Pollution Emissions: Evidence from China. J Bus Ethics (2024). https://doi.org/10.1007/s10551-024-05716-w

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