examples of research articles

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Primacy of the research question, structure of the paper, writing a research article: advice to beginners.

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Thomas V. Perneger, Patricia M. Hudelson, Writing a research article: advice to beginners, International Journal for Quality in Health Care , Volume 16, Issue 3, June 2004, Pages 191–192, https://doi.org/10.1093/intqhc/mzh053

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Writing research papers does not come naturally to most of us. The typical research paper is a highly codified rhetorical form [ 1 , 2 ]. Knowledge of the rules—some explicit, others implied—goes a long way toward writing a paper that will get accepted in a peer-reviewed journal.

A good research paper addresses a specific research question. The research question—or study objective or main research hypothesis—is the central organizing principle of the paper. Whatever relates to the research question belongs in the paper; the rest doesn’t. This is perhaps obvious when the paper reports on a well planned research project. However, in applied domains such as quality improvement, some papers are written based on projects that were undertaken for operational reasons, and not with the primary aim of producing new knowledge. In such cases, authors should define the main research question a posteriori and design the paper around it.

Generally, only one main research question should be addressed in a paper (secondary but related questions are allowed). If a project allows you to explore several distinct research questions, write several papers. For instance, if you measured the impact of obtaining written consent on patient satisfaction at a specialized clinic using a newly developed questionnaire, you may want to write one paper on the questionnaire development and validation, and another on the impact of the intervention. The idea is not to split results into ‘least publishable units’, a practice that is rightly decried, but rather into ‘optimally publishable units’.

What is a good research question? The key attributes are: (i) specificity; (ii) originality or novelty; and (iii) general relevance to a broad scientific community. The research question should be precise and not merely identify a general area of inquiry. It can often (but not always) be expressed in terms of a possible association between X and Y in a population Z, for example ‘we examined whether providing patients about to be discharged from the hospital with written information about their medications would improve their compliance with the treatment 1 month later’. A study does not necessarily have to break completely new ground, but it should extend previous knowledge in a useful way, or alternatively refute existing knowledge. Finally, the question should be of interest to others who work in the same scientific area. The latter requirement is more challenging for those who work in applied science than for basic scientists. While it may safely be assumed that the human genome is the same worldwide, whether the results of a local quality improvement project have wider relevance requires careful consideration and argument.

Once the research question is clearly defined, writing the paper becomes considerably easier. The paper will ask the question, then answer it. The key to successful scientific writing is getting the structure of the paper right. The basic structure of a typical research paper is the sequence of Introduction, Methods, Results, and Discussion (sometimes abbreviated as IMRAD). Each section addresses a different objective. The authors state: (i) the problem they intend to address—in other terms, the research question—in the Introduction; (ii) what they did to answer the question in the Methods section; (iii) what they observed in the Results section; and (iv) what they think the results mean in the Discussion.

In turn, each basic section addresses several topics, and may be divided into subsections (Table 1 ). In the Introduction, the authors should explain the rationale and background to the study. What is the research question, and why is it important to ask it? While it is neither necessary nor desirable to provide a full-blown review of the literature as a prelude to the study, it is helpful to situate the study within some larger field of enquiry. The research question should always be spelled out, and not merely left for the reader to guess.

Typical structure of a research paper

The Methods section should provide the readers with sufficient detail about the study methods to be able to reproduce the study if so desired. Thus, this section should be specific, concrete, technical, and fairly detailed. The study setting, the sampling strategy used, instruments, data collection methods, and analysis strategies should be described. In the case of qualitative research studies, it is also useful to tell the reader which research tradition the study utilizes and to link the choice of methodological strategies with the research goals [ 3 ].

The Results section is typically fairly straightforward and factual. All results that relate to the research question should be given in detail, including simple counts and percentages. Resist the temptation to demonstrate analytic ability and the richness of the dataset by providing numerous tables of non-essential results.

The Discussion section allows the most freedom. This is why the Discussion is the most difficult to write, and is often the weakest part of a paper. Structured Discussion sections have been proposed by some journal editors [ 4 ]. While strict adherence to such rules may not be necessary, following a plan such as that proposed in Table 1 may help the novice writer stay on track.

References should be used wisely. Key assertions should be referenced, as well as the methods and instruments used. However, unless the paper is a comprehensive review of a topic, there is no need to be exhaustive. Also, references to unpublished work, to documents in the grey literature (technical reports), or to any source that the reader will have difficulty finding or understanding should be avoided.

Having the structure of the paper in place is a good start. However, there are many details that have to be attended to while writing. An obvious recommendation is to read, and follow, the instructions to authors published by the journal (typically found on the journal’s website). Another concerns non-native writers of English: do have a native speaker edit the manuscript. A paper usually goes through several drafts before it is submitted. When revising a paper, it is useful to keep an eye out for the most common mistakes (Table 2 ). If you avoid all those, your paper should be in good shape.

Common mistakes seen in manuscripts submitted to this journal

Huth EJ . How to Write and Publish Papers in the Medical Sciences , 2nd edition. Baltimore, MD: Williams & Wilkins, 1990 .

Browner WS . Publishing and Presenting Clinical Research . Baltimore, MD: Lippincott, Williams & Wilkins, 1999 .

Devers KJ , Frankel RM. Getting qualitative research published. Educ Health 2001 ; 14 : 109 –117.

Docherty M , Smith R. The case for structuring the discussion of scientific papers. Br Med J 1999 ; 318 : 1224 –1225.

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Learn from the great: Well-written research article examples

Reading well-written research papers is not only enjoyable — it’s also (passive) learning that helps you write better papers yourself. But in most fields it’s quite rare to encounter a research article that is clear and easy to follow and truly a pleasure to read. So I am curating a list of handpicked papers from different disciplines, for when you want to read something nice as an inspiration for your own writing. This is an ongoing project: your suggestions of great papers are always welcome!

Reading and writing are tightly coupled processes that support each other.

Reading creates a basis for writing: it helps you passively build up your (scientific) vocabulary and “assimilate” the writing style and conventions. It’s a source that you can tap into as you write — it’s the input .

Writing , then, is the output . When you write you are combining words and phrases you know from reading into a new and unique mixture.

As my favorite quote by Pam Allyn says:

Reading is like breathing in; writing is like breathing out.

You write like what you read

After reading the book Writing Without Bullshit , my writing became direct, concise and to the point. When I was reading Writing With Power , my writing was clear and persuasive even though I was using more complex sentences just like the author was doing. And ever since I am regularly reading the (evidence-based) self-help blog of Mark Manson , my writing became lighter and more conversational. (I hope you appreciate it 😉 )

So if you want to write great research articles, the only thing you need to do is to read great research articles. That’s easy, right?

Well — theoretically. As you have surely noticed, truly well-written research papers are not so common. I think that’s partly because writing clearly about complex matters is inherently difficult — but partly also because the standards and expectations of scientific writing are set fairly low.

That’s why I decided to create this list of well-written scientific articles .

So far I have mostly included papers that I know from my own research work, papers labeled by students in my courses as being easy to read and papers suggested in the Facebook group Reviewer 2 Must Be Stopped and on the Writing Scientist Facebook page .

I have combed through over 100 suggested papers, yet only around 10% made it to the final selection. Apparently, what is easy to read for a specialist doesn’t necessarily reflect overall great writing quality…

Selection criteria

The list below includes selected research articles and other formats (reviews, opinion pieces) that are easy to read and understand also for non-specialists . Here is an overview of the selection criteria:

1. Text is easy to read and follow. This is achieved by:

• good paragraph structure ;
• good sentence structure ;
• reader’s guidance: motivating each next step, explaining relevant concepts, introducing abbreviations, creating connections between sentences and paragraphs;
• clear and precise language ;
• using jargon reasonably and simple language whenever possible.

2. Paper is well structured. Namely:

• Abstract provides a good overview of the article.
• Introduction motivates the research project and describes its context/background.
• Results section presents the results clearly and in a logical order.
• Discussion explains the importance of the results and places them in the context of previous research.

Articles that fail to satisfy several of these points are not included in this list.

For each included article, aspects that are particularly well done ( ) and those that are suboptimal ( ) are highlighted.

So, here we go:

Do you need to revise & polish your manuscript or thesis but don’t know where to begin?

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Click here for an efficient step-by-step revision of your scientific texts.

Biomedical sciences

Laventie BJ et al. (2019). A surface-induced asymmetric program promotes tissue colonization by Pseudomonas aeruginosa. Cell Host & Microbe , 25(1), 140-152.

Golding NL & Spruston N (1998). Dendritic sodium spikes are variable triggers of axonal action potentials in hippocampal CA1 pyramidal neurons. Neuron , 21(5), 1189-1200.

Reviews & other formats

Watnick P & Kolter R (2000). Biofilm, city of microbes. Journal of Bacteriology , 182(10), 2675-2679.

Lazebnik Y (2002). Can a biologist fix a radio?—Or, what I learned while studying apoptosis. Cancer Cell , 2(3), 179-182.

Natural sciences

Zimmerer J et al. (2019). Integrated extraction and catalytic upgrading of microalgae lipids in supercritical carbon dioxide. Green Chemistry , 21(9), 2428-2435.

Computer science & engineering

Brunton SL et al. (2016) Discovering governing equations from data by sparse identification of nonlinear dynamical systems. PNAS , 113(15), 3932-3937.

Gebauer NWA et al. (2019). Symmetry-adapted generation of 3d point sets for the targeted discovery of molecules. arXiv preprint arXiv :1906.00957.

Pal A et al. (2020). Optimal turbine blade design enabled by auxetic honeycomb. Smart Materials and Structures , 29(12), 125004.

Banko M & Bril E (2001). Scaling to very very large corpora for natural language disambiguation. In Proceedings of the 39th annual meeting of the Association for Computational Linguistics (pp. 26-33).

Rivest RL et al (1978). A method for obtaining digital signatures and public-key cryptosystems. Communications of the ACM , 21(2), 120-126.

Social sciences

Boyd R & Richerson PJ (1996). Why culture is common, but cultural evolution is rare. In Proceedings-British Academy Vol. 88, pp. 77-94. Oxford University Press Inc.

Kildal N (2003). Perspectives on Policy Transfer. The Case of the OECD. [working paper 13-2003]

Iyengar SS & Lepper MR (2000). When choice is demotivating: Can one desire too much of a good thing? Journal of Personality and Social Psychology , 79(6), 995.

Healy K (2017). Fuck nuance. Sociological Theory , 35(2), 118-127.

Do you know a well-written research article?

Are you disappointed because none of these articles is from your discipline? Or would you simply like to have more well-written research articles to pick from for your reading?

Then please, help grow this list by suggesting a freely accessible article that you found easy to read: [email protected] .

Stay updated

I hope to continuously extend this list and provide you with always new great articles to read. To enjoy and learn from.

Would you like to be notified about new additions ? Then join our weekly newsletter with tips and resources for your scientific writing.

Do you need to revise & polish your manuscript or thesis but don’t know where to begin? Is your text a mess and you don't know how to improve it?

Click here for an efficient step-by-step revision of your scientific texts. You will be guided through each step with concrete tips for execution.

10 thoughts on “ Learn from the great: Well-written research article examples ”

One which I think is easily accessible (even to a motivated high school student) is

“College Admissions and the Stability of Marriage” by Gale and Shapley.

It is very old though.

Thank you, I’ll check it out!

I like that one: Noorduin, Wim L., et al. “Rationally designed complex, hierarchical microarchitectures.” Science 340.6134 (2013): 832-837.

Thanks a lot!

Hi, Martina! If a shameless plug is allowed, maybe one of the following from our lab will work, too: https://doi.org/10.1017/S0261444820000580 – on applying social network analysis to peer networks of foreign language learners https://doi.org/10.1371/journal.pone.0081225 – on the interplay between emotions and social norms in bilingual swearing https://doi.org/10.24059/olj.v25i1.2492 – findings from a global study of teachers’ engagement in and coping with emergency remote instruction during the COVID-19 pandemic.

Hi Mike, thanks a lot! I’ll check them out.

Ahoj, Martino!

I wanted to suggest the paper “Spatial and Temporal Resolution in Cardiovascular MR Imaging: Review and Recommendations” by G. Slavin and D. Bluemke ( https://pubs.rsna.org/doi/abs/10.1148/radiol.2342031990?journalCode=radiology ). Some time ago, someone asked me about spatial and temporal resolution, and in that moment, I found this well-written paper which is one of my favourites in the topic. I hope you like it.

Thanks a lot, I will check it out!

I would also recommend imho excellent reading from physics: Observation of Gravitational Waves from a Binary Black Hole Merger: https://journals.aps.org/prl/abstract/10.1103/PhysRevLett.116.061102#fulltext I particularily like itroduction whcih can be accessible even to layperson outside this particular field.

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Guide to Scholarly Articles

• What is a Scholarly Article?
• Scholarly vs. Popular vs. Trade Articles

Types of Scholarly Articles

Qualitative, quantitative, and mixed-methods articles, why does this matter.

• Anatomy of Scholarly Articles
• Tips for Reading Scholarly Articles

Scholarly articles come in many different formats each with their own function in the scholarly conversation. The following are a few of the major types of scholarly articles you are likely to encounter as you become a part of the conversation. Identifying the different types of scholarly articles and knowing their function will help you become a better researcher.

Original/Empirical Studies

• Note: Empirical studies can be subdivided into qualitative studies, quantitative studies, or mixed methods studies. See below for more information  
• Usefulness for research:  Empirical studies are useful because they provide current original research on a topic which may contain a hypothesis or interpretation to advance or to disprove. 

Literature Reviews

• Distinguishing characteristic:  Literature reviews survey and analyze a clearly delaminated body of scholarly literature.  
• Usefulness for research: Literature reviews are useful as a way to quickly get up to date on a particular topic of research.

Theoretical Articles

• Distinguishing characteristic:  Theoretical articles draw on existing scholarship to improve upon or offer a new theoretical perspective on a given topic.
• Usefulness for research:  Theoretical articles are useful because they provide a theoretical framework you can apply to your own research.

Methodological Articles

• Distinguishing characteristic:  Methodological articles draw on existing scholarship to improve or offer new methodologies for exploring a given topic.
• Usefulness for research:  Methodological articles are useful because they provide a methodologies you can apply to your own research.

Case Studies

• Distinguishing characteristic:  Case studies focus on individual examples or instances of a phenomenon to illustrate a research problem or a a solution to a research problem.
• Usefulness for research:  Case studies are useful because they provide information about a research problem or data for analysis.

Book Reviews

• Distinguishing characteristic:  Book reviews provide summaries and evaluations of individual books.
• Usefulness for research:  Book reviews are useful because they provide summaries and evaluations of individual books relevant to your research.

Adapted from the Publication manual of the American Psychological Association : the official guide to APA style. (Sixth edition.). (2013). American Psychological Association.

Qualitative articles  ask "why" questions where as  quantitative  articles  ask "how many/how much?" questions. These approaches are are not mutually exclusive. In fact, many articles combine the two in a  mixed-methods  approach. 

We can think of these different kinds of scholarly articles as different tools designed for different tasks. What research task do you need to accomplish? Do you need to get up to date on a give topic? Find a literature review. Do you need to find a hypothesis to test or to extend? Find an empirical study. Do you need to explore methodologies? Find a methodological article.

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• URL: https://researchguides.library.tufts.edu/scholarly-articles

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Types of journal articles

It is helpful to familiarise yourself with the different types of articles published by journals. Although it may appear there are a large number of types of articles published due to the wide variety of names they are published under, most articles published are one of the following types; Original Research, Review Articles, Short reports or Letters, Case Studies, Methodologies.

Original Research:

This is the most common type of journal manuscript used to publish full reports of data from research. It may be called an  Original Article, Research Article, Research, or just  Article, depending on the journal. The Original Research format is suitable for many different fields and different types of studies. It includes full Introduction, Methods, Results, and Discussion sections.

Short reports or Letters:

These papers communicate brief reports of data from original research that editors believe will be interesting to many researchers, and that will likely stimulate further research in the field. As they are relatively short the format is useful for scientists with results that are time sensitive (for example, those in highly competitive or quickly-changing disciplines). This format often has strict length limits, so some experimental details may not be published until the authors write a full Original Research manuscript. These papers are also sometimes called Brief communications .

Review Articles:

Review Articles provide a comprehensive summary of research on a certain topic, and a perspective on the state of the field and where it is heading. They are often written by leaders in a particular discipline after invitation from the editors of a journal. Reviews are often widely read (for example, by researchers looking for a full introduction to a field) and highly cited. Reviews commonly cite approximately 100 primary research articles.

TIP: If you would like to write a Review but have not been invited by a journal, be sure to check the journal website as some journals to not consider unsolicited Reviews. If the website does not mention whether Reviews are commissioned it is wise to send a pre-submission enquiry letter to the journal editor to propose your Review manuscript before you spend time writing it.  

Case Studies:

These articles report specific instances of interesting phenomena. A goal of Case Studies is to make other researchers aware of the possibility that a specific phenomenon might occur. This type of study is often used in medicine to report the occurrence of previously unknown or emerging pathologies.

Methodologies or Methods

These articles present a new experimental method, test or procedure. The method described may either be completely new, or may offer a better version of an existing method. The article should describe a demonstrable advance on what is currently available.

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A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

Identifying Empirical Research Articles

Identifying empirical articles.

• Searching for Empirical Research Articles

What is Empirical Research?

An empirical research article reports the results of a study that uses data derived from actual observation or experimentation. Empirical research articles are examples of primary research. To learn more about the differences between primary and secondary research, see our related guide:

• Primary and Secondary Sources

By the end of this guide, you will be able to:

• Identify common elements of an empirical article
• Use a variety of search strategies to search for empirical articles within the library collection

Look for the  IMRaD  layout in the article to help identify empirical research. Sometimes the sections will be labeled differently, but the content will be similar. 

• I ntroduction: why the article was written, research question or questions, hypothesis, literature review
• M ethods: the overall research design and implementation, description of sample, instruments used, how the authors measured their experiment
• R esults: output of the author's measurements, usually includes statistics of the author's findings
• D iscussion: the author's interpretation and conclusions about the results, limitations of study, suggestions for further research

Parts of an Empirical Research Article

Parts of an empirical article.

The screenshots below identify the basic IMRaD structure of an empirical research article. 

Introduction

The introduction contains a literature review and the study's research hypothesis.

The method section outlines the research design, participants, and measures used.

Results 

The results section contains statistical data (charts, graphs, tables, etc.) and research participant quotes.

The discussion section includes impacts, limitations, future considerations, and research.

Learn the IMRaD Layout: How to Identify an Empirical Article

This short video overviews the IMRaD method for identifying empirical research.

• Next: Searching for Empirical Research Articles >>
• Last Updated: Nov 16, 2023 8:24 AM

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Research Paper Examples

Research paper examples are of great value for students who want to complete their assignments timely and efficiently. If you are a student in the university, your first stop in the quest for research paper examples will be the campus library where you can get to view the research sample papers of lecturers and other professionals in diverse fields plus those of fellow students who preceded you in the campus. Many college departments maintain libraries of previous student work, including large research papers, which current students can examine.

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Importance of Research Paper Examples

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A Sample Research Paper on Child Abuse

A research paper represents the pinnacle of academic investigation, a scholarly manuscript that encapsulates a detailed study, analysis, or argument based on extensive independent research. It is an embodiment of the researcher’s ability to synthesize a wealth of information, draw insightful conclusions, and contribute novel perspectives to the existing body of knowledge within a specific field. At its core, a research paper strives to push the boundaries of what is known, challenging existing theories and proposing new insights that could potentially reshape the understanding of a particular subject area.

The objective of writing a research paper is manifold, serving both educational and intellectual pursuits. Primarily, it aims to educate the author, providing a rigorous framework through which they engage deeply with a topic, hone their research and analytical skills, and learn the art of academic writing. Beyond personal growth, the research paper serves the broader academic community by contributing to the collective pool of knowledge, offering fresh perspectives, and stimulating further research. It is a medium through which scholars communicate ideas, findings, and theories, thereby fostering an ongoing dialogue that propels the advancement of science, humanities, and other fields of study.

Research papers can be categorized into various types, each with distinct objectives and methodologies. The most common types include:

• Analytical Research Paper: This type focuses on analyzing different viewpoints represented in the scholarly literature or data. The author critically evaluates and interprets the information, aiming to provide a comprehensive understanding of the topic.
• Argumentative or Persuasive Research Paper: Here, the author adopts a stance on a contentious issue and argues in favor of their position. The objective is to persuade the reader through evidence and logic that the author’s viewpoint is valid or preferable.
• Experimental Research Paper: Often used in the sciences, this type documents the process, results, and implications of an experiment conducted by the author. It provides a detailed account of the methodology, data collected, analysis performed, and conclusions drawn.
• Survey Research Paper: This involves collecting data from a set of respondents about their opinions, behaviors, or characteristics. The paper analyzes this data to draw conclusions about the population from which the sample was drawn.
• Comparative Research Paper: This type involves comparing and contrasting different theories, policies, or phenomena. The aim is to highlight similarities and differences, thereby gaining a deeper understanding of the subjects under review.
• Cause and Effect Research Paper: It explores the reasons behind specific actions, events, or conditions and the consequences that follow. The goal is to establish a causal relationship between variables.
• Review Research Paper: This paper synthesizes existing research on a particular topic, offering a comprehensive analysis of the literature to identify trends, gaps, and consensus in the field.

Understanding the nuances and objectives of these various types of research papers is crucial for scholars and students alike, as it guides their approach to conducting and writing up their research. Each type demands a unique set of skills and perspectives, pushing the author to think critically and creatively about their subject matter. As the academic landscape continues to evolve, the research paper remains a fundamental tool for disseminating knowledge, encouraging innovation, and fostering a culture of inquiry and exploration.

Browse Sample Research Papers

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A research paper is an academic piece of writing, so you need to follow all the requirements and standards. Otherwise, it will be impossible to get the high results. To make it easier for you, we have analyzed the structure and peculiarities of a sample research paper on the topic ‘Child Abuse’.

The paper includes 7300+ words, a detailed outline, citations are in APA formatting style, and bibliography with 28 sources.

To write any paper you need to write a great outline. This is the key to a perfect paper. When you organize your paper, it is easier for you to present the ideas logically, without jumping from one thought to another.

In the outline, you need to name all the parts of your paper. That is to say, an introduction, main body, conclusion, bibliography, some papers require abstract and proposal as well.

A good outline will serve as a guide through your paper making it easier for the reader to follow your ideas.

I. Introduction

Ii. estimates of child abuse: methodological limitations, iii. child abuse and neglect: the legalities, iv. corporal punishment versus child abuse, v. child abuse victims: the patterns, vi. child abuse perpetrators: the patterns, vii. explanations for child abuse, viii. consequences of child abuse and neglect, ix. determining abuse: how to tell whether a child is abused or neglected, x. determining abuse: interviewing children, xi. how can society help abused children and abusive families, introduction.

An introduction should include a thesis statement and the main points that you will discuss in the paper.

A thesis statement is one sentence in which you need to show your point of view. You will then develop this point of view through the whole piece of work:

‘The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood.’

Child abuse is a very real and prominent social problem today. The impact of child abuse affects more than one’s childhood, as the psychological and physical injuries often extend well into adulthood. Most children are defenseless against abuse, are dependent on their caretakers, and are unable to protect themselves from these acts.

Childhood serves as the basis for growth, development, and socialization. Throughout adolescence, children are taught how to become productive and positive, functioning members of society. Much of the socializing of children, particularly in their very earliest years, comes at the hands of family members. Unfortunately, the messages conveyed to and the actions against children by their families are not always the positive building blocks for which one would hope.

In 2008, the Children’s Defense Fund reported that each day in America, 2,421 children are confirmed as abused or neglected, 4 children are killed by abuse or neglect, and 78 babies die before their first birthday. These daily estimates translate into tremendous national figures. In 2006, caseworkers substantiated an estimated 905,000 reports of child abuse or neglect. Of these, 64% suffered neglect, 16% were physically abused, 9% were sexually abused, 7% were emotionally or psychologically maltreated, and 2% were medically neglected. In addition, 15% of the victims experienced “other” types of maltreatment such as abandonment, threats of harm to the child, and congenital drug addiction (National Child Abuse and Neglect Data System, 2006). Obviously, this problem is a substantial one.

In the main body, you dwell upon the topic of your paper. You provide your ideas and support them with evidence. The evidence include all the data and material you have found, analyzed and systematized. You can support your point of view with different statistical data, with surveys, and the results of different experiments. Your task is to show that your idea is right, and make the reader interested in the topic.

In this example, a writer analyzes the issue of child abuse: different statistical data, controversies regarding the topic, examples of the problem and the consequences.

Several issues arise when considering the amount of child abuse that occurs annually in the United States. Child abuse is very hard to estimate because much (or most) of it is not reported. Children who are abused are unlikely to report their victimization because they may not know any better, they still love their abusers and do not want to see them taken away (or do not themselves want to be taken away from their abusers), they have been threatened into not reporting, or they do not know to whom they should report their victimizations. Still further, children may report their abuse only to find the person to whom they report does not believe them or take any action on their behalf. Continuing to muddy the waters, child abuse can be disguised as legitimate injury, particularly because young children are often somewhat uncoordinated and are still learning to accomplish physical tasks, may not know their physical limitations, and are often legitimately injured during regular play. In the end, children rarely report child abuse; most often it is an adult who makes a report based on suspicion (e.g., teacher, counselor, doctor, etc.).

Even when child abuse is reported, social service agents and investigators may not follow up or substantiate reports for a variety of reasons. Parents can pretend, lie, or cover up injuries or stories of how injuries occurred when social service agents come to investigate. Further, there is not always agreement about what should be counted as abuse by service providers and researchers. In addition, social service agencies/agents have huge caseloads and may only be able to deal with the most serious forms of child abuse, leaving the more “minor” forms of abuse unsupervised and unmanaged (and uncounted in the statistical totals).

While most laws about child abuse and neglect fall at the state levels, federal legislation provides a foundation for states by identifying a minimum set of acts and behaviors that define child abuse and neglect. The Federal Child Abuse Prevention and Treatment Act (CAPTA), which stems from the Keeping Children and Families Safe Act of 2003, defines child abuse and neglect as, at minimum, “(1) any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse, or exploitation; or (2) an act or failure to act which presents an imminent risk or serious harm.”

Using these minimum standards, each state is responsible for providing its own definition of maltreatment within civil and criminal statutes. When defining types of child abuse, many states incorporate similar elements and definitions into their legal statutes. For example, neglect is often defined as failure to provide for a child’s basic needs. Neglect can encompass physical elements (e.g., failure to provide necessary food or shelter, or lack of appropriate supervision), medical elements (e.g., failure to provide necessary medical or mental health treatment), educational elements (e.g., failure to educate a child or attend to special educational needs), and emotional elements (e.g., inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs). Failure to meet needs does not always mean a child is neglected, as situations such as poverty, cultural values, and community standards can influence the application of legal statutes. In addition, several states distinguish between failure to provide based on financial inability and failure to provide for no apparent financial reason.

Statutes on physical abuse typically include elements of physical injury (ranging from minor bruises to severe fractures or death) as a result of punching, beating, kicking, biting, shaking, throwing, stabbing, choking, hitting (with a hand, stick, strap, or other object), burning, or otherwise harming a child. Such injury is considered abuse regardless of the intention of the caretaker. In addition, many state statutes include allowing or encouraging another person to physically harm a child (such as noted above) as another form of physical abuse in and of itself. Sexual abuse usually includes activities by a parent or caretaker such as fondling a child’s genitals, penetration, incest, rape, sodomy, indecent exposure, and exploitation through prostitution or the production of pornographic materials.

Finally, emotional or psychological abuse typically is defined as a pattern of behavior that impairs a child’s emotional development or sense of self-worth. This may include constant criticism, threats, or rejection, as well as withholding love, support, or guidance. Emotional abuse is often the most difficult to prove and, therefore, child protective services may not be able to intervene without evidence of harm to the child. Some states suggest that harm may be evidenced by an observable or substantial change in behavior, emotional response, or cognition, or by anxiety, depression, withdrawal, or aggressive behavior. At a practical level, emotional abuse is almost always present when other types of abuse are identified.

Some states include an element of substance abuse in their statutes on child abuse. Circumstances that can be considered substance abuse include (a) the manufacture of a controlled substance in the presence of a child or on the premises occupied by a child (Colorado, Indiana, Iowa, Montana, South Dakota, Tennessee, and Virginia); (b) allowing a child to be present where the chemicals or equipment for the manufacture of controlled substances are used (Arizona, New Mexico); (c) selling, distributing, or giving drugs or alcohol to a child (Florida, Hawaii, Illinois, Minnesota, and Texas); (d) use of a controlled substance by a caregiver that impairs the caregiver’s ability to adequately care for the child (Kentucky, New York, Rhode Island, and Texas); and (e) exposure of the child to drug paraphernalia (North Dakota), the criminal sale or distribution of drugs (Montana, Virginia), or drug-related activity (District of Columbia).

One of the most difficult issues with which the U.S. legal system must contend is that of allowing parents the right to use corporal punishment when disciplining a child, while not letting them cross over the line into the realm of child abuse. Some parents may abuse their children under the guise of discipline, and many instances of child abuse arise from angry parents who go too far when disciplining their children with physical punishment. Generally, state statutes use terms such as “reasonable discipline of a minor,” “causes only temporary, short-term pain,” and may cause “the potential for bruising” but not “permanent damage, disability, disfigurement or injury” to the child as ways of indicating the types of discipline behaviors that are legal. However, corporal punishment that is “excessive,” “malicious,” “endangers the bodily safety of,” or is “an intentional infliction of injury” is not allowed under most state statutes (e.g., state of Florida child abuse statute).

Most research finds that the use of physical punishment (most often spanking) is not an effective method of discipline. The literature on this issue tends to find that spanking stops misbehavior, but no more effectively than other firm measures. Further, it seems to hinder rather than improve general compliance/obedience (particularly when the child is not in the presence of the punisher). Researchers have also explained why physical punishment is not any more effective at gaining child compliance than nonviolent forms of discipline. Some of the problems that arise when parents use spanking or other forms of physical punishment include the fact that spanking does not teach what children should do, nor does it provide them with alternative behavior options should the circumstance arise again. Spanking also undermines reasoning, explanation, or other forms of parental instruction because children cannot learn, reason, or problem solve well while experiencing threat, pain, fear, or anger. Further, the use of physical punishment is inconsistent with nonviolent principles, or parental modeling. In addition, the use of spanking chips away at the bonds of affection between parents and children, and tends to induce resentment and fear. Finally, it hinders the development of empathy and compassion in children, and they do not learn to take responsibility for their own behavior (Pitzer, 1997).

One of the biggest problems with the use of corporal punishment is that it can escalate into much more severe forms of violence. Usually, parents spank because they are angry (and somewhat out of control) and they can’t think of other ways to discipline. When parents are acting as a result of emotional triggers, the notion of discipline is lost while punishment and pain become the foci.

In 2006, of the children who were found to be victims of child abuse, nearly 75% of them were first-time victims (or had not come to the attention of authorities prior). A slight majority of child abuse victims were girls—51.5%, compared to 48% of abuse victims being boys. The younger the child, the more at risk he or she is for child abuse and neglect victimization. Specifically, the rate for infants (birth to 1 year old) was approximately 24 per 1,000 children of the same age group. The victimization rate for children 1–3 years old was 14 per 1,000 children of the same age group. The abuse rate for children aged 4– 7 years old declined further to 13 per 1,000 children of the same age group. African American, American Indian, and Alaska Native children, as well as children of multiple races, had the highest rates of victimization. White and Latino children had lower rates, and Asian children had the lowest rates of child abuse and neglect victimization. Regarding living arrangements, nearly 27% of victims were living with a single mother, 20% were living with married parents, while 22% were living with both parents but the marital status was unknown. (This reporting element had nearly 40% missing data, however.) Regarding disability, nearly 8% of child abuse victims had some degree of mental retardation, emotional disturbance, visual or hearing impairment, learning disability, physical disability, behavioral problems, or other medical problems. Unfortunately, data indicate that for many victims, the efforts of the child protection services system were not successful in preventing subsequent victimization. Children who had been prior victims of maltreatment were 96% more likely to experience another occurrence than those who were not prior victims. Further, child victims who were reported to have a disability were 52% more likely to experience recurrence than children without a disability. Finally, the oldest victims (16–21 years of age) were the least likely to experience a recurrence, and were 51% less likely to be victimized again than were infants (younger than age 1) (National Child Abuse and Neglect Data System, 2006).

Child fatalities are the most tragic consequence of maltreatment. Yet, each year, children die from abuse and neglect. In 2006, an estimated 1,530 children in the United States died due to abuse or neglect. The overall rate of child fatalities was 2 deaths per 100,000 children. More than 40% of child fatalities were attributed to neglect, but physical abuse also was a major contributor. Approximately 78% of the children who died due to child abuse and neglect were younger than 4 years old, and infant boys (younger than 1) had the highest rate of fatalities at 18.5 deaths per 100,000 boys of the same age in the national population. Infant girls had a rate of 14.7 deaths per 100,000 girls of the same age (National Child Abuse and Neglect Data System, 2006).

One question to be addressed regarding child fatalities is why infants have such a high rate of death when compared to toddlers and adolescents. Children under 1 year old pose an immense amount of responsibility for their caretakers: they are completely dependent and need constant attention. Children this age are needy, impulsive, and not amenable to verbal control or effective communication. This can easily overwhelm vulnerable parents. Another difficulty associated with infants is that they are physically weak and small. Injuries to infants can be fatal, while similar injuries to older children might not be. The most common cause of death in children less than 1 year is cerebral trauma (often the result of shaken-baby syndrome). Exasperated parents can deliver shakes or blows without realizing how little it takes to cause irreparable or fatal damage to an infant. Research informs us that two of the most common triggers for fatal child abuse are crying that will not cease and toileting accidents. Both of these circumstances are common in infants and toddlers whose only means of communication often is crying, and who are limited in mobility and cannot use the toilet. Finally, very young children cannot assist in injury diagnoses. Children who have been injured due to abuse or neglect often cannot communicate to medical professionals about where it hurts, how it hurts, and so forth. Also, nonfatal injuries can turn fatal in the absence of care by neglectful parents or parents who do not want medical professionals to possibly identify an injury as being the result of abuse.

Estimates reveal that nearly 80% of perpetrators of child abuse were parents of the victim. Other relatives accounted for nearly 7%, and unmarried partners of parents made up 4% of perpetrators. Of those perpetrators that were parents, over 90% were biological parents, 4% were stepparents, and 0.7% were adoptive parents. Of this group, approximately 58% of perpetrators were women and 42% were men. Women perpetrators are typically younger than men. The average age for women abusers was 31 years old, while for men the average was 34 years old. Forty percent of women who abused were younger than 30 years of age, compared with 33% of men being under 30. The racial distribution of perpetrators is similar to that of victims. Fifty-four percent were white, 21% were African American, and 20% were Hispanic/Latino (National Child Abuse and Neglect Data System, 2006).

There are many factors that are associated with child abuse. Some of the more common/well-accepted explanations are individual pathology, parent–child interaction, past abuse in the family (or social learning), situational factors, and cultural support for physical punishment along with a lack of cultural support for helping parents here in the United States.

The first explanation centers on the individual pathology of a parent or caretaker who is abusive. This theory focuses on the idea that people who abuse their children have something wrong with their individual personality or biological makeup. Such psychological pathologies may include having anger control problems; being depressed or having post-partum depression; having a low tolerance for frustration (e.g., children can be extremely frustrating: they don’t always listen; they constantly push the line of how far they can go; and once the line has been established, they are constantly treading on it to make sure it hasn’t moved. They are dependent and self-centered, so caretakers have very little privacy or time to themselves); being rigid (e.g., having no tolerance for differences—for example, what if your son wanted to play with dolls? A rigid father would not let him, laugh at him for wanting to, punish him when he does, etc.); having deficits in empathy (parents who cannot put themselves in the shoes of their children cannot fully understand what their children need emotionally); or being disorganized, inefficient, and ineffectual. (Parents who are unable to manage their own lives are unlikely to be successful at managing the lives of their children, and since many children want and need limits, these parents are unable to set them or adhere to them.)

Biological pathologies that may increase the likelihood of someone becoming a child abuser include having substance abuse or dependence problems, or having persistent or reoccurring physical health problems (especially health problems that can be extremely painful and can cause a person to become more self-absorbed, both qualities that can give rise to a lack of patience, lower frustration tolerance, and increased stress).

The second explanation for child abuse centers on the interaction between the parent and the child, noting that certain types of parents are more likely to abuse, and certain types of children are more likely to be abused, and when these less-skilled parents are coupled with these more difficult children, child abuse is the most likely to occur. Discussion here focuses on what makes a parent less skilled, and what makes a child more difficult. Characteristics of unskilled parents are likely to include such traits as only pointing out what children do wrong and never giving any encouragement for good behavior, and failing to be sensitive to the emotional needs of children. Less skilled parents tend to have unrealistic expectations of children. They may engage in role reversal— where the parents make the child take care of them—and view the parent’s happiness and well-being as the responsibility of the child. Some parents view the parental role as extremely stressful and experience little enjoyment from being a parent. Finally, less-skilled parents tend to have more negative perceptions regarding their child(ren). For example, perhaps the child has a different shade of skin than they expected and this may disappoint or anger them, they may feel the child is being manipulative (long before children have this capability), or they may view the child as the scapegoat for all the parents’ or family’s problems. Theoretically, parents with these characteristics would be more likely to abuse their children, but if they are coupled with having a difficult child, they would be especially likely to be abusive. So, what makes a child more difficult? Certainly, through no fault of their own, children may have characteristics that are associated with child care that is more demanding and difficult than in the “normal” or “average” situation. Such characteristics can include having physical and mental disabilities (autism, attention deficit hyperactivity disorder [ADHD], hyperactivity, etc.); the child may be colicky, frequently sick, be particularly needy, or cry more often. In addition, some babies are simply unhappier than other babies for reasons that cannot be known. Further, infants are difficult even in the best of circumstances. They are unable to communicate effectively, and they are completely dependent on their caretakers for everything, including eating, diaper changing, moving around, entertainment, and emotional bonding. Again, these types of children, being more difficult, are more likely to be victims of child abuse.

Nonetheless, each of these types of parents and children alone cannot explain the abuse of children, but it is the interaction between them that becomes the key. Unskilled parents may produce children that are happy and not as needy, and even though they are unskilled, they do not abuse because the child takes less effort. At the same time, children who are more difficult may have parents who are skilled and are able to handle and manage the extra effort these children take with aplomb. However, risks for child abuse increase when unskilled parents must contend with difficult children.

Social learning or past abuse in the family is a third common explanation for child abuse. Here, the theory concentrates not only on what children learn when they see or experience violence in their homes, but additionally on what they do not learn as a result of these experiences. Social learning theory in the context of family violence stresses that if children are abused or see abuse (toward siblings or a parent), those interactions and violent family members become the representations and role models for their future familial interactions. In this way, what children learn is just as important as what they do not learn. Children who witness or experience violence may learn that this is the way parents deal with children, or that violence is an acceptable method of child rearing and discipline. They may think when they become parents that “violence worked on me when I was a child, and I turned out fine.” They may learn unhealthy relationship interaction patterns; children may witness the negative interactions of parents and they may learn the maladaptive or violent methods of expressing anger, reacting to stress, or coping with conflict.

What is equally as important, though, is that they are unlikely to learn more acceptable and nonviolent ways of rearing children, interacting with family members, and working out conflict. Here it may happen that an adult who was abused as a child would like to be nonviolent toward his or her own children, but when the chips are down and the child is misbehaving, this abused-child-turned-adult does not have a repertoire of nonviolent strategies to try. This parent is more likely to fall back on what he or she knows as methods of discipline.

Something important to note here is that not all abused children grow up to become abusive adults. Children who break the cycle were often able to establish and maintain one healthy emotional relationship with someone during their childhoods (or period of young adulthood). For instance, they may have received emotional support from a nonabusing parent, or they received social support and had a positive relationship with another adult during their childhood (e.g., teacher, coach, minister, neighbor, etc.). Abused children who participate in therapy during some period of their lives can often break the cycle of violence. In addition, adults who were abused but are able to form an emotionally supportive and satisfying relationship with a mate can make the transition to being nonviolent in their family interactions.

Moving on to a fourth familiar explanation for child abuse, there are some common situational factors that influence families and parents and increase the risks for child abuse. Typically, these are factors that increase family stress or social isolation. Specifically, such factors may include receiving public assistance or having low socioeconomic status (a combination of low income and low education). Other factors include having family members who are unemployed, underemployed (working in a job that requires lower qualifications than an individual possesses), or employed only part time. These financial difficulties cause great stress for families in meeting the needs of the individual members. Other stress-inducing familial characteristics are single-parent households and larger family size. Finally, social isolation can be devastating for families and family members. Having friends to talk to, who can be relied upon, and with whom kids can be dropped off occasionally is tremendously important for personal growth and satisfaction in life. In addition, social isolation and stress can cause individuals to be quick to lose their tempers, as well as cause people to be less rational in their decision making and to make mountains out of mole hills. These situations can lead families to be at greater risk for child abuse.

Finally, cultural views and supports (or lack thereof) can lead to greater amounts of child abuse in a society such as the United States. One such cultural view is that of societal support for physical punishment. This is problematic because there are similarities between the way criminals are dealt with and the way errant children are handled. The use of capital punishment is advocated for seriously violent criminals, and people are quick to use such idioms as “spare the rod and spoil the child” when it comes to the discipline or punishment of children. In fact, it was not until quite recently that parenting books began to encourage parents to use other strategies than spanking or other forms of corporal punishment in the discipline of their children. Only recently, the American Academy of Pediatrics has come out and recommended that parents do not spank or use other forms of violence on their children because of the deleterious effects such methods have on youngsters and their bonds with their parents. Nevertheless, regardless of recommendations, the culture of corporal punishment persists.

Another cultural view in the United States that can give rise to greater incidents of child abuse is the belief that after getting married, couples of course should want and have children. Culturally, Americans consider that children are a blessing, raising kids is the most wonderful thing a person can do, and everyone should have children. Along with this notion is the idea that motherhood is always wonderful; it is the most fulfilling thing a woman can do; and the bond between a mother and her child is strong, glorious, and automatic—all women love being mothers. Thus, culturally (and theoretically), society nearly insists that married couples have children and that they will love having children. But, after children are born, there is not much support for couples who have trouble adjusting to parenthood, or who do not absolutely love their new roles as parents. People look askance at parents who need help, and cannot believe parents who say anything negative about parenthood. As such, theoretically, society has set up a situation where couples are strongly encouraged to have kids, are told they will love kids, but then society turns a blind or disdainful eye when these same parents need emotional, financial, or other forms of help or support. It is these types of cultural viewpoints that increase the risks for child abuse in society.

The consequences of child abuse are tremendous and long lasting. Research has shown that the traumatic experience of childhood abuse is life changing. These costs may surface during adolescence, or they may not become evident until abused children have grown up and become abusing parents or abused spouses. Early identification and treatment is important to minimize these potential long-term effects. Whenever children say they have been abused, it is imperative that they be taken seriously and their abuse be reported. Suspicions of child abuse must be reported as well. If there is a possibility that a child is or has been abused, an investigation must be conducted.

Children who have been abused may exhibit traits such as the inability to love or have faith in others. This often translates into adults who are unable to establish lasting and stable personal relationships. These individuals have trouble with physical closeness and touching as well as emotional intimacy and trust. Further, these qualities tend to cause a fear of entering into new relationships, as well as the sabotaging of any current ones.

Psychologically, children who have been abused tend to have poor self-images or are passive, withdrawn, or clingy. They may be angry individuals who are filled with rage, anxiety, and a variety of fears. They are often aggressive, disruptive, and depressed. Many abused children have flashbacks and nightmares about the abuse they have experienced, and this may cause sleep problems as well as drug and alcohol problems. Posttraumatic stress disorder (PTSD) and antisocial personality disorder are both typical among maltreated children. Research has also shown that most abused children fail to reach “successful psychosocial functioning,” and are thus not resilient and do not resume a “normal life” after the abuse has ended.

Socially (and likely because of these psychological injuries), abused children have trouble in school, will have difficulty getting and remaining employed, and may commit a variety of illegal or socially inappropriate behaviors. Many studies have shown that victims of child abuse are likely to participate in high-risk behaviors such as alcohol or drug abuse, the use of tobacco, and high-risk sexual behaviors (e.g., unprotected sex, large numbers of sexual partners). Later in life, abused children are more likely to have been arrested and homeless. They are also less able to defend themselves in conflict situations and guard themselves against repeated victimizations.

Medically, abused children likely will experience health problems due to the high frequency of physical injuries they receive. In addition, abused children experience a great deal of emotional turmoil and stress, which can also have a significant impact on their physical condition. These health problems are likely to continue occurring into adulthood. Some of these longer-lasting health problems include headaches; eating problems; problems with toileting; and chronic pain in the back, stomach, chest, and genital areas. Some researchers have noted that abused children may experience neurological impairment and problems with intellectual functioning, while others have found a correlation between abuse and heart, lung, and liver disease, as well as cancer (Thomas, 2004).

Victims of sexual abuse show an alarming number of disturbances as adults. Some dislike and avoid sex, or experience sexual problems or disorders, while other victims appear to enjoy sexual activities that are self-defeating or maladaptive—normally called “dysfunctional sexual behavior”—and have many sexual partners.

Abused children also experience a wide variety of developmental delays. Many do not reach physical, cognitive, or emotional developmental milestones at the typical time, and some never accomplish what they are supposed to during childhood socialization. In the next section, these developmental delays are discussed as a means of identifying children who may be abused.

There are two primary ways of identifying children who are abused: spotting and evaluating physical injuries, and detecting and appraising developmental delays. Distinguishing physical injuries due to abuse can be difficult, particularly among younger children who are likely to get hurt or receive injuries while they are playing and learning to become ambulatory. Nonetheless, there are several types of wounds that children are unlikely to give themselves during their normal course of play and exploration. These less likely injuries may signal instances of child abuse.

While it is true that children are likely to get bruises, particularly when they are learning to walk or crawl, bruises on infants are not normal. Also, the back of the legs, upper arms, or on the chest, neck, head, or genitals are also locations where bruises are unlikely to occur during normal childhood activity. Further, bruises with clean patterns, like hand prints, buckle prints, or hangers (to name a few), are good examples of the types of bruises children do not give themselves.

Another area of physical injury where the source of the injury can be difficult to detect is fractures. Again, children fall out of trees, or crash their bikes, and can break limbs. These can be normal parts of growing up. However, fractures in infants less than 12 months old are particularly suspect, as infants are unlikely to be able to accomplish the types of movement necessary to actually break a leg or an arm. Further, multiple fractures, particularly more than one on a bone, should be examined more closely. Spiral or torsion fractures (when the bone is broken by twisting) are suspect because when children break their bones due to play injuries, the fractures are usually some other type (e.g., linear, oblique, compacted). In addition, when parents don’t know about the fracture(s) or how it occurred, abuse should be considered, because when children get these types of injuries, they need comfort and attention.

Head and internal injuries are also those that may signal abuse. Serious blows to the head cause internal head injuries, and this is very different from the injuries that result from bumping into things. Abused children are also likely to experience internal injuries like those to the abdomen, liver, kidney, and bladder. They may suffer a ruptured spleen, or intestinal perforation. These types of damages rarely happen by accident.

Burns are another type of physical injury that can happen by accident or by abuse. Nevertheless, there are ways to tell these types of burn injuries apart. The types of burns that should be examined and investigated are those where the burns are in particular locations. Burns to the bottom of the feet, genitals, abdomen, or other inaccessible spots should be closely considered. Burns of the whole hand or those to the buttocks are also unlikely to happen as a result of an accident.

Turning to the detection and appraisal of developmental delays, one can more readily assess possible abuse by considering what children of various ages should be able to accomplish, than by noting when children are delayed and how many milestones on which they are behind schedule. Importantly, a few delays in reaching milestones can be expected, since children develop individually and not always according to the norm. Nonetheless, when children are abused, their development is likely to be delayed in numerous areas and across many milestones.

As children develop and grow, they should be able to crawl, walk, run, talk, control going to the bathroom, write, set priorities, plan ahead, trust others, make friends, develop a good self-image, differentiate between feeling and behavior, and get their needs met in appropriate ways. As such, when children do not accomplish these feats, their circumstances should be examined.

Infants who are abused or neglected typically develop what is termed failure to thrive syndrome. This syndrome is characterized by slow, inadequate growth, or not “filling out” physically. They have a pale, colorless complexion and dull eyes. They are not likely to spend much time looking around, and nothing catches their eyes. They may show other signs of lack of nutrition such as cuts, bruises that do not heal in a timely way, and discolored fingernails. They are also not trusting and may not cry much, as they are not expecting to have their needs met. Older infants may not have developed any language skills, or these developments are quite slow. This includes both verbal and nonverbal means of communication.

Toddlers who are abused often become hypervigilant about their environments and others’ moods. They are more outwardly focused than a typical toddler (who is quite self-centered) and may be unable to separate themselves as individuals, or consider themselves as distinct beings. In this way, abused toddlers cannot focus on tasks at hand because they are too concerned about others’ reactions. They don’t play with toys, have no interest in exploration, and seem unable to enjoy life. They are likely to accept losses with little reaction, and may have age-inappropriate knowledge of sex and sexual relations. Finally, toddlers, whether they are abused or not, begin to mirror their parents’ behaviors. Thus, toddlers who are abused may mimic the abuse when they are playing with dolls or “playing house.”

Developmental delays can also be detected among abused young adolescents. Some signs include the failure to learn cause and effect, since their parents are so inconsistent. They have no energy for learning and have not developed beyond one- or two-word commands. They probably cannot follow complicated directions (such as two to three tasks per instruction), and they are unlikely to be able to think for themselves. Typically, they have learned that failure is totally unacceptable, but they are more concerned with the teacher’s mood than with learning and listening to instruction. Finally, they are apt to have been inadequately toilet trained and thus may be unable to control their bladders.

Older adolescents, because they are likely to have been abused for a longer period of time, continue to get further and further behind in their developmental achievements. Abused children this age become family nurturers. They take care of their parents and cater to their parents’ needs, rather than the other way around. In addition, they probably take care of any younger siblings and do the household chores. Because of these default responsibilities, they usually do not participate in school activities; they frequently miss days at school; and they have few, if any, friends. Because they have become so hypervigilant and have increasingly delayed development, they lose interest in and become disillusioned with education. They develop low self-esteem and little confidence, but seem old for their years. Children this age who are abused are still likely to be unable to control their bladders and may have frequent toileting accidents.

Other developmental delays can occur and be observed in abused and neglected children of any age. For example, malnutrition and withdrawal can be noticed in infants through teenagers. Maltreated children frequently have persistent or untreated illnesses, and these can become permanent disabilities if medical conditions go untreated for a long enough time. Another example can be the consequences of neurological damage. Beyond being a medical issue, this type of damage can cause problems with social behavior and impulse control, which, again, can be discerned in various ages of children.

Once child abuse is suspected, law enforcement officers, child protection workers, or various other practitioners may need to interview the child about the abuse or neglect he or she may have suffered. Interviewing children can be extremely difficult because children at various stages of development can remember only certain parts or aspects of the events in their lives. Also, interviewers must be careful that they do not put ideas or answers into the heads of the children they are interviewing. There are several general recommendations when interviewing children about the abuse they may have experienced. First, interviewers must acknowledge that even when children are abused, they likely still love their parents. They do not want to be taken away from their parents, nor do they want to see their parents get into trouble. Interviewers must not blame the parents or be judgmental about them or the child’s family. Beyond that, interviews should take place in a safe, neutral location. Interviewers can use dolls and role-play to help children express the types of abuse of which they may be victims.

Finally, interviewers must ask age-appropriate questions. For example, 3-year-olds can probably only answer questions about what happened and who was involved. Four- to five-year-olds can also discuss where the incidents occurred. Along with what, who, and where, 6- to 8-year-olds can talk about the element of time, or when the abuse occurred. Nine- to 10-year-olds are able to add commentary about the number of times the abuse occurred. Finally, 11-year-olds and older children can additionally inform interviewers about the circumstances of abusive instances.

A conclusion is not a summary of what a writer has already mentioned. On the contrary, it is the last point made. Taking every detail of the investigation, the researcher makes the concluding point. In this part of a paper, you need to put a full stop in your research. You need to persuade the reader in your opinion.

Never add any new information in the conclusion. You can present solutions to the problem and you dwell upon the results, but only if this information has been already mentioned in the main body.

Child advocates recommend a variety of strategies to aid families and children experiencing abuse. These recommendations tend to focus on societal efforts as well as more individual efforts. One common strategy advocated is the use of public service announcements that encourage individuals to report any suspected child abuse. Currently, many mandatory reporters (those required by law to report abuse such as teachers, doctors, and social service agency employees) and members of communities feel that child abuse should not be reported unless there is substantial evidence that abuse is indeed occurring. Child advocates stress that this notion should be changed, and that people should report child abuse even if it is only suspected. Public service announcements should stress that if people report suspected child abuse, the worst that can happen is that they might be wrong, but in the grander scheme of things that is really not so bad.

Child advocates also stress that greater interagency cooperation is needed. This cooperation should be evident between women’s shelters, child protection agencies, programs for at-risk children, medical agencies, and law enforcement officers. These agencies typically do not share information, and if they did, more instances of child abuse would come to the attention of various authorities and could be investigated and managed. Along these lines, child protection agencies and programs should receive more funding. When budgets are cut, social services are often the first things to go or to get less financial support. Child advocates insist that with more resources, child protection agencies could hire more workers, handle more cases, conduct more investigations, and follow up with more children and families.

Continuing, more educational efforts must be initiated about issues such as punishment and discipline styles and strategies; having greater respect for children; as well as informing the community about what child abuse is, and how to recognize it. In addition, Americans must alter the cultural orientation about child bearing and child rearing. Couples who wish to remain child-free must be allowed to do so without disdain. And, it must be acknowledged that raising children is very difficult, is not always gloriously wonderful, and that parents who seek help should be lauded and not criticized. These kinds of efforts can help more children to be raised in nonviolent, emotionally satisfying families, and thus become better adults.

Bibliography

When you write a paper, make sure you are aware of all the formatting requirements. Incorrect formatting can lower your mark, so do not underestimate the importance of this part.

Organizing your bibliography is quite a tedious and time-consuming task. Still, you need to do it flawlessly. For this reason, analyze all the standards you need to meet or ask professionals to help you with it. All the comas, colons, brackets etc. matter. They truly do.

Bibliography:

• American Academy of Pediatrics: https://www.aap.org/
• Bancroft, L., & Silverman, J. G. (2002). The batterer as parent. Thousand Oaks, CA: Sage.
• Child Abuse Prevention and Treatment Act, 42 U.S.C.A. § 5106g (1998).
• Childhelp: Child Abuse Statistics: https://www.childhelp.org/child-abuse-statistics/
• Children’s Defense Fund: https://www.childrensdefense.org/
• Child Stats.gov: https://www.childstats.gov/
• Child Welfare League of America: https://www.cwla.org/
• Crosson-Tower, C. (2008). Understanding child abuse and neglect (7th ed.). Boston: Allyn & Bacon.
• DeBecker, G. (1999). Protecting the gift: Keeping children and teenagers safe (and parents sane). New York: Bantam Dell.
• Family Research Laboratory at the University of New Hampshire: https://cola.unh.edu/family-research-laboratory
• Guterman, N. B. (2001). Stopping child maltreatment before it starts: Emerging horizons in early home visitation services. Thousand Oaks, CA: Sage.
• Herman, J. L. (2000). Father-daughter incest. Cambridge, MA: Harvard University Press.
• Medline Plus, Child Abuse: https://medlineplus.gov/childabuse.html
• Myers, J. E. B. (Ed.). (1994). The backlash: Child protection under fire. Newbury Park, CA: Sage.
• National Center for Missing and Exploited Children: https://www.missingkids.org/home
• National Child Abuse and Neglect Data System. (2006). Child maltreatment 2006: Reports from the states to the National Child Abuse and Neglect Data System. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families.
• New York University Silver School of Social Work: https://socialwork.nyu.edu/
• Pitzer, R. L. (1997). Corporal punishment in the discipline of children in the home: Research update for practitioners. Paper presented at the National Council on Family Relations Annual Conference, Washington, DC.
• RAND, Child Abuse and Neglect: https://www.rand.org/topics/child-abuse-and-neglect.html
• Richards, C. E. (2001). The loss of innocents: Child killers and their victims. Wilmington, DE: Scholarly Resources.
• Straus, M. A. (2001). Beating the devil out of them: Corporal punishment in American families and its effects on children. Edison, NJ: Transaction.
• Thomas, P. M. (2004). Protection, dissociation, and internal roles: Modeling and treating the effects of child abuse. Review of General Psychology, 7(15).
• U.S. Department of Health and Human Services, Administration for Children and Families: https://www.acf.hhs.gov/

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Finding Scholarly Articles: Home

What's a Scholarly Article?

Your professor has specified that you are to use scholarly (or primary research or peer-reviewed or refereed or academic) articles only in your paper. What does that mean?

Scholarly or primary research articles are peer-reviewed , which means that they have gone through the process of being read by reviewers or referees  before being accepted for publication. When a scholar submits an article to a scholarly journal, the manuscript is sent to experts in that field to read and decide if the research is valid and the article should be published. Typically the reviewers indicate to the journal editors whether they think the article should be accepted, sent back for revisions, or rejected.

To decide whether an article is a primary research article, look for the following:

• The author’s (or authors') credentials and academic affiliation(s) should be given;
• There should be an abstract summarizing the research;
• The methods and materials used should be given, often in a separate section;
• There are citations within the text or footnotes referencing sources used;
• Results of the research are given;
• There should be discussion   and  conclusion ;
• With a bibliography or list of references at the end.

Caution: even though a journal may be peer-reviewed, not all the items in it will be. For instance, there might be editorials, book reviews, news reports, etc. Check for the parts of the article to be sure.   

You can limit your search results to primary research, peer-reviewed or refereed articles in many databases. To search for scholarly articles in  HOLLIS , type your keywords in the box at the top, and select  Catalog&Articles  from the choices that appear next.   On the search results screen, look for the  Show Only section on the right and click on  Peer-reviewed articles . (Make sure to  login in with your HarvardKey to get full-text of the articles that Harvard has purchased.)

Many of the databases that Harvard offers have similar features to limit to peer-reviewed or scholarly articles.  For example in Academic Search Premier , click on the box for Scholarly (Peer Reviewed) Journals  on the search screen.

Review articles are another great way to find scholarly primary research articles.   Review articles are not considered "primary research", but they pull together primary research articles on a topic, summarize and analyze them.  In Google Scholar , click on Review Articles  at the left of the search results screen. Ask your professor whether review articles can be cited for an assignment.

A note about Google searching.  A regular Google search turns up a broad variety of results, which can include scholarly articles but Google results also contain commercial and popular sources which may be misleading, outdated, etc.  Use Google Scholar  through the Harvard Library instead.

About Wikipedia .  W ikipedia is not considered scholarly, and should not be cited, but it frequently includes references to scholarly articles. Before using those references for an assignment, double check by finding them in Hollis or a more specific subject  database .

Still not sure about a source? Consult the course syllabus for guidance, contact your professor or teaching fellow, or use the Ask A Librarian service.

• Last Updated: Oct 3, 2023 3:37 PM
• URL: https://guides.library.harvard.edu/FindingScholarlyArticles

Harvard University Digital Accessibility Policy

Empirical Research

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[email protected]  .

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Empirical Research Article: Example with Annotations

Here are a few examples of empirical research articles. Look at the abstract, source, subject terms (under “MeSH”,“Subject”, or “Subject Terms”). 

Gender Differences in Affective Responses to Sexual Rejection  Hanneke de Graaf; Theo G M Sandfort Archives of Sexual Behavior ; Aug 2004; 33(4), pp. 395-403; Research Library

Couples Watching Television: gender, power, and the remote control  Alexis J Walker Journal of Marriage and the Family ; Nov 1996; 58(4), pp. 813-823; ProQuest Religion

Elementary and High School Teachers: birds of a feather?  Susan H Marston; Gerald J Brunetti; Victoria B Courtney Education ; Spring 2005; 125(3), pp. 469-495; Research Library

Racially Biased Policing: determinants of citizen perceptions  Ronald Weitzer; Steven A Tuch Social Forces; Mar 2005; 83(3), pp. 1009-1030; Research Library

Note: you may not use these examples for your assignment!

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Collection  12 March 2021

2020 Top 50 Life and Biological Sciences Articles

We are pleased to share with you the 50 most downloaded Nature Communications articles* in the life and biological sciences published in 2020. (Please note we have a separate collection on the Top 50 SARS-CoV-2 papers .) Featuring authors from around the world, these papers highlight valuable research from an international community.

Browse all Top 50 subject area collections here .

* Data obtained from SN Insights (based on Digital Science's Dimensions) and has been normalised to account for articles published later in the year.

Vitamin D metabolites and the gut microbiome in older men

Here, the authors investigate associations of vitamin D metabolites with gut microbiome in a cross-sectional analysis of 567 elderly men enrolled in the Osteoporotic Fractures in Men (MrOS) Study and find larger alpha-diversity correlates with high 1,25(OH)2D and high 24,25(OH)2D and higher ratios of activation and catabolism.

• Robert L. Thomas
• Lingjing Jiang
• Deborah M. Kado

The misuse of colour in science communication

The accurate representation of data is essential in science communication, however, colour maps that visually distort data through uneven colour gradients or are unreadable to those with colour vision deficiency remain prevalent. Here, the authors present a simple guide for the scientific use of colour and highlight ways for the scientific community to identify and prevent the misuse of colour in science.

• Fabio Crameri
• Grace E. Shephard
• Philip J. Heron

Effect of gut microbiota on depressive-like behaviors in mice is mediated by the endocannabinoid system

The gut microbiota may contribute to depression, but the underlying mechanism is not well understood. Here the authors use a mouse model of stress induced depression to demonstrate that behavioural changes conferred by fecal transplant from stressed to naïve mice require the endocannabinoid system.

• Grégoire Chevalier
• Eleni Siopi
• Pierre-Marie Lledo

The default network of the human brain is associated with perceived social isolation

Here, using pattern-learning analyses of structural, functional, and diffusion brain scans in ~40,000 UK Biobank participants, the authors provide population-scale evidence that the default network is associated with perceived social isolation.

• R. Nathan Spreng
• Emile Dimas
• Danilo Bzdok

Non-invasive early detection of cancer four years before conventional diagnosis using a blood test

Patients whose disease is diagnosed in its early stages have better outcomes. In this study, the authors develop a non invasive blood test based on circulating tumor DNA methylation that can potentially detect cancer occurrence even in asymptomatic patients.

• Xingdong Chen
• Jeffrey Gole

Deep learning suggests that gene expression is encoded in all parts of a co-evolving interacting gene regulatory structure

Regulatory and coding regions of genes are shaped by evolution to control expression levels. Here, the authors use deep learning to identify rules controlling gene expression levels and suggest that all parts of the gene regulatory structure interact in this.

• Christoph S. Börlin
• Aleksej Zelezniak

A systematic review of antibody mediated immunity to coronaviruses: kinetics, correlates of protection, and association with severity

Antibody mediated immunity to SARS-CoV-2 will affect future transmission and disease severity. This systematic review on antibody response to coronaviruses, including SARS-CoV-2, SARS-CoV, MERS-CoV and endemic coronaviruses provides insights into kinetics, correlates of protection, and association with disease severity.

• Angkana T. Huang
• Bernardo Garcia-Carreras
• Derek A. T. Cummings

Biomineral armor in leaf-cutter ants

Biomineral armour is known in a number of diverse creatures but has not previously been observed in insects. Here, the authors report on the discovery and characterization of high-magnesium calcite armour which overlays the exoskeletons of leaf-cutter ants.

• Chang-Yu Sun
• Cameron R. Currie

Senolytics prevent mt-DNA-induced inflammation and promote the survival of aged organs following transplantation

Organ transplantation involving aged donors is often confounded by reduced post-transplantation organ survival. By studying both human organs and mouse transplantation models, here the authors show that pretreating the donors with senolytics to reduce mitochondria DNA and pro-inflammatory dendritic cells may help promote survival of aged organs.

• Jasper Iske
• Midas Seyda
• Stefan G. Tullius

Fasting mimicking diet as an adjunct to neoadjuvant chemotherapy for breast cancer in the multicentre randomized phase 2 DIRECT trial

Preclinical evidence suggests that a fasting mimicking diet (FMD) can make cancer cells more vulnerable to chemotherapy, while protecting normal cells. In this randomized phase II clinical trial of 131 patients with HER2 negative early stage breast cancer, the authors demonstrate that FMD is safe and enhances the effects of neoadjuvant chemotherapy on radiological and pathological tumor response.

• Stefanie de Groot
• Rieneke T. Lugtenberg
• Dutch Breast Cancer Research Group (BOOG)

Aerobic microbial life persists in oxic marine sediment as old as 101.5 million years

The discovery of aerobic microbial communities in nutrient-poor sediments below the seafloor begs the question of the mechanisms for their persistence. Here the authors investigate subseafloor sediment in the South Pacific Gyre abyssal plain, showing that aerobic microbial life can be revived and retain metabolic potential even from 101.5 Ma-old sediment.

• Yuki Morono
• Fumio Inagaki

The auxin-inducible degron 2 technology provides sharp degradation control in yeast, mammalian cells, and mice

Auxin-inducible degron systems can be leaky and require high doses of auxin. Here the authors establish AID2 which uses an OsTIR1 mutant and the ligand 5-Ph-IAA to overcome these problems and establish AID-mediated target depletion in mice.

• Aisha Yesbolatova
• Yuichiro Saito
• Masato T. Kanemaki

Origin and cross-species transmission of bat coronaviruses in China

Bats are a likely reservoir of zoonotic coronaviruses (CoVs). Here, analyzing bat CoV sequences in China, the authors find that alpha-CoVs have switched hosts more frequently than betaCoVs, identify a bat family and genus that are highly involved in host-switching, and define hotspots of CoV evolutionary diversity.

• Alice Latinne
• Peter Daszak

Multivariate genomic scan implicates novel loci and haem metabolism in human ageing

Ageing phenotypes are of great interest but are difficult to study genetically, partly due to the sample sizes required. Here, the authors present a multivariate framework to combine GWAS summary statistics and increase statistical power, identifying additional loci enriched for aging.

• Paul R. H. J. Timmers
• James F. Wilson
• Joris Deelen

A microsporidian impairs Plasmodium falciparum transmission in Anopheles arabiensis mosquitoes

Mircobial symbionts of mosquitoes can affect transmission of human pathogens. Here, Herren et al . identify a microsporidian symbiont in Anopheles gambiae that impairs transmission without affecting mosquito fecundity or survival.

• Jeremy K. Herren
• Lilian Mbaisi
• Steven P. Sinkins

Gene editing and elimination of latent herpes simplex virus in vivo

Herpes simplex virus establishes lifelong latency in ganglionic neurons, which are the source for recurrent infection. Here Aubert et al. report a promising antiviral therapy based on gene editing with adeno-associated virus-delivered meganucleases, which leads to a significant reduction in ganglionic HSV loads and HSV reactivation.

• Martine Aubert
• Daniel E. Strongin
• Keith R. Jerome

A predictive index for health status using species-level gut microbiome profiling

A biologically-interpretable and robust metric that provides insight into one’s health status from a gut microbiome sample is an important clinical goal in current human microbiome research. Herein, the authors introduce a species-level index that predicts the likelihood of having a disease.

• Vinod K. Gupta
• Jaeyun Sung

Bacterial nanotubes as a manifestation of cell death

Bacterial nanotubes and other similar membranous structures have been reported to function as conduits between cells to exchange DNA, proteins, and nutrients. Here the authors provide evidence that bacterial nanotubes are formed only by dead or dying cells, thus questioning their previously proposed functions.

• Jiří Pospíšil
• Dragana Vítovská
• Libor Krásný

Gut microbiota mediates intermittent-fasting alleviation of diabetes-induced cognitive impairment

Intermittent fasting (IF) has been shown beneficial in reducing metabolic diseases. Here, using a multi-omics approach in a T2D mouse model, the authors report that IF alters the composition of the gut microbiota and improves metabolic phenotypes that correlate with cognitive behavior.

• Zhigang Liu
• Xiaoshuang Dai

Transient non-integrative expression of nuclear reprogramming factors promotes multifaceted amelioration of aging in human cells

Aging involves gradual loss of tissue function, and transcription factor (TF) expression can ameliorate this in progeroid mice. Here the authors show that transient TF expression reverses age-associated epigenetic marks, inflammatory profiles and restores regenerative potential in naturally aged human cells.

• Tapash Jay Sarkar
• Marco Quarta
• Vittorio Sebastiano

Mitochondrial TCA cycle metabolites control physiology and disease

Mitochondrial metabolites contribute to more than biosynthesis, and it is clear that they influence multiple cellular functions in a variety of ways. Here, Martínez-Reyes and Chandel review key metabolites and describe their effects on processes involved in physiology and disease including chromatin dynamics, immunity, and hypoxia.

• Inmaculada Martínez-Reyes
• Navdeep S. Chandel

A deep learning model to predict RNA-Seq expression of tumours from whole slide images

RNA-sequencing of tumour tissue can provide important diagnostic and prognostic information but this is costly and not routinely performed in all clinical settings. Here, the authors show that whole slide histology slides—part of routine care—can be used to predict RNA-sequencing data and thus reduce the need for additional analyses.

• Benoît Schmauch
• Alberto Romagnoni
• Gilles Wainrib

Circadian regulation of mitochondrial uncoupling and lifespan

Disruption of different components of molecular circadian clocks has varying effects on health and lifespan of model organisms. Here the authors show that loss of period extends life in drosophila melanogaster.

• Matt Ulgherait
• Mimi Shirasu-Hiza

Circadian control of brain glymphatic and lymphatic fluid flow

Glymphatic function is increased during the rest phase while more cerebrospinal fluid (CSF) drains directly to the lymphatic system during the active phase. The water channel aquaporin-4 supports these endogenous, circadian rhythms in CSF distribution.

• Lauren M. Hablitz
• Virginia Plá
• Maiken Nedergaard

Brain-inspired replay for continual learning with artificial neural networks

One challenge that faces artificial intelligence is the inability of deep neural networks to continuously learn new information without catastrophically forgetting what has been learnt before. To solve this problem, here the authors propose a replay-based algorithm for deep learning without the need to store data.

• Gido M. van de Ven
• Hava T. Siegelmann
• Andreas S. Tolias

Single-cell RNA-seq reveals that glioblastoma recapitulates a normal neurodevelopmental hierarchy

Glioblastoma is thought to arise from neural stem cells. Here, to investigate this, the authors use single-cell RNA-sequencing to compare glioblastoma to the fetal human brain, and find a similarity between glial progenitor cells and a subpopulation of glioblastoma cells.

• Charles P. Couturier
• Shamini Ayyadhury
• Kevin Petrecca

Deep learning for genomics using Janggu

Deep learning is becoming a popular approach for understanding biological processes but can be hard to adapt to new questions. Here, the authors develop Janggu, a python library that aims to ease data acquisition and model evaluation and facilitate deep learning applications in genomics.

• Wolfgang Kopp
• Altuna Akalin

Versatile whole-organ/body staining and imaging based on electrolyte-gel properties of biological tissues

Tissue clearing has revolutionised histology, but limited penetration of antibodies and stains into thick tissue segments is still a bottleneck. Here, the authors characterise optically cleared tissue as an electrolyte gel and apply this knowledge to stain the entirety of thick tissue samples.

• Etsuo A. Susaki
• Chika Shimizu
• Hiroki R. Ueda

Sestrins are evolutionarily conserved mediators of exercise benefits

Exercise improves metabolic health and physical condition, particularly important for health in aged individuals. Here, the authors identify that Sestrins, proteins induced by exercise, are key mediators of the metabolic adaptation to exercise and increase endurance through the AKT and PGC1a axes.

• Myungjin Kim
• Alyson Sujkowski
• Jun Hee Lee

Synergistic effect of fasting-mimicking diet and vitamin C against KRAS mutated cancers

Fasting diets are emerging as an approach to delay tumor progression and improve cancer therapies. Here, the authors show that the combination of fasting-mimicking diet with vitamin C decreases tumor development and increases chemotherapy efficacy in KRAS-mutant cancer.

• Maira Di Tano
• Franca Raucci
• Valter D. Longo

Single-cell RNA sequencing demonstrates the molecular and cellular reprogramming of metastatic lung adenocarcinoma

Understanding the mechanisms that lead to lung adenocarcinoma metastasis is important for identifying new therapeutics. Here, the authors document the changes in the transcriptome of human lung adenocarcinoma using single-cell sequencing and link cancer cell signatures to immune cell dynamics.

• Nayoung Kim
• Hong Kwan Kim
• Hae-Ock Lee

A deep learning system accurately classifies primary and metastatic cancers using passenger mutation patterns

Some cancer patients first present with metastases where the location of the primary is unidentified; these are difficult to treat. In this study, using machine learning, the authors develop a method to determine the tissue of origin of a cancer based on whole sequencing data.

• Gurnit Atwal
• PCAWG Consortium

Single-cell RNA-sequencing of differentiating iPS cells reveals dynamic genetic effects on gene expression

Studying the genetic effects on early stages of human development is challenging due to a scarcity of biological material. Here, the authors utilise induced pluripotent stem cells from 125 donors to track gene expression changes and expression quantitative trait loci at single cell resolution during in vitro endoderm differentiation.

• Anna S. E. Cuomo
• Daniel D. Seaton
• Oliver Stegle

Trajectory-based differential expression analysis for single-cell sequencing data

Downstream of trajectory inference for cell lineages based on scRNA-seq data, differential expression analysis yields insight into biological processes. Here, Van den Berge et al. develop tradeSeq, a framework for the inference of within and between-lineage differential expression, based on negative binomial generalized additive models.

• Koen Van den Berge
• Hector Roux de Bézieux
• Lieven Clement

Large-scale genome-wide analysis links lactic acid bacteria from food with the gut microbiome

Here, Pasolli et al. perform a large-scale genome-wide comparative analysis of publicly available and newly sequenced food and human metagenomes to investigate the prevalence and diversity of lactic acid bacteria (LAB), indicating food as a major source of LAB species in the human gut.

• Edoardo Pasolli
• Francesca De Filippis
• Danilo Ercolini

Genetic history from the Middle Neolithic to present on the Mediterranean island of Sardinia

Ancient DNA analysis of early European farmers has found a high level of genetic affinity with present-day Sardinians. Here, the authors generate genome-wide capture data for 70 individuals from Sardinia spanning the Middle Neolithic to Medieval period to reveal relationships with mainland European populations shifting over time.

• Joseph H. Marcus
• Cosimo Posth
• John Novembre

Sex and APOE ε4 genotype modify the Alzheimer’s disease serum metabolome

Sex and the APOE ε4 genotype are important risk factors for late-onset Alzheimer’s disease. In the current study, the authors investigate how sex and APOE ε4 genotype modify the association between Alzheimer’s disease biomarkers and metabolites in serum.

• Matthias Arnold
• Kwangsik Nho
• Gabi Kastenmüller

Integrative pathway enrichment analysis of multivariate omics data

Multi-omics datasets pose major challenges to data interpretation and hypothesis generation owing to their high-dimensional molecular profiles. Here, the authors develop ActivePathways method, which uses data fusion techniques for integrative pathway analysis of multi-omics data and candidate gene discovery.

• Marta Paczkowska
• Jonathan Barenboim

Mitochondrial uncoupler BAM15 reverses diet-induced obesity and insulin resistance in mice

Obesity is a global pandemic with limited treatment options. Here, the authors show evidence in mice that the mitochondrial uncoupler BAM15 effectively induces fat loss without affecting food intake or compromising lean body mass.

• Stephanie J. Alexopoulos
• Sing-Young Chen
• Kyle L. Hoehn

Restriction of essential amino acids dictates the systemic metabolic response to dietary protein dilution

Dietary protein dilution, where protein is reduced and replaced by other nutrient sources without caloric restriction, promotes metabolic health via the hepatokine Fgf21. Here, the authors show that essential amino acids threonine and tryptophan are necessary and sufficient to induce these effects.

• Yann W. Yap
• Patricia M. Rusu
• Adam J. Rose

Multiplexed CRISPR technologies for gene editing and transcriptional regulation

Multiplexed CRISPR technologies have recently emerged as powerful approaches for genetic editing and transcriptional regulation. Here the authors review this emerging technology and discuss challenges and considerations for future studies.

• Nicholas S. McCarty
• Alicia E. Graham
• Rodrigo Ledesma-Amaro

Determining sequencing depth in a single-cell RNA-seq experiment

For single-cell RNA-seq experiments the sequencing budget is limited, and how it should be optimally allocated to maximize information is not clear. Here the authors develop a mathematical framework to show that, for estimating many gene properties, the optimal allocation is to sequence at the depth of one read per cell per gene.

• Martin Jinye Zhang
• Vasilis Ntranos

Sphingolipids produced by gut bacteria enter host metabolic pathways impacting ceramide levels

Ceramides are a type of sphingolipid (SL) that have been shown to play a role in several metabolic disorders. Here, the authors investigate the effect of SL-production by gut Bacteroides on host SL homeostasis and show that microbiome-derived SLs enter host circulation and alter ceramide production.

• Elizabeth L. Johnson
• Stacey L. Heaver
• Ruth E. Ley

Ancient genomes reveal social and genetic structure of Late Neolithic Switzerland

European populations underwent strong genetic changes during the Neolithic. Here, Furtwängler et al. provide ancient nuclear and mitochondrial genomic data from the region of Switzerland during the end of the Neolithic and the Early Bronze Age that reveal a complex genetic turnover during the arrival of steppe ancestry.

• Anja Furtwängler
• A. B. Rohrlach
• Johannes Krause

Brain insulin sensitivity is linked to adiposity and body fat distribution

Brain insulin action regulates eating behavior and whole-body energy fluxes, however the impact of brain insulin resistance on long-term weight and body fat composition is unknown. Here, the authors show that high brain insulin sensitivity is linked to weight loss during lifestyle intervention and associates with a favorable body fat distribution.

• Stephanie Kullmann
• Vera Valenta
• Martin Heni

Macrophages directly contribute collagen to scar formation during zebrafish heart regeneration and mouse heart repair

Macrophages mediate the fibrotic response after a heart attack by extracellular matrix turnover and cardiac fibroblasts activation. Here the authors identify an evolutionarily-conserved function of macrophages that contributes directly to the forming post-injury scar through cell-autonomous deposition of collagen.

• Filipa C. Simões
• Thomas J. Cahill
• Paul R. Riley

Sexual-dimorphism in human immune system aging

Whether the immune system aging differs between men and women is barely known. Here the authors characterize gene expression, chromatin state and immune subset composition in the blood of healthy humans 22 to 93 years of age, uncovering shared as well as sex-unique alterations, and create a web resource to interactively explore the data.

• Eladio J. Márquez
• Cheng-han Chung

Collagen-producing lung cell atlas identifies multiple subsets with distinct localization and relevance to fibrosis

Collagen production by lung cells is critical to maintain organ architecture but can also drive pathological scarring. Here the authors perform single cell RNA sequencing of collagen-producing lung cells identifying a subset of pathologic fibroblasts characterized by Cthrc1 expression which are concentrated within fibroblastic foci in fibrotic lungs and show a pro-fibrotic phenotype.

• Tatsuya Tsukui
• Kai-Hui Sun
• Dean Sheppard

Pathway and network analysis of more than 2500 whole cancer genomes

Understanding deregulation of biological pathways in cancer can provide insight into disease etiology and potential therapies. Here, as part of the PanCancer Analysis of Whole Genomes (PCAWG) consortium, the authors present pathway and network analysis of 2583 whole cancer genomes from 27 tumour types.

• Matthew A. Reyna

Single-cell transcriptomics identifies an effectorness gradient shaping the response of CD4 + T cells to cytokines

Cytokines critically control the differentiation and functions of activated naïve and memory T cells. Here the authors show, using multi-omics and single-cell analyses, that naïve and memory T cells exhibit distinct cytokine responses, in which an ‘effectorness gradient’ is depicted by a transcriptional continuum, which shapes the downstream genetic programs.

• Eddie Cano-Gamez
• Blagoje Soskic
• Gosia Trynka

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Reading Science: Navigating Scientific Articles

The organization of a scientific article.

Primary research articles are typically organized into sections: introduction, materials and methods, results, and discussion (called IMRD).

Identify key elements

You may need to read an article several times in order to gain an understanding of it, but you can start by identifying key elements in a quick survey before you read.

Can you find?

• What was the purpose of the study? (in the introduction)
• Was the hypothesis supported? (in the discussion)
• What can you learn from the figures? Do you see trends? (in the results)
• How might the results be used in the future? What comes next? (in the discussion/conclusion)
• What were the limitations of the study? (in the discussion/conclusion)
• How was the experiment conducted? (in the materials and methods)
• How does this study build on previous research? (in the introduction)

Examples of key elements in a scientific paper

Files and links

• Scientific articles with Learning Lens annotations
• NPR: Her incredible sense of smell is helping scientists find new ways to diagnose disease
• Discovery of volatile biomarkers of Parkinson’s disease from sebum
• Worksheet Activity

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• Last Updated: Sep 3, 2024 2:22 PM
• URL: https://guides.lib.uiowa.edu/ReadingScience

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Literature Review

12 Best Tools For Perfect Research Summary Writing

Discover the 12 best tools to streamline your research summary writing, ensuring clarity and precision every time.

Aug 29, 2024

Consider you finally find the time to tackle that research paper for your class. You pull up your literature search and see dozens of articles and studies staring back at you. As you scroll through the titles and abstracts, you realize you need to figure out how to summarize the research to get started on your paper. 

Writing a practical research summary can feel daunting, but it doesn’t have to. In this guide, we’ll break down what a research summary is, why it’s essential, and how to write one. This information lets you confidently write your research summary and finish your paper. 

Otio’s AI research and writing partner can help you write efficient research summaries and papers. Our tool can summarize academic articles so you can understand the material and finish your writing.

Table Of Contents

What is a research summary, purpose of a research summary, how do you write a research summary in 10 simple steps, what is a phd research summary, examples of research summary, supercharge your researching ability with otio — try otio for free today.

A research summary is a piece of writing that summarizes your research on a specific topic. Its primary goal is to offer the reader a detailed study overview with critical findings. A research summary generally contains the structure of the article. 

You must know the goal of your analysis before you launch a project. A research overview summarizes the detailed response and highlights particular issues. Writing it may be troublesome. You want to start with a structure in mind to write a good overview. 

Related Reading

• Systematic Review Vs Meta Analysis • Impact Evaluation • How To Critique A Research Article • How To Synthesize Sources • Annotation Techniques • Skimming And Scanning • Types Of Literature Reviews • Literature Review Table • Literature Review Matrix • How To Increase Reading Speed And Comprehension • How To Read Research Papers • How To Summarize A Research Paper • Literature Gap

A research summary provides a brief overview of a study to readers. When searching for literature, a reader can quickly grasp the central ideas of a paper by reading its summary. It is also a great way to elaborate on the significance of the findings, reminding the reader of the strengths of your main arguments. 

Having a good summary is almost as important as writing a research paper. The benefit of summarizing is showing the "big picture," which allows the reader to contextualize your words. In addition to the advantages of summarizing for the reader, as a writer, you gain a better sense of where you are going with your writing, which parts need elaboration, and whether you have comprehended the information you have collected. 

1. Read The Entire Research Paper

Before writing a research summary , you must read and understand the entire research paper. This may seem like a time-consuming task, but it is essential to write a good summary. Make sure you know the paper's main points before you begin writing.

2. Take Notes As You Read

As you read, take notes on the main points of the paper. These notes will come in handy when you are writing your summary. Be sure to note any necessary information, such as the main conclusions of the author's writing. This helpful tip will also help you write a practical blog summary in less time.

3. Organize Your Thoughts

Once you have finished reading and taking notes on the paper, it is time to start writing your summary. Before you begin, take a few minutes to organize your thoughts. Write down the main points that you want to include in your summary. Then, arrange these points in a logical order.

4. Write The Summary

Now that you have organized your thoughts, it is time to start writing the summary. Begin by stating the author’s thesis statement or main conclusion. Then, briefly describe each of the main points from the paper. Be sure to write clearly and concisely. When you finish, reread your summary to ensure it accurately reflects the paper's content.

5. Write The Introduction

After you have written the summary, it is time to write the introduction. The introduction should include an overview of the paper and a summary description. It should also state the main idea.

6. Introduce The Report's Purpose

The summary of a research paper should include a brief description of the paper's purpose. It should state the paper's thesis statement and briefly describe each of the main points of the paper.

7. Use Keywords To Introduce The Report

When introducing the summary of a research paper, use keywords familiar to the reader. This will help them understand the summary and why it is essential.

8. State The Author's Conclusions

The summary of a research paper should include a brief statement of the author's conclusions. This will help your teacher understand what the paper is trying to achieve.

9. Keep It Concise

A summary should be concise and to the point. It should not include any new information or arguments. It should be one paragraph long at maximum.

10. Edit And Proofread

After you have written the summary, edit and proofread it to ensure it is accurate and precise. This will help ensure that your summary is effective and free of any grammar or spelling errors.

1. Otio: Your AI Research Assistant  

Knowledge workers, researchers, and students today need help with content overload and are left to deal with it using fragmented, complex, and manual tooling. Too many settle for stitching together complicated bookmarking, read-it-later, and note-taking apps to get through their workflows. Now that anyone can create content with a button, this problem will only worsen. Otio solves this problem by providing researchers with one AI-native workspace. It helps them: 

1. Collect a wide range of data sources, from bookmarks, tweets, and extensive books to YouTube videos. 

2. extract key takeaways with detailed ai-generated notes and source-grounded q&a chat. , 3. create draft outputs using the sources you’ve collected. .

Otio helps you to go from a reading list to the first draft faster. Along with this, Otio also enables you to write research papers/essays faster. Here are our top features that researchers love: AI-generated notes on all bookmarks (Youtube videos, PDFs, articles, etc.), Otio enables you to chat with individual links or entire knowledge bases, just like you chat with ChatGPT, as well as AI-assisted writing. 

Let Otio be your AI research and writing partner — try Otio for free today ! 

2. Hypotenuse AI: The Versatile Summarizer  

Like all the AI text summarizers on this list, Hypotenuse AI can take the input text and generate a short summary. One area where it stands out is its ability to handle various input options: You can simply copy-paste the text, directly upload a PDF, or even drop a YouTube link to create summaries. 

You can summarize nearly 200,000 characters (or 50,000 words) at once. 

Hypotenuse AI summarizes articles, PDFs, paragraphs, documents, and videos. 

With the AI tool, you can create engaging hooks and repurpose content for social media. 

You'll need a paid plan after the 7-day free trial. 

There needs to be a free plan available. 

The AI tool majorly focuses on generating eCommerce and marketing content. 

3. Scalenut: The Beginner-Friendly AI Summarizer  

Scalenut is one of the powerful AI text summarizers for beginners or anyone starting out. While it's not as polished as some other business-focused apps, it's significantly easier to use — and the output is just as good as others. If you want a basic online text summarizer that lets you summarize the notes within 800 characters (not words), Scalenut is your app. 

With Scalenut, you get a dedicated summary generation tool for more granular control. 

The keyword planner available helps build content directly from the short and sweet summaries. 

The AI tool integrates well with a whole suite of SEO tools, making it a more SEO-focused summarizer. 

You only get to generate one summary per day. 

Scalenut's paid plans are expensive compared to other AI tools. 

You must summarize long-form articles or blogs at most the limit of 800 characters. 

4. SciSummary: The Academic AI Summarizer  

SciSummary is an AI summarizer that helps summarize single or multiple research papers. It combines and compares the content summaries from research papers, article links, etc. 

It can save time and effort for scientists, students, and enthusiasts who want to keep up with the latest scientific developments. 

It can provide accurate and digestible summaries powered by advanced AI models that learn from feedback and expert guidance. 

It can help users read between the lines and understand complex scientific texts' main points and implications. 

It may only capture some nuances and details of the original articles or papers, which may be necessary for some purposes or audiences. 

Some types of scientific texts, such as highly technical, specialized, or interdisciplinary, may require more domain knowledge or context. 

Some sources of scientific information, such as websites, videos, or podcasts not in text format, may need help summarizing. 

5. Quillbot: The AI Summarizer for Academic Papers  

QuillBot uses advanced neural network models to summarize research papers accurately and effectively. The tool leverages cutting-edge technology to condense lengthy papers into concise and informative summaries, making it easier for users to navigate vast amounts of literature. 

You can upload the text for summarization directly from a document. 

It's excellent for summarizing essays, papers, and lengthy documents. 

You can summarize long texts up to 1200 words for free. 

The free plan is limited to professionals. 

There could have been some more output types. 

QuillBot's Premium plan only gives you 6000 words for summaries per month. 

6. Scribbr: The Research Paper Assistant  

Scribbr is an AI-driven academic writing assistant with a summarization feature tailored for research papers. The tool assists users in the research paper writing process by summarizing and condensing information from various sources, offering support in structuring and organizing content effectively. 

7. TLDR This: The Online Article Summarizer  

TLDR This uses advanced AI to effectively filter out unimportant arguments from online articles and provide readers only with vital takeaways. Its streamlined interface eliminates ads and distractions while summarizing key points, metadata, images, and other crucial article details. 

TLDR This condenses even very lengthy materials into compact summaries users can quickly consume, making it easier to process a vast range of internet content efficiently. 

Ten free "AI" summaries 

Summarization of long text 

Basic summary extraction 

Premium option cost 

No significant improvement in premium options 

8. AI Summarizer: The Text Document Summarizer  

AI Summarizer harnesses artificial intelligence to summarize research papers and other text documents automatically. The tool streamlines the summarization process, making it efficient and accurate, enabling users to extract essential information from extensive research papers efficiently. 

Easy-to-understand interface 

1500-word limit 

Multiple language support 

Contains advertisements 

Requires security captcha completion 

Struggles with lengthy content summarization 

9. Jasper: The Advanced Summarizer  

Jasper AI is a robust summarizing tool that helps users generate AI-powered paper summaries quickly and effectively. The tool supports the prompt creation of premium-quality summaries, assisting researchers in distilling complex information into concise and informative outputs. 

Jasper offers some advanced features, like generating a text from scratch and even summarizing it. 

It integrates well with third-party apps like Surfer, Grammarly, and its own AI art generator. 

It's versatile and can be used to create summaries of blogs, articles, website copy, emails, and even social media posts. 

There's no free plan available — though you get a 7-day free trial. 

You'll need to have a flexible budget to use Jasper AI. 

The Jasper app has a steep learning curve. 

10. Resoomer: The Summary Extractor  

Resoomer rapidly analyzes textual documents to determine the essential sentences and summarizes these key points using its proprietary semantic analysis algorithm. 

By automatically identifying what information matters most, Resoomer can condense elaborate texts across diverse subjects into brief overviews of their core message. With swift copy-and-paste functionality requiring no signup, this specialized tool simplifies the reading experience by extracting only vital details from complex writings. 

Clear and accurate summaries 

Creative sentence combining 

Variety of modes and options 

Lengthy text summarization without word limit in premium mode 

Confusing interface with irrelevant features 

Long-winded summaries spread across multiple pages 

11. Anyword: The Marketing-Focused Summarizer  

When I saw Anyword's summary, I could easily state that the content was unique and worth sharing, making this AI tool an excellent choice for marketers. Plus, it's very easy to use.  

Once you've copied-pasted the text and chosen a summary type, paragraph, keywords, or TL;DR, it generates a summary in minutes. Approve it; you can share the text directly without worrying about plagiarized content. 

You can test the AI tool with the 7-day free trial. 

The Anyword's text generator and summarizer are perfect for creating long-form pieces like blog posts with snippets. 

You can give detailed prompts to the AI tool to customize the generated text. 

Any word is expensive for a more limited set of features than other AI summarizers. 

It can sometimes be slower to use. 

There is no free Anyword plan available. 

12. Frase: The SEO Summarizer  

Frase is a powerful AI-powered summarizer that focuses on SEO. This means it can generate summaries that attract audiences and rank higher. Its proprietary model stands out, providing more flexibility, competitive pricing, and custom features. 

Frase uses BLUF and Reverse Pyramid techniques to generate summaries, improving ranking chances. 

It's free to use Frase's summary generator. 

Instead of GPT-3.5 or GPT-4, Frase uses its proprietary model. 

There's no way to add links to the blog or article to generate a summary. 

You can input up to 600-700 words for summarization. 

It might not be an ideal article summarizer for those who don't care about SEO. 

A research summary for a PhD is called a research statement . The research statement (or statement of research interests) is included in academic job applications. It summarizes your research accomplishments, current work, and future direction and potential. The statement can discuss specific issues such as funding history and potential requirements for laboratory equipment and space and other resources, possible research and industrial collaborations, and how your research contributes to your field's future research direction. 

The research statement should be technical but intelligible to all department members, including those outside your subdiscipline. So keep the “big picture” in mind. The strongest research statements present a readable, compelling, and realistic research agenda that fits well with the department's needs, facilities, and goals. Research statements can be weakened by: overly ambitious proposals lack of apparent direction lack of big-picture focus, and inadequate attention to the needs and facilities of the department or position. 

• Literature Search Template • ChatGPT Prompts For Research • How To Find Gaps In Research • Research Journal Example • How To Find Limitations Of A Study • How To Do A Literature Search • Research Concept Map • Meta-Analysis Methods • How To Identify Bias In A Source • Search Strategies For Research • Literature Search Template • How To Read A Research Paper Quickly • How To Evaluate An Article • ChatGPT Summarize Paper • How To Take Notes For A Research Paper

Research Summary Example 1: A Look at the Probability of an Unexpected Volcanic Eruption in Yellowstone 

Introduction  .

If the Yellowstone supervolcano erupted massively , the consequences would be catastrophic for the United States. The importance of analyzing the likelihood of such an eruption cannot be overstated.  

Hypothesis  

An eruption of the Yellowstone supervolcano would be preceded by intense precursory activity manifesting a few weeks up to a few years in advance.  

Results     

Statistical data from multiple volcanic eruptions happening worldwide show activity that preceded these events (in particular, how early each type of activity was detected).   

Discussion and Conclusion  

Given that scientists continuously monitor Yellowstone and that signs of an eruption are normally detected much in advance, at least a few days in advance, the hypothesis is confirmed. This could be applied to creating emergency plans detailing an organized evacuation campaign and other response measures.     

Research Summary Example 2: The Frequency of Extreme Weather Events in the US from 2000-2008 as Compared to the ‘50s

Weather events bring immense material damage and cause human victims.    

Extreme weather events are significantly more frequent nowadays than in the ‘50s.   

Several categories of extreme events occur regularly now and then: droughts and associated fires, massive rainfall/snowfall and associated floods, hurricanes, tornadoes, Arctic cold waves, etc.   

Discussion and Conclusion 

Several extreme events have become significantly more frequent recently, confirming this hypothesis. This increasing frequency correlates reliably with rising CO2 levels in the atmosphere and growing temperatures worldwide. 

In the absence of another recent significant global change that could explain a higher frequency of disasters, and knowing how growing temperature disturbs weather patterns, it is natural to assume that global warming (CO2) causes this increase in frequency. This, in turn, suggests that this increased frequency of disasters is not a short-term phenomenon but is here to stay until we address CO2 levels.  

Researchers, students, and knowledge workers have long struggled with the initial stages of research projects. The early steps of gathering and organizing information , taking notes, and synthesizing the material into a coherent summary are vital for establishing a solid foundation for any research endeavor. 

These steps can be tedious, overwhelming, and time-consuming. Otio streamlines this process so you can go from the reading list to the first draft faster. Along with this, Otio also helps you write research papers/essays faster. Here are our top features that researchers love: 

AI-generated notes on all bookmarks (Youtube videos, PDFs, articles, etc.), Otio enables you to chat with individual links or entire knowledge bases, just like you chat with ChatGPT, as well as AI-assisted writing. 

• Sharly AI Alternatives • AI For Summarizing Research Papers • Literature Review Tools • How To Identify Theoretical Framework In An Article • Graduate School Reading • Research Tools • AI For Academic Research • Research Paper Organizer • Best AI Tools For Research • Zotero Alternatives • Zotero Vs Endnote • ChatGPT For Research Papers • ChatGPT Literature Review • Mendeley Alternative • Unriddle AI Alternatives • Literature Matrix Generator • Research Assistant • Research Tools • Research Graphic Organizer • Good Websites for Research • Best AI for Research • Research Paper Graphic Organizer

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HIST 311: Becoming America, 1688-1776

• Introduction
• In This Session (9/4/24)
• The Best Research Projects
• Overview of Your Library's Services & Resources
• Using Databases: AND OR NOT
• Secondary: Articles
• Not sure where to start? Use the main catalog!
• Why So Many Databases?
• Stuck or need help? No problem!

History Databases

Most of your searches will only yield under a dozen results.

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• Open access
• Published: 31 August 2024

Mediating role of alexithymia in relationship between cyberbullying and psychotic experiences in adolescents

• Niloofar Movahedi   ORCID: orcid.org/0009-0006-2355-4729 1 ,
• Simin Hosseinian   ORCID: orcid.org/0000-0003-1852-3953 1 ,
• Hamid Rezaeian   ORCID: orcid.org/0000-0002-7665-3273 1 &
• Roghieh Nooripour   ORCID: orcid.org/0000-0002-5677-0894 1 , 2  

BMC Psychology volume  12 , Article number:  465 ( 2024 ) Cite this article

Metrics details

Today, addressing issues related to the use of virtual space is of paramount importance due to its significant impact on mental well-being. This is especially crucial when the research community consists of teenagers who are cyber bullies or their victims who have higher vulnerability. The aim of the present study was to investigate the mediating role of alexithymia in the relationship between cyberbullying and psychotic experiences in adolescents.

The research method employed in this study was correlational, and the study population consisted of all male and female middle school students in Tehran during the 2022–2023 academic years. As for data collection, the Cyber-Bullying/Victimization Experiences questionnaire, Community Assessment of Psychic Experiences, and the Toronto Alexithymia scale were applied. A total of 602 samples were gathered by using multi-stage cluster sampling from Tehran in Iran. Four selection of the sample, the regions in Tehran were selected randomly according to the geographical directions of them and then some schools and classes were chosen randomly. Sample was included in the analysis after data entry into SPSS software and subsequent structural equation modeling using AMOS software.

According to the findings, cyberbullying (β = 0.11, p  < 0.05) and cyber victimization(β = 0.41, p  < 0.001) were significant predictors of psychotic experiences. Alexithymia partially mediated the relationship between cyberbullying and psychotic experiences with the mediation effect of 0.28 and cyber victimization and psychotic experiences with the mediation effect of 0.18.

Conclusions

These findings underscore the importance of identifying cyber victims or cyberbullies in order to prevent alexithymia and psychotic experiences in future, in order to prevent more serious problems and becoming psychotic.

Trial registration

The goals and conditions of this research were investigated and approved by the Ethics Committee of Alzahra University in Tehran (code: ALZAHRA.REC.1402.055) on 13th September 2023.

Peer Review reports

Adolescence is the most sensitive part of human development that is associated with important biological, behavioral and psychological changes [ 1 ]. Ever since Erik Erikson’s Childhood and Society (1950), identification starts in adolescence and is achieved by harmony between a person’s biological, psychological and social systems, failure to achieve this harmony leads to mistreat or harmful relationships [ 2 ]. According to the conflict model, which Hall is one of its pioneers, conflict and crisis are normal in adolescence and this period is characterized by its own distress and psychological suffering, these features make the person susceptible to some disorders. Psychotic experiences can emerge as the sign of the stress of this sensitive period and if they do not investigate and followed up at the right time, they will have dangerous and long-term effects on adolescent’s mental health [ 2 ]. The average prevalence rates of psychotic experiences in adolescence are nearly one in four students [ 3 ]. At the beginning, these experiences are temporary but they can become permanent and these people may suffer from some problems like mental disorders, poor performance, high health care costs; these people also have an increased risk of suicide in future [ 4 ].

Psychotic experiences refer to psychotic-like experiences that are common in normal people with symptoms such as hearing unreal voices, magical thinking, delusional symptoms, worry about being harassed by others or cognitive dysregulation [ 5 ]; if these symptoms are weak in terms of duration, degree of helplessness, intensity and the need for treatment, they are called psychotic experiences [ 6 , 7 ]. In other hand, cyberbullying and it’s victimization by the prevalence rate of 73.5% between adolescents is one of the most important problems that can cause psychotic experiences in adolescents, too [ 8 ]. International statistics shows that the prevalence of cyberbullying is averagely between 14.6 and 52% and cyber victimization prevalence is between 6.3 and 32% percentage [ 9 ]. According to the research which was done by shariatpanahi et al. [ 10 ] about 29.82% of students who study at high school had experienced being cyberbullied and 30.90% had made attempts at cyberbullying and 40.62% had friends being cyberbullied [ 10 ] which these statistics show the challenging situation of Iranian teenagers and the importance of doing research on cyberbullying and it’s victimization. In other hand, there has not done research on psychotic experiences of adolescents in Iran and the role of cyberbullying or cyber victimization on psychotic experiences prevalence.

Today, because of increasing trend toward cyberspace and Internet addiction, cyberbullying has become more prevalent among teenagers. Adolescents have a great tendency to use information and communication technologies such as the internet and smartphones in order to cover their emotional and communicational needs which is crucial for them [ 11 , 12 ]. On the other hand, some teenagers try to overcome and control their negative feelings or bad environmental conditions by performing risky behaviors in this space [ 13 ], which it can make them engage in cyberbullying [ 14 ]. In addition, teenagers who experience a lack of self-esteem and also spend much time on the internet may become victims of cyberbullying [ 15 ].

Otake and Luo [ 15 ] said that there is a significant relationship between being a perpetrator or victim of cyberbullying and having psychotic experiences in people [ 15 ]. Perpetrators of cyberbullying often have low empathy and high aggression and because of that they are predisposed to psychotic experiences [ 16 , 17 ] and alexithymia due to their inability to properly regulate their emotions and they try to use avoidance coping strategies to deal with the negative feelings and stress of cyberbullying [ 18 ].

On the other hand, victims of cyberbullying also are affected by the bad memories of this victimization and it can become like a trauma in a person’s life and it can cause some psychological distress such as depression, stress and anxiety that these are some factors that can cause psychotic experiences [ 8 , 19 ]. Having trauma and not receiving proper support from others can increase the stress of adolescents and this situation can cause alexithymia in victims [ 20 ]. Alexithymia is defined as some problems related to one’s feelings, which include problems in identifying and distinguishing between feelings and bodily sensations, problems in describing and expressing feelings, weakness in imagination, external thinking style which it means not focusing on feelings and thoughts [ 21 ]. Alexithymia can be an inciting factor of psychotic experiences [ 22 ].

The main purpose of this research was investigating the mediating role of alexithymia in the relationship between cyberbullying and psychotic experiences in adolescents which it is the first time that the relationship among these three variables and their model is examine. Another purpose of this research was measuring and predicting and controlling the effect of doing cyberbullying or victimization of it on the psychotic experiences of the adolescents. Also, the adolescents who have psychotic experiences are more likely to suffer from psychosis and cognitive dysregulation in future; therefore, the need to identify and control these factors is essential [ 2 ]. Especially the other importance of doing this research is because of that it is the first time that psychotic experiences among Iranian adolescents is studied. This research was done by using structural equation modeling that its’ variables include: independent variables (Cyberbullying and Cyber victimization), dependent variable (Psychotic experiences) and mediator variable (Alexithymia). The main assumption of this research is that alexithymia is the mediator in the relationship among cyberbullying and cyber victimization with psychotic experiences.

Design and participants

To start this research, the goals and conditions of its implementation were investigated and approved by the Ethics Committee of Alzahra University. Then the necessary permissions were taken from the Tehran Department of Education and the relevant school administrators. The study population consisted of all males and females in both middle school and high school students in Tehran during the 2022–2023 academic years. Multi-stage cluster sampling was used and four regions were selected according to the geographical directions of North, South, West and East in Tehran. After that, four schools were randomly chosen from each selected region and then four classes were chosen from each school. After evaluating the questionnaires and questions by the headmasters of the schools again, the headmasters obtained informed consent from the students’ parents or their legal guardian of chosen classes. After that, the researcher went to school on the specified day that the headmaster allowed and went to the selected classes and after explaining the research entry conditions which consisted of not experiencing parental divorce or family members’ death in the last 6 months and having informed consent from their parents or their legal guardian, they distributed the questionnaires. After collection the questionnaires, out of the 700 copies of the questionnaires, 36 ones were useless and they were removed from the study. Among the 663 remaining questionnaires the outlier data were removed and finally 602 samples (females = 48%, n  = 289; males = 52%, n  = 313) were distinguished suitable for evaluation that age range of samples was 13–18 (age less than 14 = 8%, age 14 = 10.3%, age 15 = 22.8%, age 16 = 33.1%, age 17 = 19.1% and age 18 and more = 6.8%). Initial validations were performed using SPSS26 and AMOS24.

Instruments

Cyber-bullying/victimization experiences (cbveq-g).

This scale was designed by Antoniadou et al. [ 23 ] which consists of 24 items and 2 subscales to detect cyber victims and cyberbullying offenders and each subscales consists of 12 items. A 5-point Likert scale (1 = never, 2 = once or twice, 3 = sometimes, 4 = most of the time, 5 = daily) utilizes to score this scale. The acquired points of each question are added and the score of each subscale is obtained in this way. The score can range from 1 to 24. A high score in the subscale of being a victim of cyberbullying means that a person is exposed to cyberbullying a lot, and a high score in cyberbullying also means a high level of doing cyberbullying. The reported Cronbach’s alpha by Antoniadou et al. for cyberbullying is 0.89 and for cyber victimization is 0.80 and a good fitness (CFI = 0.97, TLI = 0.97 and RMSEA = 0.031). The Cronbach’s alpha reported for this questionnaire in Iran is 0.75 for cyberbullying and 0.78 for cyber victimization and the results of confirmatory factor analysis showed a good fitness (CFI = 0.92, NFI = 0.91 and RMSEA = 0.071) by Basharpoor and Zardi [ 24 ]. In the present study, the reliability was calculated by using Cronbach’s alpha coefficient and it turned out to be 0.86 for cyberbullying, 0.87 for cyber victimization and fitness were (CFI = 0.93, NFI = 0.91 and RMSEA = 0.07) for cyber victimization and (CFI = 0.95, NFI = 0.93 and RMSEA = 0.06) for cyberbullying.

Community assessment of psychic experiences (CAPE-P15)

This scale is a short form of CAPE-42 and was developed by Capra et al. [ 25 ]. and it has 15 items. It uses as a screening-instrument for detection of individuals at ultra-high risk for psychosis. A 4-point Likert scale (1 = never, 2 = sometimes, 3 = often, 4 = almost always) uses to score this scale. Subscales of this questionnaire are Persecutory Ideation (5 items), Bizarre Experiences (7 items) and Perceptual Abnormalities (3 items). In order to score this questionnaire, the acquired points are added together based on the selected Likert scale. The scores in this questionnaire can range from 15 to 60 and the weighted score can be calculated by dividing the sum of the scores to the number of answered questions. Weighted scores range from 1 to 4. A cut-off point of 1.7 for weighted score defines for psychotic experiences in normal people. People who get a score higher than the cut-off point have alarming psychotic experiences. The Cronbach’s alpha of this scale was reported as 0.88 by Capra et al. and good fit was achieved on all criteria (CFI = 0.94, NFI = 0.90, RMSEA = 0.048). The Cronbach’s alpha for CAPE-42 in Iran was reported 0.93 and the result of the confirmatory factor analysis demonstrated the relevance of the fitness (CFI = 0.95, NFI = 0.94, RMSEA = 0.077) by Mirzaee et al. [ 26 ]. The Cronbach’s alpha in Iran was calculated as 0.88 in the present study and fitness (CFI = 0.97, NFI = 0.94, RMSEA = 0.041).

Toronto alexithymia scale (TAS-20)

This scale was proposed by Bagby et al. [ 27 ] and it is the most frequently and widely used measure of alexithymia that consists of three subscales: difficulty identifying feelings (7 items), difficulty describing feelings (5 items) and externally oriented thinking (8 items). The participants should answer to 20 questions on a 5-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree). To score this questionnaire, first the score of items 4, 5, 10, 18 and 19 should reverse (1 = 5, 2 = 4, 4 = 2, 5 = 1, 3 = 3) then the acquired points of all items based on their selected Likert scale should add together. According to the recommendation of the developers of this scale, a total score above 60 is considered as the cut-off point for diagnosing alexithymia. Cronbach’s alpha for this questionnaire was reported by Bagby et al. as 0.85, and in Iran Besharat reported it as 0.85 [ 28 ] and good fitness (CFI = 0.92, NNFI = 0.93, RMSEA = 0.05); Cronbach’s alpha of this questionnaire was calculated as 0.92 in this study and (CFI = 0.92, NFI = 0.90, RMSEA = 0.069).

Analysis method

Descriptive analysis of this research was performed by SPSS26. First, the situation of missing data was investigated and 15 questionnaires which had more than 5% of missing data were left out from the calculations. Other remaining questionnaires which had less than 5% of missing data were handled by using the listwise deletion procedure [ 29 ]. The outlier data were also identified by the box diagram in SPSS so 47 questionnaires were removed and 602 suitable samples remained, after that to ensure the appropriateness of outlier data removal, Mahalanobis distance was calculated, which It was calculated by dividing the largest amount of Mahalanobis distance in AMOS which it was 231.248 and it was divided to the number of questions (which is 59), and Mahalanobis value was 3.9 which this number is less than cut off point of 4 and it indicates that there is any multivariable outliers. Normality of the data was checked by skewness and kurtosis values of subscales (Table  1 ), Also the mean, standard deviation and Cronbach’s alpha of all subscales of the questionnaires which had used in this research are available in Table  1 . For evaluating multicollinearity of the variables, variance inflation factor was checked and for cyber victimization and cyberbullying it was 2.397 which this amount is less than cut off point 5 and it shows that there is not multicollinearity between independent variables.

Descriptive analysis

The bivariate correlations of all variables were calculated and they are available in Table  2 . The data shows that cyberbullying was positively correlated with alexithymia ( r  = 0.37, p  < 0.01); cyber victimization with alexithymia ( r  = 0.41, p  < 0.01). Alexithymia was significantly and positively correlated with the dependent variable ( r  = 0.36, p  < 0.01), too. After that, the structure equation modelling was conducted in Amos software in order to examine the model fit and mediation model of the variables.

Confirmatory factor analysis

The factor loading of all items of the questionnaires was checked in Amos and it was observed that all the factor loadings were in the appropriate range (more than 0.4) therefore none of them was deleted.

Measurement model fit

The values of the normalized chi-square index CMIN/DF, RMSEA, NFI, TLI, CFI, and GFI of the model and the scales were checked (Table  3 ). According to the literature, the resulting value for the normalized chi-square should be less than 5, the value of the root mean square error of approximation (RMSEA) should be between 0.03 and 0.08, and the values of the comparative fit index (CFI), goodness of fit index (GFI) and normalized fit index (NFI) should be all higher than 0.9 [ 30 ]. All the scales which were used in this research had good validity and reliability and they were suitable for the structural equations modeling. The model fit of the research model was (CMIN/DF = 2.09, CFI = 0.9, TLI = 0.88, RMSEA = 0.04) and all standardized factor loadings were significant ( p  < 0.001).

Structural model

The structural model was conducted in order to investigate linear relationships and beta coefficients between exogenous and endogenous variables and calculating coefficient of determination (Fig.  1 ). Based on the results of the structural model, cyberbullying (β = 0.10, p  < 0.05) and alexithymia (β = 0.33, p  < 0.001) were positively predicted the psychotic experiences of adolescents. There was also a positive relationship between cyber victimization (β = 0.41, p  < 0.001) and psychotic experiences. These variables explain 50% of the variance of psychotic experiences among Iranian students.

Structural model of psychotic experiences

Mediation model

In order to determine the type of mediator of the research model, the meaningfulness of relationships investigated; a comparison was performed between full and indirect models. The results proved that the research model was partially mediated by alexithymia, which it means that a part of the effect of the independent variable on the dependent variable was depended on the presence of the mediator. There is a positive and significant direct relationship between cyber victimization and psychotic experiences (β = 0.64, C.R  = 9.81, p  < 0.001) which the standard coefficient in the full model decreased (β = 0.49, C.R  = 8.43, p  < 0.001) which it means that the mediator affected the direct relationship between cyber victimization and psychotic experiences. The mediation effect of cyber victimization in this model was equal to 0.18.

In the relationship between doing cyberbullying and psychotic experiences, the direct relationship (β = 0.52, C.R  = 8.26, p  < 0.001) decreased to (β = 0.38, C.R  = 7.97, p  < 0.001) in full model which it means that there is a partial mediation between these two variables. The mediation effect of this model was 0.28.

Current research was done in Iran on middle and high school students to realize the effect of cyberbullying on psychotic experiences in adolescents which are one of the most important and sensitive group of the societies. This research emerged some finding; investigation the relationship between doing cyberbullying and its victimization with psychotic experiences was the first purpose of this study; this result is similar to the result of Otak and Luo’s [ 15 ] research which indicated that both doing cyberbullying and cyber victimization relate to psychotic experiences [ 15 ].

Cyber victimization had positive relationship with psychotic experiences ( r  = 0.51, p  < 0.01) in this research which this result was compatible with the results of the research of Fekih-Romdhane et al. [ 8 ]; in order to describe this relationship, they represented that cyber victimization are often unpleasant experience that can cause stress and trauma [ 8 ]; while Turner et al. [ 31 ]. resulted that trauma and stress are some important factors that can cause psychotic experiences in adolescents [ 31 ] and according to the type of trauma, it can have different level of effects on the person; for example, it has proven that traumas caused by interpersonal violence or being ignored by parents are more effective than other traumas and they are more probable to cause psychotic experiences [ 32 ]. This relationship was delineated by Croft et al. [ 32 ] and Hartley et al. [ 33 ]. in this way that cyber victims may suffer from some kinds of distrust, pessimism and rumination, which these symptoms are related to psychotic experiences [ 33 , 34 ]; however these symptoms can last for a long time and lead to social anxiety, illusions or strange behaviors in the person.

On the other hand, there is also a relationship between doing cyberbullying and psychotic experiences ( r  = 0.43, p  < 0.01), and this result was compatible to the researches of García-Vázquez FI et al. [ 35 ], Aricak [ 36 ] and Connolly and Moore [ 37 ] which indicate that most perpetrators of cyberbullying suffer from a high level of aggression and psychosis [ 35 , 36 , 37 ], and Fekih-Romdhane et al.(2023) told that these features make perpetrators more prone to psychotic experiences [ 16 ].

The second purpose of the research was investigating the relationship between cyberbullying and cyber victimization with alexithymia that these relationships were present according to the results of this research. Our findings support the previous interpretations of Aricak and Ozbay [ 38 ], Espinoza [ 39 ] and Waches et al. [ 40 ] and was compatible with them. Waches et al. [ 40 ] reported that there is a positive relationship between cyber victimization and alexithymia. Eichhorn et al. [ 20 ] discussed that victims of cyber bullying who have trauma and they also do not receive adequate support, try to overcome their stress and other negative emotions by avoiding and ignoring them, so they become more sensitive for alexithymia in the future [ 20 ]; also according to Fekih-Romdhane et al. [ 8 ]. which resulted that cyber victimization decreases self-esteem [ 8 ] and this can cause some problems like low self-assertivity and emotional expression that they can cause alexithymia in future [ 41 ]. In other hand, Levantini et al. [ 42 ] believed that perpetrators of cyberbullying who have low psychological, emotional and social adjustments use alexithymia as a defense mechanism to minimize their emotional conflicts by not empathizing and ignoring their feelings, so they will have more difficulty in identifying and describing their emotions; gradually this lack of empathy may become a personality trait in them [ 42 ]. Our finding in this scope is congruous with the findings of Wachs & Wright [ 43 ], Aricak & Ozbay [ 38 ] and Wachs et al. [ 44 ] researches.

According to this research, the relationship between alexithymia and psychotic experiences was proven (β = 0.36, p  < 0.001) that this result is compatible with the result of the research was done by Poza [ 22 ] which it can delineate in this way that people need to identify and express their feelings in order to manage them better; however, this work is difficult for alexithymic person why they cannot identify and describe their feelings in difficult situations and they also have some problems with transferring their feelings to others in an appropriate way, and for this reason, they tolerate psychological pressure and stress that can make them more deserved to psychotic experiences [ 22 ]. This positive and significant relationship was aligned with the result of the van der Velde et al.(2015) research [ 45 ].

In the subscale levels, all the subscales of the variables that had a relationship with each other also showed a significant and positive correlation with each other, except for externally oriented thinking (subscale of alexithymia) that had a weak relationship with bizarre experiences in psychotic experiences and it had not any relationship with others subscales, because this subscale have been associated with deficits in cognitive processing so it can cause some bizarre experiences in the person (Table  2 ) [ 46 ].

The limitation of this research was the cross-sectional nature of it; the results of this type of studies can only denote the relationships between the variables and longitudinal studies are needed in order to reach more accurate results and measure other influencing factors and understand their effects. In other hand, in this research the samples live in the city of Tehran and this can affect the access to facilities and culture of students, although it was tried to collect samples from all regions and all levels of welfare in Tehran. The special limitation of this research can be the age group of the participants, although this is a winning point and made a lot of suitable information about adolescents, but it can limit the generalization of the results.

Teenagers who have been victims of cyberbullying or have done cyberbullying can face with more negative thoughts, bad feelings and inner angers, and they try to suppress their feelings in order to decrease them, so they can become susceptible to alexithymia. Accompanying these bad memories and feelings with the lack of proper understanding of emotion can cause strange and illusory experiences and suspicion that these features are some causative factors of psychotic experiences especially in teenagers which are one the most sensitive group of people in societies.

The findings from this study illustrate the need of school base intervention programs in order to prevent cyberbullying and its victimization, in this way the adolescents will be protected against alexithymia and psychotic experiences. Students need to learn some protection methods to deal with the trauma have caused by cyberbullying victimization from psychologists in order to prevent alexithymia; Also educational planning or preparing some useful packages can help the alexithymic persons to control it by promoting their emotional intelligence with learning some useful techniques like mindfulness so they will be protected against psychotic experiences too.

Data availability

Sequence data that support the findings of this study have been deposited in: https://figshare.com/articles/dataset/cyberData_sav/25399264 .

Abbreviations

Community Assessment of Psychic Experiences

Cyber-Bullying/Victimization Experiences

Comparative Fit Index

Goodness of Fit Index

Normalized Fit Index

Root Mean Square Error of Approximation

Toronto Alexithymia Scale

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Niloofar Movahedi, Simin Hosseinian, Hamid Rezaeian & Roghieh Nooripour

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Movahedi, N., Hosseinian, S., Rezaeian, H. et al. Mediating role of alexithymia in relationship between cyberbullying and psychotic experiences in adolescents. BMC Psychol 12 , 465 (2024). https://doi.org/10.1186/s40359-024-01960-x

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How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

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 that you can later apply to your paper, thesis, or dissertation topic .

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 summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

What is the purpose of 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, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely 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 its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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See an example

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 problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. 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 as 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 useful 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 also use boolean operators to help narrow down your search.

Make sure to 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.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

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?
• 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 use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

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 is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation 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.

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To begin organizing your literature review’s argument and structure, be sure you 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 organizing the body of a literature review. 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 summarizing sources in order.

Try to analyze 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 organize 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.

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, you can follow these tips:

• 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 sentences to draw connections, comparisons and contrasts

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

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

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 thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

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

• To familiarize 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 thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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McCombes, S. (2023, September 11). How to Write a Literature Review | Guide, Examples, & Templates. Scribbr. Retrieved September 3, 2024, from https://www.scribbr.com/dissertation/literature-review/

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The Rolex Daytona Panda: Five Stand-Out Examples from the Sotheby's Archive

T he Rolex Daytona Panda moniker has long been used by Rolex aficionadoes to identify black and white dial examples of the iconic Rolex Daytona. Across over 60 years of continuous production and evolution, the Rolex Daytona has offered a peerless blend of sporting DNA coupled with the exceptional build quality and considered design that defines Rolex  watches, perfectly blending form and function.

The Rolex Daytona Panda variant, with its white face and black sub-dials, epitomizes the functional appeal of the  Rolex Daytona . The contrasting colour scheme provides excellent legibility, particularly when using the chronograph function (the defining feature of the Rolex Daytona ).

Admired for its distinctive aesthetics and storied history, in this article we select five standout examples from the Sotheby's archive. These watches, ranging from the rare and exotic Rolex Daytona Paul Newman versions to models with unique historical ties, represent exceptional examples of the iconic Rolex Daytona Panda model.

Rolex Daytona Panda Paul Newman Reference 6263 Circa 1968, 504,000 USD

This Rolex Daytona Panda Paul Newman 6263 , was sold in December 2022 for 504,000 USD. This model included all original accessories such as the presentation box, guarantee booklet dated December 6, 1971, and operating instructions. The complete nature of this lot made it a coveted trophy for Rolex Daytona collectors.

This Rolex Daytona Paul Newman Panda featured a mark 1.5 Singer dial with a crisp ivory and black coloring. It was equipped with the correct 5-point Rolex crown, displaying only the coronet, and further recognized for its screw-down pushers enhancing water resistance. The art-deco style of the font and the hash marks with small squares on the subsidiary dial were characteristic of Paul Newman Rolex Daytona dials. The Rolex Paul Newman Daytona is historically tied to the endurance race ‘24 Hours of Daytona’ and the actor Paul Newman, establishing its place as one of the most iconic wristwatches of all time. This particular piece was offered in good condition, complete with box and papers, a rarity in the vintage Rolex Daytona Panda market.

Rolex Daytona Panda Alpine Research Reference 6265 Circa 1971 317,500 CHF

This Rolex Daytona Reference 6265 , known as the Alpine Cross , was sold for 317,500 CHF in May 2024. A unique and elusive Rolex Daytona variant, this model is one of only four known examples. The Swiss cross logo on the case back, surrounded by a knotted rope, linked this model to the Swiss Foundation of Alpine Research. This fourth watch was consigned by the Fuez family, instrumental in founding the Alpine Research foundation and therefore adding significant historical value. The watch was gifted by Ernst Feuz to his brother Walter, who kept it until his passing in 2000. The pristine condition of this Rolex Daytona Panda watch, combined with its association with the 1952 Everest expedition, made it a coveted item.

This Rolex Daytona Panda fell within the 2.8 million serial range, with the last three digits engraved inside the case back. Its rarity and direct connection to the foundation that commissioned it made this a standout piece. While the full story of the Alpine Cross Daytonas remains a mystery, this watch has added another piece to the puzzle as a significant and historical artifact in the world of luxury sports watches.

Rolex Daytona Panda Paul Newman Reference 6241 Circa 1968, 241,300 EUR

The Rolex Daytona Panda Paul Newman Reference 6241 was sold in September 2023 for 241,300 EUR. This model was a prime example of Rolex's craftsmanship during the 1960s. This particular piece remained unknown to the market until recently when it was rediscovered by the family of the original owner. Produced between 1965 and 1969, the Rolex Daytona Panda Paul Newman Reference 6241 was one of the rarest Rolex Daytona Panda models as part of a limited production run. The watch featured a 37 mm stainless steel case and was fitted with a black acrylic bezel insert. This bezel, combined with the exotic Rolex Daytona Panda Paul Newman dial, lends the watch a sportier and more modern appearance compared to other models from the same era.

The Rolex Daytona Panda Reference 6241's allure was heightened by its exotic dial, a combination only found in a small fraction of these models. This specific example showcased the three-color Rolex Daytona Panda Paul Newman dial with vibrant red, black, and creamy white elements that created a striking visual contrast. The dial's Art Deco-inspired design, along with the well-preserved lume plots and hands, enhanced its vintage charm. Accompanied by its original 7205 bracelet with 71 endlinks, this watch stands as a testament to the Rolex watch brand's enduring legacy. Given its rarity and condition, this piece is a significant find for any serious collector of Rolex Daytona Panda watches.

Rolex Daytona Panda Reference 16520 Circa 1989, 1,197,000 HKD

This Rolex Daytona Panda Reference 16520 was sold in April 2022 for 1,197,000 HKD. The model was a significant model in the history of the Rolex Daytona collection, marking the transition from manually wound movements to automatic calibers in 1988. The transition to automatic calibers was based on the renowned Zenith El Primero caliber. Its groundbreaking role in Rolex watch history along with the addition of sapphire crystal, redesigned chronograph registers, and a larger case, set this model apart from its predecessors and marked a new era for the Rolex Daytona series.

One of the most distinctive features of this Rolex Daytona Panda was its porcelain dial, characterized by a milky, glossy surface that added a unique aesthetic appeal. The serif fonts on the dial created a shadow effect and gave the appearance of floating above the dial, enhancing its aesthetic charm. This particular example also featured the rare Mk I dial, with the Cosmograph line placed below the other four lines on the dial and an inverted 6 above the 6 o'clock mark. The pristine condition of this watch, combined with its rare dial configuration, made it a standout Rolex Daytona Panda example and a highly coveted item among collectors.

Rolex Daytona Panda Reference 6240 Circa 1966, 1,134,000 HKD

This Rolex Daytona Panda Reference 6240 was sold in April 2022 for 1,134,000 HKD. This model held a special place in the evolution of the Rolex Daytona series, as it was the first model to feature the waterproof Oyster case. Introduced in 1965, this reference was designed to meet the growing demand for a waterproof chronograph and set the blueprint for future Rolex Daytona models. Only approximately 1,700 examples of the Rolex Daytona Panda Reference 6240 were produced, making it a rare and highly sought-after model.

This particular example was notable for its beautifully aged tropical registers, which developed a natural brown hue over time. The dial was originally from the non-waterproof Rolex Daytona Reference 6239 and featured an enlarged Daytona logo, earning it the nickname Big Logo . Another unique aspect of this watch was its Jubilee bracelet, which was uncommon for Rolex Daytona models of this era. The bracelet’s distinct oval-shaped links added to the watch's special appeal. Complete with its original box and guarantee, this Rolex Daytona Panda Reference 6240 was a rare find for collectors seeking a vintage Rolex Daytona Panda with both historical significance and unique features.

These five Rolex Daytona Panda watches from the extensive Sotheby's archive exemplify the rich history and craftsmanship associated with this enduring colour scheme. From the rare and exotic Rolex Daytona Panda Paul Newman dial of the Reference 6241 to the unique provenance of the Rolex Daytona Alpine Research Reference 6265, each watch represented a significant milestone in the evolution of the Rolex Daytona. Collectors and enthusiasts alike can appreciate the unique qualities and historical importance of these standout examples.

Sell or Source a Rolex Daytona Panda

The Rolex Daytona Panda, in its various iterations over the decades, remains highly sought after by collectors and enthusiasts alike. Sotheby's is on hand to support as a trusted partner for selling or purchasing a vintage or modern Rolex Daytona Panda, or indeed any Rolex model.

• Explore  upcoming watch auctions  across the globe
• Speak to our specialists  about selling your Rolex watch
• Research your  Rolex Daytona Panda  watch investment using our  extensive Rolex sale archive
• Browse  Rolex Daytona watches  available for  immediate delivery

Trust our worldwide network of leading Rolex specialists from a globally renowned auction house with a 280 year history.

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