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How To Write A Research Paper

Research Paper Example

Research Paper Example - Examples for Different Formats

Published on: Jun 12, 2021

Last updated on: Jul 19, 2024

Research Paper Example for Different Formats

A research paper typically consists of several key parts, including an introduction, literature review, methodology, results, and annotated bibliography .

When writing a research paper (whether quantitative research or qualitative research ), it is essential to know which format to use to structure your content. Depending on the requirements of the institution, there are mainly four format styles in which a writer drafts a research paper:

Letâs look into each format in detail to understand the fundamental differences and similarities.

Research Paper Example APA

If your instructor asks you to provide a research paper in an APA format, go through the example given below and understand the basic structure. Make sure to follow the format throughout the paper.

APA Research Paper Sample (PDF)

Research Paper Example MLA

Another widespread research paper format is MLA. A few institutes require this format style as well for your research paper. Look at the example provided of this format style to learn the basics.

MLA Research Paper Sample (PDF)

Research Paper Example Chicago

Unlike MLA and APA styles, Chicago is not very common. Very few institutions require this formatting style research paper, but it is essential to learn it. Look at the example given below to understand the formatting of the content and citations in the research paper.

Chicago Research Paper Sample (PDF)

Research Paper Example Harvard

Learn how a research paper through Harvard formatting style is written through this example. Carefully examine how the cover page and other pages are structured.

Harvard Research Paper Sample (PDF)

Examples for Different Research Paper Parts

A research paper is based on different parts. Each part plays a significant role in the overall success of the paper. So each chapter of the paper must be drafted correctly according to a format and structure.

Below are examples of how different sections of the research paper are drafted.

Research Proposal Example

A research proposal is a plan that describes what you will investigate, its significance, and how you will conduct the study.

Research Proposal Sample (PDF)

Abstract Research Paper Example

An abstract is an executive summary of the research paper that includes the purpose of the research, the design of the study, and significant research findings.

It is a small section that is based on a few paragraphs. Following is an example of the abstract to help you draft yours professionally.

Abstract Research Paper Sample (PDF)

Literature Review Research Paper Example

A literature review in a research paper is a comprehensive summary of the previous research on your topic. It studies sources like books, articles, journals, and papers on the relevant research problem to form the basis of the new research.

Writing this section of the research paper perfectly is as important as any part of it.

Literature Review in Research Sample (PDF)

Methods Section of Research Paper Example

The method section comes after the introduction of the research paper that presents the process of collecting data. Basically, in this section, a researcher presents the details of how your research was conducted.

Methods Section in Research Sample (PDF)

Research Paper Conclusion Example

The conclusion is the last part of your research paper that sums up the writerâs discussion for the audience and leaves an impression. This is how it should be drafted:

Research Paper Conclusion Sample

Research Paper Examples for Different Fields

The research papers are not limited to a particular field. They can be written for any discipline or subject that needs a detailed study.

In the following section, various research paper examples are given to show how they are drafted for different subjects.

Science Research Paper Example

Are you a science student that has to conduct research? Here is an example for you to draft a compelling research paper for the field of science.

Science Research Paper Sample (PDF)

History Research Paper Example

Conducting research and drafting a paper is not only bound to science subjects. Other subjects like history and arts require a research paper to be written as well. Observe how research papers related to history are drafted.

History Research Paper Sample (PDF)

Psychology Research Paper Example

If you are a psychology student, look into the example provided in the research paper to help you draft yours professionally.

Psychology Research Paper Sample (PDF)

Research Paper Example for Different Levels

Writing a research paper is based on a list of elements. If the writer is not aware of the basic elements, the process of writing the paper will become daunting. Start writing your research paper taking the following steps:

Choose a topic
Form a strong thesis statement
Conduct research
Develop a research paper outline

Once you have a plan in your hand, the actual writing procedure will become a piece of cake for you.

No matter which level you are writing a research paper for, it has to be well structured and written to guarantee you better grades.

If you are a college or a high school student, the examples in the following section will be of great help.

Research Paper Outline (PDF)

Research Paper Example for College

Pay attention to the research paper example provided below. If you are a college student, this sample will help you understand how a winning paper is written.

College Research Paper Sample (PDF)

Research Paper Example for High School

Expert writers of CollegeEssay.org have provided an excellent example of a research paper for high school students. If you are struggling to draft an exceptional paper, go through the example provided.

High School Research Paper Sample (PDF)

Examples are essential when it comes to academic assignments. If you are a student and aim to achieve good grades in your assignments, it is suggested to get help from CollegeEssay.org .

We are the best writing company that delivers essay help for students by providing free samples and writing assistance.

Professional writers have your back, whether you are looking for guidance in writing a lab report, college essay, or research paper.

Simply hire a writer by placing your order at the most reasonable price. You can also take advantage of our essay writer to enhance your writing skills.

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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.

Embark on a journey of academic excellence with iResearchNet, your premier destination for research paper examples that illuminate the path to scholarly success. In the realm of academia, where the pursuit of knowledge is both a challenge and a privilege, the significance of having access to high-quality research paper examples cannot be overstated. These exemplars are not merely papers; they are beacons of insight, guiding students and scholars through the complex maze of academic writing and research methodologies.

At iResearchNet, we understand that the foundation of academic achievement lies in the quality of resources at one’s disposal. This is why we are dedicated to offering a comprehensive collection of research paper examples across a multitude of disciplines. Each example stands as a testament to rigorous research, clear writing, and the deep understanding necessary to advance in one’s academic and professional journey.

Access to superior research paper examples equips learners with the tools to develop their own ideas, arguments, and hypotheses, fostering a cycle of learning and discovery that transcends traditional boundaries. It is with this vision that iResearchNet commits to empowering students and researchers, providing them with the resources to not only meet but exceed the highest standards of academic excellence. Join us on this journey, and let iResearchNet be your guide to unlocking the full potential of your academic endeavors.

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Importance of Research Paper Examples

Research Paper Writing Services

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

iResearchNet prides itself on offering a wide array of research paper examples across various disciplines, meticulously curated to support students, educators, and researchers in their academic endeavors. Each example embodies the hallmarks of scholarly excellence—rigorous research, analytical depth, and clear, precise writing. Below, we explore the diverse range of research paper examples available through iResearchNet, designed to inspire and guide users in their quest for academic achievement.

Anthropology Research Paper Examples

Our anthropology research paper examples delve into the study of humanity, exploring cultural, social, biological, and linguistic variations among human populations. These papers offer insights into human behavior, traditions, and evolution, providing a comprehensive overview of anthropological research methods and theories.

Archaeology Research Paper
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Medical Anthropology Research Paper
Social Problems Research Paper

Art Research Paper Examples

The art research paper examples feature analyses of artistic expressions across different cultures and historical periods. These papers cover a variety of topics, including art history, criticism, and theory, as well as the examination of specific artworks or movements.

Performing Arts Research Paper
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Visual Arts Research Paper

Cancer Research Paper Examples

Our cancer research paper examples focus on the latest findings in the field of oncology, discussing the biological mechanisms of cancer, advancements in diagnostic techniques, and innovative treatment strategies. These papers aim to contribute to the ongoing battle against cancer by sharing cutting-edge research.

Breast Cancer Research Paper
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Communication Research Paper Examples

These examples explore the complexities of human communication, covering topics such as media studies, interpersonal communication, and public relations. The papers examine how communication processes affect individuals, societies, and cultures.

Advertising Research Paper
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Crime Research Paper Examples

The crime research paper examples provided by iResearchNet investigate various aspects of criminal behavior and the factors contributing to crime. These papers cover a range of topics, from theoretical analyses of criminality to empirical studies on crime prevention strategies.

Computer Crime Research Paper
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Hate Crimes Research Paper
Organized Crime Research Paper
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Criminal Justice Research Paper Examples

Our criminal justice research paper examples delve into the functioning of the criminal justice system, exploring issues related to law enforcement, the judiciary, and corrections. These papers critically examine policies, practices, and reforms within the criminal justice system.

Capital Punishment Research Paper
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Criminal Law Research Paper Examples

These examples focus on the legal aspects of criminal behavior, discussing laws, regulations, and case law that govern criminal proceedings. The papers provide an in-depth analysis of criminal law principles, legal defenses, and the implications of legal decisions.

Actus Reus Research Paper
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Criminology Research Paper Examples

iResearchNet’s criminology research paper examples study the causes, prevention, and societal impacts of crime. These papers employ various theoretical frameworks to analyze crime trends and propose effective crime reduction strategies.

Cultural Criminology Research Paper
Education and Crime Research Paper
Marxist Criminology Research Paper
School Crime Research Paper
Urban Crime Research Paper

Culture Research Paper Examples

The culture research paper examples examine the beliefs, practices, and artifacts that define different societies. These papers explore how culture shapes identities, influences behaviors, and impacts social interactions.

Advertising and Culture Research Paper
Material Culture Research Paper
Popular Culture Research Paper
Cross-Cultural Studies Research Paper
Culture Change Research Paper

Economics Research Paper Examples

Our economics research paper examples offer insights into the functioning of economies at both the micro and macro levels. Topics include economic theory, policy analysis, and the examination of economic indicators and trends.

Budget Research Paper
Cost-Benefit Analysis Research Paper
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Education Research Paper Examples

These examples address a wide range of issues in education, from teaching methods and curriculum design to educational policy and reform. The papers aim to enhance understanding and improve outcomes in educational settings.

Early Childhood Education Research Paper
Information Processing Research Paper
Multicultural Education Research Paper
Special Education Research Paper
Standardized Tests Research Paper

Health Research Paper Examples

The health research paper examples focus on public health issues, healthcare systems, and medical interventions. These papers contribute to the discourse on health promotion, disease prevention, and healthcare management.

AIDS Research Paper
Alcoholism Research Paper
Disease Research Paper
Health Economics Research Paper
Health Insurance Research Paper
Nursing Research Paper

History Research Paper Examples

Our history research paper examples cover significant events, figures, and periods, offering critical analyses of historical narratives and their impact on present-day society.

Adolf Hitler Research Paper
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Leadership Research Paper Examples

These examples explore the theories and practices of effective leadership, examining the qualities, behaviors, and strategies that distinguish successful leaders in various contexts.

Implicit Leadership Theories Research Paper
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Mental Health Research Paper Examples

The mental health research paper examples provided by iResearchNet discuss psychological disorders, therapeutic interventions, and mental health advocacy. These papers aim to raise awareness and improve mental health care practices.

ADHD Research Paper
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Political Science Research Paper Examples

Our political science research paper examples analyze political systems, behaviors, and ideologies. Topics include governance, policy analysis, and the study of political movements and institutions.

American Government Research Paper
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Communism Research Paper
Democracy Research Paper
Game Theory Research Paper
Human Rights Research Paper
International Relations Research Paper
Terrorism Research Paper

Psychology Research Paper Examples

These examples delve into the study of the mind and behavior, covering a broad range of topics in clinical, cognitive, developmental, and social psychology.

Artificial Intelligence Research Paper
Assessment Psychology Research Paper
Biological Psychology Research Paper
Clinical Psychology Research Paper
Cognitive Psychology Research Paper
Developmental Psychology Research Paper
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Educational Psychology Research Paper
Environmental Psychology Research Paper
Experimental Psychology Research Paper
Intelligence Research Paper
Learning Disabilities Research Paper
Personality Psychology Research Paper
Psychiatry Research Paper
Psychotherapy Research Paper
Social Cognition Research Paper
Social Psychology Research Paper

Sociology Research Paper Examples

The sociology research paper examples examine societal structures, relationships, and processes. These papers provide insights into social phenomena, inequality, and change.

Family Research Paper
Demography Research Paper
Group Dynamics Research Paper
Quality of Life Research Paper
Social Change Research Paper
Social Movements Research Paper
Social Networks Research Paper

Technology Research Paper Examples

Our technology research paper examples address the impact of technological advancements on society, exploring issues related to digital communication, cybersecurity, and innovation.

Computer Forensics Research Paper
Genetic Engineering Research Paper
History of Technology Research Paper
Internet Research Paper
Nanotechnology Research Paper

Other Research Paper Examples

Abortion Research Paper
Adoption Research Paper
Animal Testing Research Paper
Bullying Research Paper
Diversity Research Paper
Divorce Research Paper
Drugs Research Paper
Environmental Issues Research Paper
Ethics Research Paper
Evolution Research Paper
Feminism Research Paper
Food Research Paper
Gender Research Paper
Globalization Research Paper
Juvenile Justice Research Paper
Law Research Paper
Management Research Paper
Philosophy Research Paper
Public Health Research Paper
Religion Research Paper
Science Research Paper
Social Sciences Research Paper
Statistics Research Paper
Other Sample Research Papers

Each category of research paper examples provided by iResearchNet serves as a valuable resource for students and researchers seeking to deepen their understanding of a specific field. By offering a comprehensive collection of well-researched and thoughtfully written papers, iResearchNet aims to support academic growth and encourage scholarly inquiry across diverse disciplines.

Sample Research Papers: To Read or Not to Read?

When you get an assignment to write a research paper, the first question you ask yourself is ‘Should I look for research paper examples?’ Maybe, I can deal with this task on my own without any help. Is it that difficult?

Thousands of students turn to our service every day for help. It does not mean that they cannot do their assignments on their own. They can, but the reason is different. Writing a research paper demands so much time and energy that asking for assistance seems to be a perfect solution. As the matter of fact, it is a perfect solution, especially, when you need to work to pay for your studying as well.

Firstly, if you search for research paper examples before you start writing, you can save your time significantly. You look at the example and you understand the gist of your assignment within several minutes. Secondly, when you examine some sample paper, you get to know all the requirements. You analyze the structure, the language, and the formatting details. Finally, reading examples helps students to overcome writer’s block, as other people’s ideas can motivate you to discover your own ideas.

The significance of research paper examples in the academic journey of students cannot be overstated. These examples serve not only as a blueprint for structuring and formatting academic papers but also as a beacon guiding students through the complex landscape of academic writing standards. iResearchNet recognizes the pivotal role that high-quality research paper examples play in fostering academic success and intellectual growth among students.

Blueprint for Academic Success

Research paper examples provided by iResearchNet are meticulously crafted to demonstrate the essential elements of effective academic writing. These examples offer clear insights into how to organize a paper, from the introductory paragraph, through the development of arguments and analysis, to the concluding remarks. They showcase the appropriate use of headings, subheadings, and the integration of tables, figures, and appendices, which collectively contribute to a well-organized and coherent piece of scholarly work. By studying these examples, students can gain a comprehensive understanding of the structure and formatting required in academic papers, which is crucial for meeting the rigorous standards of academic institutions.

Sparking Ideas and Providing Evidence

Beyond serving as a structural guide, research paper examples act as a source of inspiration for students embarking on their research projects. These examples illuminate a wide array of topics, methodologies, and analytical frameworks, thereby sparking ideas for students’ own research inquiries. They demonstrate how to effectively engage with existing literature, frame research questions, and develop a compelling thesis statement. Moreover, by presenting evidence and arguments in a logical and persuasive manner, these examples illustrate the art of substantiating claims with solid research, encouraging students to adopt a similar level of rigor and depth in their work.

Enhancing Research Skills

Engagement with high-quality research paper examples is instrumental in improving research skills among students. These examples expose students to various research methodologies, from qualitative case studies to quantitative analyses, enabling them to appreciate the breadth of research approaches applicable to their fields of study. By analyzing these examples, students learn how to critically evaluate sources, differentiate between primary and secondary data, and apply ethical considerations in research. Furthermore, these papers serve as a model for effectively citing sources, thereby teaching students the importance of academic integrity and the avoidance of plagiarism.

In essence, research paper examples are a fundamental resource that can significantly enhance the academic writing and research capabilities of students. iResearchNet’s commitment to providing access to a diverse collection of exemplary papers reflects its dedication to supporting academic excellence. Through these examples, students are equipped with the tools necessary to navigate the challenges of academic writing, foster innovative thinking, and contribute meaningfully to the scholarly community. By leveraging these resources, students can elevate their academic pursuits, ensuring their research is not only rigorous but also impactful.

Custom Research Paper Writing Services

In the academic journey, the ability to craft a compelling and meticulously researched paper is invaluable. Recognizing the challenges and pressures that students face, iResearchNet has developed a suite of research paper writing services designed to alleviate the burden of academic writing and research. Our services are tailored to meet the diverse needs of students across all academic disciplines, ensuring that every research paper not only meets but exceeds the rigorous standards of scholarly excellence. Below, we detail the multifaceted aspects of our research paper writing services, illustrating how iResearchNet stands as a beacon of support in the academic landscape.

At iResearchNet, we understand the pivotal role that research papers play in the academic and professional development of students. With this understanding at our core, we offer comprehensive writing services that cater to the intricate process of research paper creation. Our services are designed to guide students through every stage of the writing process, from initial research to final submission, ensuring clarity, coherence, and scholarly rigor.

The Need for Research Paper Writing Services

Navigating the complexities of academic writing and research can be a daunting task for many students. The challenges of identifying credible sources, synthesizing information, adhering to academic standards, and articulating arguments cohesively are significant. Furthermore, the pressures of tight deadlines and the high stakes of academic success can exacerbate the difficulties faced by students. iResearchNet’s research paper writing services are crafted to address these challenges head-on, providing expert assistance that empowers students to achieve their academic goals with confidence.

Why Choose iResearchNet

Selecting the right partner for research paper writing is a pivotal decision for students and researchers aiming for academic excellence. iResearchNet stands out as the premier choice for several compelling reasons, each designed to meet the diverse needs of our clientele and ensure their success.

Expert Writers : At iResearchNet, we pride ourselves on our team of expert writers who are not only masters in their respective fields but also possess a profound understanding of academic writing standards. With advanced degrees and extensive experience, our writers bring depth, insight, and precision to each paper, ensuring that your work is informed by the latest research and methodologies.
Top Quality : Quality is the cornerstone of our services. We adhere to rigorous quality control processes to ensure that every paper we deliver meets the highest standards of academic excellence. Our commitment to quality means thorough research, impeccable writing, and meticulous proofreading, resulting in work that not only meets but exceeds expectations.
Customized Solutions : Understanding that each research project has its unique challenges and requirements, iResearchNet offers customized solutions tailored to your specific needs. Whether you’re grappling with a complex research topic, a tight deadline, or specific formatting guidelines, our team is equipped to provide personalized support that aligns with your objectives.
Affordable Prices : We believe that access to high-quality research paper writing services should not be prohibitive. iResearchNet offers competitive pricing structures designed to provide value without compromising on quality. Our transparent pricing model ensures that you know exactly what you are paying for, with no hidden costs or surprises.
Timely Delivery : Meeting deadlines is critical in academic writing, and at iResearchNet, we take this seriously. Our efficient processes and dedicated team ensure that your paper is delivered on time, every time, allowing you to meet your academic deadlines with confidence.
24/7 Support : Our commitment to your success is reflected in our round-the-clock support. Whether you have a question about your order, need to communicate with your writer, or require assistance with any aspect of our service, our friendly and knowledgeable support team is available 24/7 to assist you.
Money-Back Guarantee : Your satisfaction is our top priority. iResearchNet offers a money-back guarantee, ensuring that if for any reason you are not satisfied with the work delivered, you are entitled to a refund. This policy underscores our confidence in the quality of our services and our dedication to your success.

Choosing iResearchNet for your research paper writing needs means partnering with a trusted provider committed to excellence, innovation, and customer satisfaction. Our unparalleled blend of expert writers, top-quality work, customized solutions, affordability, timely delivery, 24/7 support, and a money-back guarantee makes us the ideal choice for students and researchers seeking to elevate their academic performance.

How It Works: iResearchNet’s Streamlined Process

Navigating the process of obtaining a top-notch research paper has never been more straightforward, thanks to iResearchNet’s streamlined approach. Our user-friendly system ensures that from the moment you decide to place your order to the final receipt of your custom-written paper, every step is seamless, transparent, and tailored to your needs. Here’s how our comprehensive process works:

Place Your Order : Begin your journey to academic success by visiting our website and filling out the order form. Here, you’ll provide details about your research paper, including the topic, academic level, number of pages, formatting style, and any specific instructions or requirements. This initial step is crucial for us to understand your needs fully and match you with the most suitable writer.
Make Payment : Once your order details are confirmed, you’ll proceed to the payment section. Our platform offers a variety of secure payment options, ensuring that your transaction is safe and hassle-free. Our transparent pricing policy means you’ll know exactly what you’re paying for upfront, with no hidden fees.
Choose Your Writer : After payment, you’ll have the opportunity to choose a writer from our team of experts. Our writers are categorized based on their fields of expertise, academic qualifications, and customer feedback ratings. This step empowers you to select the writer who best matches your research paper’s requirements, ensuring a personalized and targeted approach to your project.
Receive Your Work : Our writer will commence work on your research paper, adhering to the specified guidelines and timelines. Throughout this process, you’ll have the ability to communicate directly with your writer, allowing for updates, revisions, and clarifications to ensure the final product meets your expectations. Once completed, your research paper will undergo a thorough quality check before being delivered to you via your chosen method.
Free Revisions : Your satisfaction is our priority. Upon receiving your research paper, you’ll have the opportunity to review the work and request any necessary revisions. iResearchNet offers free revisions within a specified period, ensuring that your final paper perfectly aligns with your academic requirements and expectations.

Our process is designed to provide you with a stress-free experience and a research paper that reflects your academic goals. From placing your order to enjoying the success of a well-written paper, iResearchNet is here to support you every step of the way.

Our Extras: Enhancing Your iResearchNet Experience

At iResearchNet, we are committed to offering more than just standard research paper writing services. We understand the importance of providing a comprehensive and personalized experience for each of our clients. That’s why we offer a range of additional services designed to enhance your experience and ensure your academic success. Here are the exclusive extras you can benefit from:

VIP Service : Elevate your iResearchNet experience with our VIP service, offering you priority treatment from the moment you place your order. This service ensures your projects are given first priority, with immediate attention from our team, and direct access to our top-tier writers and editors. VIP clients also benefit from our highest level of customer support, available to address any inquiries or needs with utmost urgency and personalized care.
Plagiarism Report : Integrity and originality are paramount in academic writing. To provide you with peace of mind, we offer a detailed plagiarism report with every research paper. This report is generated using advanced plagiarism detection software, ensuring that your work is unique and adheres to the highest standards of academic honesty.
Text Messages : Stay informed about your order’s progress with real-time updates sent directly to your phone. This service ensures you’re always in the loop, providing immediate notifications about key milestones, writer assignments, and any changes to your order status. With this added layer of communication, you can relax knowing that you’ll never miss an important update about your research paper.
Table of Contents : A well-organized research paper is key to guiding readers through your work. Our service includes the creation of a detailed table of contents, meticulously structured to reflect the main sections and subsections of your paper. This not only enhances the navigability of your document but also presents your research in a professional and academically appropriate format.
Abstract Page : The abstract page is your research paper’s first impression, summarizing the essential points of your study and its conclusions. Crafting a compelling abstract is an art, and our experts are skilled in highlighting the significance, methodology, results, and implications of your research succinctly and effectively. This service ensures that your paper makes a strong impact from the very beginning.
Editor’s Check : Before your research paper reaches you, it undergoes a final review by our team of experienced editors. This editor’s check is a comprehensive process that includes proofreading for grammar, punctuation, and spelling errors, as well as ensuring that the paper meets all your specifications and academic standards. This meticulous attention to detail guarantees that your paper is polished, professional, and ready for submission.

To ensure your research paper is of the highest quality and ready for submission, it undergoes a rigorous editor’s check. This final review process includes a thorough examination for any grammatical, punctuation, or spelling errors, as well as a verification that the paper meets all your specified requirements and academic standards. Our editors’ meticulous approach guarantees that your paper is polished, accurate, and exemplary.

By choosing iResearchNet and leveraging our extras, you can elevate the quality of your research paper and enjoy a customized, worry-free academic support experience.

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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Research papers, develop a research question and thesis, do the research.

Establishes your credibility as a researcher/scholar by showing you’re familiar with debates and current opinions
Helps your readers come to trust your judgment by allowing them to find and read your sources for themselves
Guides others who may want to learn about the same topic
Acknowledges the ideas and words of others.

Information you must record

Titles (of both articles and the journals they appear, as well as books)
Pages for articles (all the pages of the article, including the one you are citing if it’s a particular page)
Date of publication
For books, a place of publication and publisher
Direct quotes, word for word with no typos. Note the page numbers carefully. If the page changes in the middle of a quote, make a note of that. If the quote contains a typo, copy it exactly and make a note. (Often the Latin word [ sic ] in square brackets is used to indicate that an error appears in the original source.) If you omit any words when you copy, indicate that with an ellipsis (three dots . . . ).
Paraphrases. In your own words, restate what the source says. Note the page numbers carefully. Be as original as possible in writing your paraphrase, but without changing the meaning. Don’t use the same word order as the original. And don’t simply replace a few words with synonyms: that can constitute plagiarism. Instead, read the original carefully twice and then set it aside and write what you remember. Then re-check the original to be sure you were accurate.
Summaries. What is the gist of the source, not referring to any particular page or section? Again, be sure to use your own words.

Methods of organizing research notes

End Notes and RefWorks. These are electronic ways to organize notes supported by University Libraries. From the University Libraries homepage, go to “Citing Your Sources” under the “Class Resources” heading.
Index cards . For every source, record the full citation for the Works Cited or Reference page (author name, titles, dates, page numbers, etc.) on one card, and label it with a letter. When you take notes from that source, put the letter of the source at the top of the card. Use a new card for every note.
Word files . For every source, create a Word file and record the full citation for the Works Cited or Reference pages (author name, titles, dates, page numbers, etc.) at the top. Name it with a short reminder of the source, such as the first author’s name. When you take notes, use the file for that source.
Photocopies . Photocopy the title pages and all publication information you will need as well as any pages you will cite.
Matrices . Create a matrix, where you can record both the source information and relevant citation (direct, paraphrase, or summary). Matrices are useful if you already have a basic thesis and a few main points in mind. Label the columns across the top with a letter or number you’ve used to identify your work. Use the columns to record your notes. Use quotation marks to show if you quoted directly.


Main idea #1 The media is responsible for panic.	Jones takes the position that the media always runs the most dramatic stories and seldom checks the facts (p.4).	No position	Dr. Spiro stresses the need for responsible coverage to help prevent further outbreaks and to stop panic.
Main idea #2 The facts don’t support a crisis.	Very few Americans have died of this disease (p.7).	Previous scares were exaggerated by the media, for example in 2003 the flesh eating bacteria scare (pp.33-34).	“On June 11, 2009, the World Health Organization raised the worldwide pandemic alert level to Phase 6 in response to the ongoing global spread of the novel influenza A (H1N1) virus. A Phase 6 designation indicates . . . a global pandemic.”http://www.cdc.gov/h1n1flu/

Read the Research Critically

What is the main idea or thesis? How is the main idea supported and developed?
What content is new to you? What concepts does the text introduce? (e.g., new vocabulary, a new theory, a new perspective on an established concept)
What questions, issues, or problems does this text address? Does it create or bring up additional questions?
How is the text organized? (e.g., categorically, chronologically, compare/contrast, scientific method)
What type of writing is the text? (e.g., narrative, research study, critical analysis, review)

Critical Reading Tips

Read the text several times if needed.
Highlight key phrases, sentences, or words, but don’t highlight too much. Otherwise, nothing will stick out from the text.
Look for words or headings that signal organization or that might lead to main points.
Mark unfamiliar terms and difficult sections to reread, look up, or discuss with your professor.
Take notes or outline the text’s organization and content. Review what you write.
Annotate and comment, or respond to the text in writing. Writing allows you to think deeply about the content and make connections with the ideas in the text.
Read complicated sections out loud. Slowing down and using two senses (hearing and seeing) helps you understand and retain the information more effectively. It also helps you pay attention instead of letting your eyes superficially sweep over the words.
Allow plenty of time to read; skimming isn’t the best method for reading critically.

Organize Content

Also recommended for you:.

How To Write A Research Paper

Step-By-Step Tutorial With Examples + FREE Template

By: Derek Jansen (MBA) | Expert Reviewer: Dr Eunice Rautenbach | March 2024

For many students, crafting a strong research paper from scratch can feel like a daunting task – and rightly so! In this post, we’ll unpack what a research paper is, what it needs to do , and how to write one – in three easy steps. 🙂

Overview: Writing A Research Paper

What (exactly) is a research paper.

How to write a research paper
Stage 1 : Topic & literature search
Stage 2 : Structure & outline
Stage 3 : Iterative writing
Key takeaways

Let’s start by asking the most important question, “ What is a research paper? ”.

Simply put, a research paper is a scholarly written work where the writer (that’s you!) answers a specific question (this is called a research question ) through evidence-based arguments . Evidence-based is the keyword here. In other words, a research paper is different from an essay or other writing assignments that draw from the writer’s personal opinions or experiences. With a research paper, it’s all about building your arguments based on evidence (we’ll talk more about that evidence a little later).

Now, it’s worth noting that there are many different types of research papers , including analytical papers (the type I just described), argumentative papers, and interpretative papers. Here, we’ll focus on analytical papers , as these are some of the most common – but if you’re keen to learn about other types of research papers, be sure to check out the rest of the blog .

With that basic foundation laid, let’s get down to business and look at how to write a research paper .

Overview: The 3-Stage Process

While there are, of course, many potential approaches you can take to write a research paper, there are typically three stages to the writing process. So, in this tutorial, we’ll present a straightforward three-step process that we use when working with students at Grad Coach.

These three steps are:

Finding a research topic and reviewing the existing literature
Developing a provisional structure and outline for your paper, and
Writing up your initial draft and then refining it iteratively

Let’s dig into each of these.

Need a helping hand?

Step 1: Find a topic and review the literature

As we mentioned earlier, in a research paper, you, as the researcher, will try to answer a question . More specifically, that’s called a research question , and it sets the direction of your entire paper. What’s important to understand though is that you’ll need to answer that research question with the help of high-quality sources – for example, journal articles, government reports, case studies, and so on. We’ll circle back to this in a minute.

The first stage of the research process is deciding on what your research question will be and then reviewing the existing literature (in other words, past studies and papers) to see what they say about that specific research question. In some cases, your professor may provide you with a predetermined research question (or set of questions). However, in many cases, you’ll need to find your own research question within a certain topic area.

Finding a strong research question hinges on identifying a meaningful research gap – in other words, an area that’s lacking in existing research. There’s a lot to unpack here, so if you wanna learn more, check out the plain-language explainer video below.

Once you’ve figured out which question (or questions) you’ll attempt to answer in your research paper, you’ll need to do a deep dive into the existing literature – this is called a “ literature search ”. Again, there are many ways to go about this, but your most likely starting point will be Google Scholar .

If you’re new to Google Scholar, think of it as Google for the academic world. You can start by simply entering a few different keywords that are relevant to your research question and it will then present a host of articles for you to review. What you want to pay close attention to here is the number of citations for each paper – the more citations a paper has, the more credible it is (generally speaking – there are some exceptions, of course).

Ideally, what you’re looking for are well-cited papers that are highly relevant to your topic. That said, keep in mind that citations are a cumulative metric , so older papers will often have more citations than newer papers – just because they’ve been around for longer. So, don’t fixate on this metric in isolation – relevance and recency are also very important.

Beyond Google Scholar, you’ll also definitely want to check out academic databases and aggregators such as Science Direct, PubMed, JStor and so on. These will often overlap with the results that you find in Google Scholar, but they can also reveal some hidden gems – so, be sure to check them out.

Once you’ve worked your way through all the literature, you’ll want to catalogue all this information in some sort of spreadsheet so that you can easily recall who said what, when and within what context. If you’d like, we’ve got a free literature spreadsheet that helps you do exactly that.

Don’t fixate on an article’s citation count in isolation - relevance (to your research question) and recency are also very important.

Step 2: Develop a structure and outline

With your research question pinned down and your literature digested and catalogued, it’s time to move on to planning your actual research paper .

It might sound obvious, but it’s really important to have some sort of rough outline in place before you start writing your paper. So often, we see students eagerly rushing into the writing phase, only to land up with a disjointed research paper that rambles on in multiple

Now, the secret here is to not get caught up in the fine details . Realistically, all you need at this stage is a bullet-point list that describes (in broad strokes) what you’ll discuss and in what order. It’s also useful to remember that you’re not glued to this outline – in all likelihood, you’ll chop and change some sections once you start writing, and that’s perfectly okay. What’s important is that you have some sort of roadmap in place from the start.

You need to have a rough outline in place before you start writing your paper - or you’ll end up with a disjointed research paper that rambles on.

At this stage you might be wondering, “ But how should I structure my research paper? ”. Well, there’s no one-size-fits-all solution here, but in general, a research paper will consist of a few relatively standardised components:

Introduction
Literature review
Methodology

Let’s take a look at each of these.

First up is the introduction section . As the name suggests, the purpose of the introduction is to set the scene for your research paper. There are usually (at least) four ingredients that go into this section – these are the background to the topic, the research problem and resultant research question , and the justification or rationale. If you’re interested, the video below unpacks the introduction section in more detail.

The next section of your research paper will typically be your literature review . Remember all that literature you worked through earlier? Well, this is where you’ll present your interpretation of all that content . You’ll do this by writing about recent trends, developments, and arguments within the literature – but more specifically, those that are relevant to your research question . The literature review can oftentimes seem a little daunting, even to seasoned researchers, so be sure to check out our extensive collection of literature review content here .

With the introduction and lit review out of the way, the next section of your paper is the research methodology . In a nutshell, the methodology section should describe to your reader what you did (beyond just reviewing the existing literature) to answer your research question. For example, what data did you collect, how did you collect that data, how did you analyse that data and so on? For each choice, you’ll also need to justify why you chose to do it that way, and what the strengths and weaknesses of your approach were.

Now, it’s worth mentioning that for some research papers, this aspect of the project may be a lot simpler . For example, you may only need to draw on secondary sources (in other words, existing data sets). In some cases, you may just be asked to draw your conclusions from the literature search itself (in other words, there may be no data analysis at all). But, if you are required to collect and analyse data, you’ll need to pay a lot of attention to the methodology section. The video below provides an example of what the methodology section might look like.

By this stage of your paper, you will have explained what your research question is, what the existing literature has to say about that question, and how you analysed additional data to try to answer your question. So, the natural next step is to present your analysis of that data . This section is usually called the “results” or “analysis” section and this is where you’ll showcase your findings.

Depending on your school’s requirements, you may need to present and interpret the data in one section – or you might split the presentation and the interpretation into two sections. In the latter case, your “results” section will just describe the data, and the “discussion” is where you’ll interpret that data and explicitly link your analysis back to your research question. If you’re not sure which approach to take, check in with your professor or take a look at past papers to see what the norms are for your programme.

Alright – once you’ve presented and discussed your results, it’s time to wrap it up . This usually takes the form of the “ conclusion ” section. In the conclusion, you’ll need to highlight the key takeaways from your study and close the loop by explicitly answering your research question. Again, the exact requirements here will vary depending on your programme (and you may not even need a conclusion section at all) – so be sure to check with your professor if you’re unsure.

Step 3: Write and refine

Finally, it’s time to get writing. All too often though, students hit a brick wall right about here… So, how do you avoid this happening to you?

Well, there’s a lot to be said when it comes to writing a research paper (or any sort of academic piece), but we’ll share three practical tips to help you get started.

First and foremost , it’s essential to approach your writing as an iterative process. In other words, you need to start with a really messy first draft and then polish it over multiple rounds of editing. Don’t waste your time trying to write a perfect research paper in one go. Instead, take the pressure off yourself by adopting an iterative approach.

Secondly , it’s important to always lean towards critical writing , rather than descriptive writing. What does this mean? Well, at the simplest level, descriptive writing focuses on the “ what ”, while critical writing digs into the “ so what ” – in other words, the implications . If you’re not familiar with these two types of writing, don’t worry! You can find a plain-language explanation here.

Last but not least, you’ll need to get your referencing right. Specifically, you’ll need to provide credible, correctly formatted citations for the statements you make. We see students making referencing mistakes all the time and it costs them dearly. The good news is that you can easily avoid this by using a simple reference manager . If you don’t have one, check out our video about Mendeley, an easy (and free) reference management tool that you can start using today.

Recap: Key Takeaways

We’ve covered a lot of ground here. To recap, the three steps to writing a high-quality research paper are:

To choose a research question and review the literature
To plan your paper structure and draft an outline
To take an iterative approach to writing, focusing on critical writing and strong referencing

Remember, this is just a b ig-picture overview of the research paper development process and there’s a lot more nuance to unpack. So, be sure to grab a copy of our free research paper template to learn more about how to write a research paper.

Can you help me with a full paper template for this Abstract:

Background: Energy and sports drinks have gained popularity among diverse demographic groups, including adolescents, athletes, workers, and college students. While often used interchangeably, these beverages serve distinct purposes, with energy drinks aiming to boost energy and cognitive performance, and sports drinks designed to prevent dehydration and replenish electrolytes and carbohydrates lost during physical exertion.

Objective: To assess the nutritional quality of energy and sports drinks in Egypt.

Material and Methods: A cross-sectional study assessed the nutrient contents, including energy, sugar, electrolytes, vitamins, and caffeine, of sports and energy drinks available in major supermarkets in Cairo, Alexandria, and Giza, Egypt. Data collection involved photographing all relevant product labels and recording nutritional information. Descriptive statistics and appropriate statistical tests were employed to analyze and compare the nutritional values of energy and sports drinks.

Results: The study analyzed 38 sports drinks and 42 energy drinks. Sports drinks were significantly more expensive than energy drinks, with higher net content and elevated magnesium, potassium, and vitamin C. Energy drinks contained higher concentrations of caffeine, sugars, and vitamins B2, B3, and B6.

Conclusion: Significant nutritional differences exist between sports and energy drinks, reflecting their intended uses. However, these beverages’ high sugar content and calorie loads raise health concerns. Proper labeling, public awareness, and responsible marketing are essential to guide safe consumption practices in Egypt.

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Research Paper Guide

Research Paper Example

Research Paper Examples - Free Sample Papers for Different Formats!

Research Paper Example for Different Formats

Following a specific formatting style is essential while writing a research paper . Knowing the conventions and guidelines for each format can help you in creating a perfect paper. Here we have gathered examples of research paper for most commonly applied citation styles :

Social Media and Social Media Marketing: A Literature Review

APA Research Paper Example

APA (American Psychological Association) style is commonly used in social sciences, psychology, and education. This format is recognized for its clear and concise writing, emphasis on proper citations, and orderly presentation of ideas.

Here are some research paper examples in APA style:

Research Paper Example APA 7th Edition

Research Paper Example MLA

MLA (Modern Language Association) style is frequently employed in humanities disciplines, including literature, languages, and cultural studies. An MLA research paper might explore literature analysis, linguistic studies, or historical research within the humanities.

Here is an example:

Found Voices: Carl Sagan

Research Paper Example Chicago

Chicago style is utilized in various fields like history, arts, and social sciences. Research papers in Chicago style could delve into historical events, artistic analyses, or social science inquiries.

Here is a research paper formatted in Chicago style:

Chicago Research Paper Sample

Research Paper Example Harvard

Harvard style is widely used in business, management, and some social sciences. Research papers in Harvard style might address business strategies, case studies, or social policies.

View this sample Harvard style paper here:

Harvard Research Paper Sample

Examples for Different Research Paper Parts

A research paper has different parts. Each part is important for the overall success of the paper. Chapters in a research paper must be written correctly, using a certain format and structure.

The following are examples of how different sections of the research paper can be written.

Research Proposal

The research proposal acts as a detailed plan or roadmap for your study, outlining the focus of your research and its significance. It's essential as it not only guides your research but also persuades others about the value of your study.

Example of Research Proposal

An abstract serves as a concise overview of your entire research paper. It provides a quick insight into the main elements of your study. It summarizes your research's purpose, methods, findings, and conclusions in a brief format.

Research Paper Example Abstract

Literature Review

A literature review summarizes the existing research on your study's topic, showcasing what has already been explored. This section adds credibility to your own research by analyzing and summarizing prior studies related to your topic.

Literature Review Research Paper Example

Methodology

The methodology section functions as a detailed explanation of how you conducted your research. This part covers the tools, techniques, and steps used to collect and analyze data for your study.

Methods Section of Research Paper Example

How to Write the Methods Section of a Research Paper

The research paper conclusion summarizes your findings, their significance and the impact of your research. This section outlines the key takeaways and the broader implications of your study's results.

Research Paper Conclusion Example

Research Paper Examples for Different Fields

Research papers can be about any subject that needs a detailed study. The following examples show research papers for different subjects.

History Research Paper Sample

Preparing a history research paper involves investigating and presenting information about past events. This may include exploring perspectives, analyzing sources, and constructing a narrative that explains the significance of historical events. Check out the history research paper topics blog to get inspired and motivated by these amazing ideas.

View this history research paper sample:

Many Faces of Generalissimo Fransisco Franco

Sociology Research Paper Sample

In sociology research, statistics and data are harnessed to explore societal issues within a particular region or group. These findings are thoroughly analyzed to gain an understanding of the structure and dynamics present within these communities.

Here is a sample:

A Descriptive Statistical Analysis within the State of Virginia

For more insights and inspiration, explore the sociology research topics blog to discover intriguing ideas and relevant issues.

Science Fair Research Paper Sample

A science research paper involves explaining a scientific experiment or project. It includes outlining the purpose, procedures, observations, and results of the experiment in a clear, logical manner.

Here are some examples:

Science Fair Paper Format

What Do I Need To Do For The Science Fair?

Psychology Research Paper Sample

Writing a psychology research paper involves studying human behavior and mental processes. This process includes conducting experiments, gathering data, and analyzing results to understand the human mind, emotions, and behavior. However, the key to a successful psychology paper is selecting the right topic. Make sure to pick an intriguing psychology research paper topic that captivates your interest and aligns with your research objectives.

Here is an example psychology paper:

The Effects of Food Deprivation on Concentration and Perseverance

Art History Research Paper Sample

Studying art history includes examining artworks, understanding their historical context, and learning about the artists. This helps analyze and interpret how art has evolved over various periods and regions.

Check out this sample paper analyzing European art and impacts:

European Art History: A Primer

Research Paper Example Outline

Before you plan on writing a well-researched paper, make a rough draft. An outline can be a great help when it comes to organizing vast amounts of research material for your paper.

Here is a research paper outline template:

A. Title of the Research Paper
B. Author's Name
C. Institutional Affiliation
D. Course Information
E. Date

A. Purpose of the Study
B. Research Questions/Objectives
C. Methodology
D. Key Findings
E. Conclusion

A. Background Information
B. Statement of the Problem
C. Significance of the Study
D. Research Objectives/Hypothesis
E. Structure of the Paper

A. Overview of Relevant Literature
B. Key Theories or Concepts
C. Discussion of Previous Studies
D. Gaps in the Existing Literature
E. Theoretical Framework

A. Research Design
B. Participants or Sample
C. Data Collection Methods
D. Data Analysis Techniques
E. Limitations

A. Presentation of Findings
B. Data Analysis
C. Tables, Graphs, or Figures (if applicable)
D. Interpretation of Results

A. Summary of Findings
B. Comparison with Literature
C. Implications of the Results
D. Limitations and Future Research
E. Conclusion

A. Summary of the Study
B. Contribution to the Field
C. Recommendations
D. Concluding Remarks

A. Citations in APA/MLA/Chicago style
B. Books, Articles, Journals, and Other Sources Cited

Here is a downloadable sample of a standard research paper outline:

Research Paper Outline

Good Research Paper Examples for Students

Here are some more samples of research papers for students to learn from:

Fiscal Research Center - Action Plan

Qualitative Research Paper Example

Research Paper Example Introduction

How to Write a Research Paper Example

Research Paper Example for High School

Now that you have explored the research paper examples, you can start working on your research project. Hopefully, these examples will help you understand the writing process for a research paper.

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Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

Research Paper is a written document that presents the author’s original research, analysis, and interpretation of a specific topic or issue.

It is typically based on Empirical Evidence, and may involve qualitative or quantitative research methods, or a combination of both. The purpose of a research paper is to contribute new knowledge or insights to a particular field of study, and to demonstrate the author’s understanding of the existing literature and theories related to the topic.

Structure of Research Paper

The structure of a research paper typically follows a standard format, consisting of several sections that convey specific information about the research study. The following is a detailed explanation of the structure of a research paper:

The title page contains the title of the paper, the name(s) of the author(s), and the affiliation(s) of the author(s). It also includes the date of submission and possibly, the name of the journal or conference where the paper is to be published.

The abstract is a brief summary of the research paper, typically ranging from 100 to 250 words. It should include the research question, the methods used, the key findings, and the implications of the results. The abstract should be written in a concise and clear manner to allow readers to quickly grasp the essence of the research.

Introduction

The introduction section of a research paper provides background information about the research problem, the research question, and the research objectives. It also outlines the significance of the research, the research gap that it aims to fill, and the approach taken to address the research question. Finally, the introduction section ends with a clear statement of the research hypothesis or research question.

Literature Review

The literature review section of a research paper provides an overview of the existing literature on the topic of study. It includes a critical analysis and synthesis of the literature, highlighting the key concepts, themes, and debates. The literature review should also demonstrate the research gap and how the current study seeks to address it.

The methods section of a research paper describes the research design, the sample selection, the data collection and analysis procedures, and the statistical methods used to analyze the data. This section should provide sufficient detail for other researchers to replicate the study.

The results section presents the findings of the research, using tables, graphs, and figures to illustrate the data. The findings should be presented in a clear and concise manner, with reference to the research question and hypothesis.

The discussion section of a research paper interprets the findings and discusses their implications for the research question, the literature review, and the field of study. It should also address the limitations of the study and suggest future research directions.

The conclusion section summarizes the main findings of the study, restates the research question and hypothesis, and provides a final reflection on the significance of the research.

The references section provides a list of all the sources cited in the paper, following a specific citation style such as APA, MLA or Chicago.

How to Write Research Paper

You can write Research Paper by the following guide:

Choose a Topic: The first step is to select a topic that interests you and is relevant to your field of study. Brainstorm ideas and narrow down to a research question that is specific and researchable.
Conduct a Literature Review: The literature review helps you identify the gap in the existing research and provides a basis for your research question. It also helps you to develop a theoretical framework and research hypothesis.
Develop a Thesis Statement : The thesis statement is the main argument of your research paper. It should be clear, concise and specific to your research question.
Plan your Research: Develop a research plan that outlines the methods, data sources, and data analysis procedures. This will help you to collect and analyze data effectively.
Collect and Analyze Data: Collect data using various methods such as surveys, interviews, observations, or experiments. Analyze data using statistical tools or other qualitative methods.
Organize your Paper : Organize your paper into sections such as Introduction, Literature Review, Methods, Results, Discussion, and Conclusion. Ensure that each section is coherent and follows a logical flow.
Write your Paper : Start by writing the introduction, followed by the literature review, methods, results, discussion, and conclusion. Ensure that your writing is clear, concise, and follows the required formatting and citation styles.
Edit and Proofread your Paper: Review your paper for grammar and spelling errors, and ensure that it is well-structured and easy to read. Ask someone else to review your paper to get feedback and suggestions for improvement.
Cite your Sources: Ensure that you properly cite all sources used in your research paper. This is essential for giving credit to the original authors and avoiding plagiarism.

Research Paper Example

Note : The below example research paper is for illustrative purposes only and is not an actual research paper. Actual research papers may have different structures, contents, and formats depending on the field of study, research question, data collection and analysis methods, and other factors. Students should always consult with their professors or supervisors for specific guidelines and expectations for their research papers.

Research Paper Example sample for Students:

Title: The Impact of Social Media on Mental Health among Young Adults

Abstract: This study aims to investigate the impact of social media use on the mental health of young adults. A literature review was conducted to examine the existing research on the topic. A survey was then administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO (Fear of Missing Out) are significant predictors of mental health problems among young adults.

Introduction: Social media has become an integral part of modern life, particularly among young adults. While social media has many benefits, including increased communication and social connectivity, it has also been associated with negative outcomes, such as addiction, cyberbullying, and mental health problems. This study aims to investigate the impact of social media use on the mental health of young adults.

Literature Review: The literature review highlights the existing research on the impact of social media use on mental health. The review shows that social media use is associated with depression, anxiety, stress, and other mental health problems. The review also identifies the factors that contribute to the negative impact of social media, including social comparison, cyberbullying, and FOMO.

Methods : A survey was administered to 200 university students to collect data on their social media use, mental health status, and perceived impact of social media on their mental health. The survey included questions on social media use, mental health status (measured using the DASS-21), and perceived impact of social media on their mental health. Data were analyzed using descriptive statistics and regression analysis.

Results : The results showed that social media use is positively associated with depression, anxiety, and stress. The study also found that social comparison, cyberbullying, and FOMO are significant predictors of mental health problems among young adults.

Discussion : The study’s findings suggest that social media use has a negative impact on the mental health of young adults. The study highlights the need for interventions that address the factors contributing to the negative impact of social media, such as social comparison, cyberbullying, and FOMO.

Conclusion : In conclusion, social media use has a significant impact on the mental health of young adults. The study’s findings underscore the need for interventions that promote healthy social media use and address the negative outcomes associated with social media use. Future research can explore the effectiveness of interventions aimed at reducing the negative impact of social media on mental health. Additionally, longitudinal studies can investigate the long-term effects of social media use on mental health.

Limitations : The study has some limitations, including the use of self-report measures and a cross-sectional design. The use of self-report measures may result in biased responses, and a cross-sectional design limits the ability to establish causality.

Implications: The study’s findings have implications for mental health professionals, educators, and policymakers. Mental health professionals can use the findings to develop interventions that address the negative impact of social media use on mental health. Educators can incorporate social media literacy into their curriculum to promote healthy social media use among young adults. Policymakers can use the findings to develop policies that protect young adults from the negative outcomes associated with social media use.

References :

Twenge, J. M., & Campbell, W. K. (2019). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive medicine reports, 15, 100918.
Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., … & James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in Human Behavior, 69, 1-9.
Van der Meer, T. G., & Verhoeven, J. W. (2017). Social media and its impact on academic performance of students. Journal of Information Technology Education: Research, 16, 383-398.

Appendix : The survey used in this study is provided below.

Social Media and Mental Health Survey

How often do you use social media per day?
Less than 30 minutes
30 minutes to 1 hour
1 to 2 hours
2 to 4 hours
More than 4 hours
Which social media platforms do you use?
Others (Please specify)
How often do you experience the following on social media?
Social comparison (comparing yourself to others)
Cyberbullying
Fear of Missing Out (FOMO)
Have you ever experienced any of the following mental health problems in the past month?
Do you think social media use has a positive or negative impact on your mental health?
Very positive
Somewhat positive
Somewhat negative
Very negative
In your opinion, which factors contribute to the negative impact of social media on mental health?
Social comparison
In your opinion, what interventions could be effective in reducing the negative impact of social media on mental health?
Education on healthy social media use
Counseling for mental health problems caused by social media
Social media detox programs
Regulation of social media use

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

Advancing knowledge: Research papers contribute to the advancement of knowledge by generating new insights, theories, and findings that can inform future research and practice. They help to answer important questions, clarify existing knowledge, and identify areas that require further investigation.
Informing policy: Research papers can inform policy decisions by providing evidence-based recommendations for policymakers. They can help to identify gaps in current policies, evaluate the effectiveness of interventions, and inform the development of new policies and regulations.
Improving practice: Research papers can improve practice by providing evidence-based guidance for professionals in various fields, including medicine, education, business, and psychology. They can inform the development of best practices, guidelines, and standards of care that can improve outcomes for individuals and organizations.
Educating students : Research papers are often used as teaching tools in universities and colleges to educate students about research methods, data analysis, and academic writing. They help students to develop critical thinking skills, research skills, and communication skills that are essential for success in many careers.
Fostering collaboration: Research papers can foster collaboration among researchers, practitioners, and policymakers by providing a platform for sharing knowledge and ideas. They can facilitate interdisciplinary collaborations and partnerships that can lead to innovative solutions to complex problems.

When to Write Research Paper

Research papers are typically written when a person has completed a research project or when they have conducted a study and have obtained data or findings that they want to share with the academic or professional community. Research papers are usually written in academic settings, such as universities, but they can also be written in professional settings, such as research organizations, government agencies, or private companies.

Here are some common situations where a person might need to write a research paper:

For academic purposes: Students in universities and colleges are often required to write research papers as part of their coursework, particularly in the social sciences, natural sciences, and humanities. Writing research papers helps students to develop research skills, critical thinking skills, and academic writing skills.
For publication: Researchers often write research papers to publish their findings in academic journals or to present their work at academic conferences. Publishing research papers is an important way to disseminate research findings to the academic community and to establish oneself as an expert in a particular field.
To inform policy or practice : Researchers may write research papers to inform policy decisions or to improve practice in various fields. Research findings can be used to inform the development of policies, guidelines, and best practices that can improve outcomes for individuals and organizations.
To share new insights or ideas: Researchers may write research papers to share new insights or ideas with the academic or professional community. They may present new theories, propose new research methods, or challenge existing paradigms in their field.

Purpose of Research Paper

The purpose of a research paper is to present the results of a study or investigation in a clear, concise, and structured manner. Research papers are written to communicate new knowledge, ideas, or findings to a specific audience, such as researchers, scholars, practitioners, or policymakers. The primary purposes of a research paper are:

To contribute to the body of knowledge : Research papers aim to add new knowledge or insights to a particular field or discipline. They do this by reporting the results of empirical studies, reviewing and synthesizing existing literature, proposing new theories, or providing new perspectives on a topic.
To inform or persuade: Research papers are written to inform or persuade the reader about a particular issue, topic, or phenomenon. They present evidence and arguments to support their claims and seek to persuade the reader of the validity of their findings or recommendations.
To advance the field: Research papers seek to advance the field or discipline by identifying gaps in knowledge, proposing new research questions or approaches, or challenging existing assumptions or paradigms. They aim to contribute to ongoing debates and discussions within a field and to stimulate further research and inquiry.
To demonstrate research skills: Research papers demonstrate the author’s research skills, including their ability to design and conduct a study, collect and analyze data, and interpret and communicate findings. They also demonstrate the author’s ability to critically evaluate existing literature, synthesize information from multiple sources, and write in a clear and structured manner.

Characteristics of Research Paper

Research papers have several characteristics that distinguish them from other forms of academic or professional writing. Here are some common characteristics of research papers:

Evidence-based: Research papers are based on empirical evidence, which is collected through rigorous research methods such as experiments, surveys, observations, or interviews. They rely on objective data and facts to support their claims and conclusions.
Structured and organized: Research papers have a clear and logical structure, with sections such as introduction, literature review, methods, results, discussion, and conclusion. They are organized in a way that helps the reader to follow the argument and understand the findings.
Formal and objective: Research papers are written in a formal and objective tone, with an emphasis on clarity, precision, and accuracy. They avoid subjective language or personal opinions and instead rely on objective data and analysis to support their arguments.
Citations and references: Research papers include citations and references to acknowledge the sources of information and ideas used in the paper. They use a specific citation style, such as APA, MLA, or Chicago, to ensure consistency and accuracy.
Peer-reviewed: Research papers are often peer-reviewed, which means they are evaluated by other experts in the field before they are published. Peer-review ensures that the research is of high quality, meets ethical standards, and contributes to the advancement of knowledge in the field.
Objective and unbiased: Research papers strive to be objective and unbiased in their presentation of the findings. They avoid personal biases or preconceptions and instead rely on the data and analysis to draw conclusions.

Advantages of Research Paper

Research papers have many advantages, both for the individual researcher and for the broader academic and professional community. Here are some advantages of research papers:

Contribution to knowledge: Research papers contribute to the body of knowledge in a particular field or discipline. They add new information, insights, and perspectives to existing literature and help advance the understanding of a particular phenomenon or issue.
Opportunity for intellectual growth: Research papers provide an opportunity for intellectual growth for the researcher. They require critical thinking, problem-solving, and creativity, which can help develop the researcher’s skills and knowledge.
Career advancement: Research papers can help advance the researcher’s career by demonstrating their expertise and contributions to the field. They can also lead to new research opportunities, collaborations, and funding.
Academic recognition: Research papers can lead to academic recognition in the form of awards, grants, or invitations to speak at conferences or events. They can also contribute to the researcher’s reputation and standing in the field.
Impact on policy and practice: Research papers can have a significant impact on policy and practice. They can inform policy decisions, guide practice, and lead to changes in laws, regulations, or procedures.
Advancement of society: Research papers can contribute to the advancement of society by addressing important issues, identifying solutions to problems, and promoting social justice and equality.

Limitations of Research Paper

Research papers also have some limitations that should be considered when interpreting their findings or implications. Here are some common limitations of research papers:

Limited generalizability: Research findings may not be generalizable to other populations, settings, or contexts. Studies often use specific samples or conditions that may not reflect the broader population or real-world situations.
Potential for bias : Research papers may be biased due to factors such as sample selection, measurement errors, or researcher biases. It is important to evaluate the quality of the research design and methods used to ensure that the findings are valid and reliable.
Ethical concerns: Research papers may raise ethical concerns, such as the use of vulnerable populations or invasive procedures. Researchers must adhere to ethical guidelines and obtain informed consent from participants to ensure that the research is conducted in a responsible and respectful manner.
Limitations of methodology: Research papers may be limited by the methodology used to collect and analyze data. For example, certain research methods may not capture the complexity or nuance of a particular phenomenon, or may not be appropriate for certain research questions.
Publication bias: Research papers may be subject to publication bias, where positive or significant findings are more likely to be published than negative or non-significant findings. This can skew the overall findings of a particular area of research.
Time and resource constraints: Research papers may be limited by time and resource constraints, which can affect the quality and scope of the research. Researchers may not have access to certain data or resources, or may be unable to conduct long-term studies due to practical limitations.

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APA Sample Papers

Ever wonder how to format your research paper in APA style? If so, you’re in luck! The team at EasyBib.com has put together an example paper to help guide you through your next assignment. (Actually, looking for MLA? Here’s a page on what is MLA format .)

The featured example is a research paper on the uses of biometrics to inform design decisions in the tech industry, authored by our UX Research Intern Peace Iyiewuare. Like most APA style papers, it includes an APA title page , tables, and several references and APA in-text citations to scholarly journals relevant to its topic. References are an important aspect of scientific research papers, and formatting them correctly is critical to getting a good grade.

This paper follows the formatting rules specified in the 6th edition of The Publication Manual of the American Psychological Association (the APA is not directly associated with this guide) . We’ve left comments and tips throughout the document, so you’ll know the specific rules around how to format titles, spacing, and font, as well as the citations on the APA reference page .

The reference list needs special care, as it demonstrates to the reader that you have accurately portrayed your outside sources and have given credit to the appropriate parties. Be sure to check our full APA citation guide for more information on paper formatting and citing sources in APA style. There is also a guide on APA footnotes in case that is your preferred form of citation.

Download the APA Visual Guide

When citations are done, don’t forget to finish your paper off with a proofread—EasyBib Plus’s plagiarism and grammar check can help! Got a misspelled adverb ? Missed capitalizing a proper noun ? Struggling with subject-verb agreement ? These are just a few things our checker could help you spot in your paper.

D. Complete Sample APA Paper

We’ve included a full student paper below to give you an idea of what an essay in APA format looks like, complete with a title page, paper, reference list, and index. If you plan to include an APA abstract in your paper, see the Professional Paper for an example.

If you’re looking for an APA format citation generator, we’ve got you covered. Use EasyBib.com! Our APA format machine can help you create every reference for your paper.

Below is an example of a student APA format essay. We also have PDF versions of both a student paper and a professional paper linked below.

See Student Paper See Professional Paper

Using Biometrics to Evaluate Visual Design

Jane Lisa Dekker

Art Department, Northern California Valley State University

UXAD 272: Strategic Web Design

Professor Juan Liu, PhD

January 29, 2020

A vast amount of research has been conducted regarding the importance of visual design, and its role as a mediator of user’s experience when browsing a site or interacting with an interface. In the literature, visual design is one aspect of website quality. Jones and Kim (2010) define website quality as “the perceived quality of a retail website that involves a [user’s] perceptions of the retailer’s website and comprises consumer reactions towards such attributes as information, entertainment/enjoyment, usability, transaction capabilities, and design aesthetics” (p. 632). They further examined the impact web quality and retail brand trust has on purchase intentions. Additional research examining e-commerce sites has shown web quality has an impact on both initial and continued purchase intention (Kuan, Bock, & Vathanophas, 2008), as well as consumer satisfaction (Lin, 2007). Moreso, research on the relationship between visual design and perceived usability (Stojmenovic, Pilgrim, & Lindgaard, 2014) has revealed a positive correlation between the two. As users’ ratings of visual quality increase, their ratings of perceived usability follows a similar trend. Although this research spans various domains, the reliance on self-report measures to gauge concepts like visual design and web quality is prevalent throughout much of the literature.

Although some self-report scales are validated within the literature, there are still issues with the use of self-report questionnaires. One is the reliance on the honesty of the participant. This tends to be more of an issue in studies related to questionnaires that measure characteristics of the participant, rather than objective stimuli. More relevant to this study is the issue of introspection and memory. Surveys are often distributed after a task is completed, and its accuracy is dependent on the ability of the participant to remember their experience during the study. Multiple research studies have shown that human memory is far from static. This can

be dangerous if a researcher chooses to solely rely on self-report methods to test a hypothesis. We believe these self-report methods in tandem with biometric methods can help ensure the validity of the questionnaires, and provide information beyond the scope of self-report scales.

Research Questions

We know from previous research that the quality of websites mediates many aspects of e-commerce, and provides insight as to how consumers view the webpages in general. However, simply knowing a webpage is perceived as lower quality doesn’t give insight as to what aspects of a page are disliked by a user. Additionally, it’s possible that the user is misremembering aspects of the webpage or being dishonest in their assessment. Using eye tracking metrics, galvanic skin response, and facial expression measures in tandem with a scale aimed at measuring visual design quality has a couple of identifiable benefits. Using both can potentially identify patterns amongst the biometric measures and the questionnaire, which would strengthen the validity of the results. More so, the eye tracking data has the potential to identify patterns amongst websites of lower or higher quality.

If found, these patterns can be used to evaluate particular aspects of a page that are impacting the quality of a webpage. Overall, we are interested in answering two questions:

Research Question 1 : Can attitudinal changes regarding substantial website redesigns be captured using biometric measures?

Research Question 2 : How do biometric measures correlate with self-reported measures of visual appeal?

Answering these questions has the potential to provide a method of justification for design changes, ranging from minor tweak to complete rebrands. There is not an easy way for companies to quantitatively analyze visual design decisions. A method for doing so would help companies evaluate visual designs before implementation in order to cost-justify them. To this end, we hope to demonstrate that biometric measurements can be used with questionnaires to verify and validate potential design changes a company or organization might want to implement.

By examining data from test subjects during a brief exposure to several websites, we hoped to explore the relationship between the self-reported evaluation of visual design quality and key biometric measurements of a subject’s emotional valence and arousal. Subjects were exposed to ten pairs of websites before and after a substantial visual design change and asked to evaluate the website based on their initial impressions of the site’s visual design quality using the VisAWI-S scale, as shown in Table 1.

During this assessment we collected GSR, facial expressions (limited by errors in initial study configuration), pupillary response, and fixation data using iMotions software coupled with a Tobii eye tracker, Shimmer GSR device, and Affdex facial expression analysis toolkit. This data was analyzed, in Table 2, to discover relationships between the independent and dependent variables, as well as relationships between certain dependent variables.

Jones, C., & Kim, S. (2010). Influences of retail brand trust, off-line patronage, clothing involvement and website quality on online apparel shopping intention: Online apparel shopping intention. International Journal of Consumer Studies , 34 (6), 627–637. https://doi.org/10.1111/j.1470-6431.2010.00871.x

Kuan, H.-H., Bock, G.-W., & Vathanophas, V. (2008). Comparing the effects of website quality on customer initial purchase and continued purchase at e-commerce websites. Behaviour & Information Technology , 27 (1), 3–16. https://doi.org/10.1080/01449290600801959

Lin, H.-F. (2007). The impact of website quality dimensions on customer satisfaction in the B2C e-commerce context. Total Quality Management & Business Excellence , 18 (4), 363–378. https://doi.org/10.1080/14783360701231302

Stojmenovic, M., Pilgrim, C., & Lindgaard, G. (2014). Perceived and objective usability and visual appeal in a website domain with a less developed mental model. Proceedings of the 26 th Australian Computer-Human Interaction Conference on Designing Futures: The Future of Design , 316–323. https://doi.org/10.1145/2686612.2686660


Factor	Item
Simplicity	Everything goes together on the site.
Diversity	The layout is pleasantly varied.
Colorfulness	The color composition is attractive
Craftsmanship	The layout appears professionally designed
Familiarity*	I am familiar with this website
Participants were asked about agreement with the item using a 7-point likert scale.
* question is simply to gauge familiarity for the study, and is not part of the Vis-AWI-S instrument


	Before		After
Website					Mean Difference
Joy Kitchen	3.49	1.30	5.61	0.93	2.12	0.00
Seacom	3.27	1.59	5.35	1.20	2.08	0.00
Food Blog	3.59	1.30	5.59	0.80	2.00	0.00
Credit Union	3.29	1.26	5.18	1.07	1.89	0.00
Travelers	3.61	1.39	5.38	1.24	1.78	0.00
Sporcle	4.23	1.23	2.45	1.12	-1.78	0.00
Eagle	3.93	1.47	5.45	0.82	1.52	0.00
Oberlin	4.00	1.25	5.47	0.84	1.47	0.00
Valve	3.88	1.56	5.10	1.42	1.22	0.00
Hospital	4.47	1.33	5.48	0.85	1.01	0.00
Travel Blog	4.71	1.23	5.69	1.01	0.98	0.00
Space	4.35	1.55	5.29	1.09	0.94	0.00
School	5.04	1.44	5.63	0.80	0.60	0.06
Book Publisher	5.12	1.27	5.63	1.17	0.51	0.10
Sneakers	4.78	1.37	5.20	1.34	0.42	0.14
Stance	5.08	0.88	5.41	0.95	0.33	0.09
City	4.79	1.18	5.12	0.88	0.32	0.07
IEEE	3.95	1.30	4.26	1.40	0.31	0.24
Rise	5.08	1.00	4.89	1.27	-0.18	0.30
Audio Technica	3.94	1.52	4.05	1.37	0.11	0.71
Bloomberg	3.63	1.35	3.52	1.26	-0.11	0.73
Stimuli are ranked by largest to smallest absolute mean difference.

APA Formatting Guide

APA Formatting

Annotated Bibliography
Block Quotes
et al Usage
In-text Citations
Multiple Authors
Paraphrasing
Page Numbers
Parenthetical Citations
Reference Page
Sample Paper
APA 7 Updates
View APA Guide

Citation Examples

Book Chapter
Journal Article
Magazine Article
Newspaper Article
Website (no author)
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Research Paper Guide

Research Paper Example

Last updated on: Nov 20, 2023

Research Paper Example: Samples to Write a Research Paper

By: Nathan D.

Reviewed By: Jacklyn H.

Published on: Jun 11, 2019

Working on your research paper?

Want to learn the dos and don’ts of writing a research paper? Learn from examples!

We have compiled some examples to help you get started. If you are in need of a research paper example, take a look at these samples and choose one that is best suited for your research paper writing needs.

You can also use these as templates to create your own research papers. There are many different samples available here so please feel free to browse around and find the perfect one for yourself.

Stay with us to learn more.

On this Page

What is a Research Paper?

A research paper is different from a usual kind of essay and assignment. It requires more research and explanation than any other assignment and has a set structure for it. It is a complex type of academic paper. Usually, students studying science write them for their coursework and as a degree requirement.

It is generally simpler than high school term papers and a dissertation that students write in humanities and other academic groups. Research papers are common in the academic world, and students, regardless of the field of study, get them as part of their degree requirements.

The research writing skills are invaluable for everyone and not just for the students only. Young professionals and entrepreneurs benefit a lot from these skills. Writing a research paper properly means that you have to study, observe, and choose a topic. The step-by-step guide for writing a research paper will help you find answers to your research questions.

Get Quick AI Research Help!

College Research Paper Example

Examples work great when you are looking to learn something in less time and with more efficiency. Below, we have added some good research paper examples. With them, you could learn about a research paper format and structure.

Moreover, we will also be able to add relevant and credible sources in each section.

APA Style Research Paper

Below is an APA-style sample research paper guide. Each section is explained separately. By going through it, you will know how to format and write each section of your APA research paper successfully.

APA STYLE RESEARCH PAPER

MLA Style Research Paper

This MLA-style research paper explains all the sections and formatting of the paper in detail. This will help you in writing an MLA-style paper successfully.

MLA STYLE RESEARCH PAPER

Subject-Related Research Paper Example

Research papers are not limited to a specific field area. Instead, students need to write research papers for almost every subject. Check out the following research paper examples for several subjects.

Computer Science Research Paper

The research paper is about computer science and how science is a part of it. Scientific research papers are different from what the students do in other disciplines. They are more statistical in nature and often have graphs and visual representations of the data.

COMPUTER SCIENCE RESEARCH PAPER

Chemical Engineering Research Paper

Chemical engineering studies the engineering of different chemicals and how they work together. The following chemical engineering research paper is about the calcium looping cycle for carbon dioxide obtained from different manufacturing processes.

CHEMICAL ENGINEERING RESEARCH PAPER

Nursing Research Paper

The research paper explores the benefits of participating in research. Medical sciences heavily rely on real-life research and results, and therefore, it uses medical professionals as subjects. The paper discusses how the experience contributes to their professional life and helps them work better.

NURSING RESEARCH PAPER

Psychology Research Paper

Psychology is the study of the mind. The paper examines the positive effects of psychology at school. It discusses how it will help in controlling the mental illnesses in adolescents and help in enhancing their health.

PSYCHOLOGY RESEARCH PAPER

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Research Paper Outline Example

A research paper’s outline may consist of different formats and sections based on the research topic. Therefore, you must ask your instructor to go through the research content and guide you.

Before starting to write a research paper, you will need to write and submit a research proposal. A research proposal includes the details of your proposed research, the significance of the research, the impact your research will have on the area of research, and the methodology that you will use. For writing a research proposal , you need to discuss all of these factors.

A research paper follows a set pattern and structure. Just like an essay or any other assignment, it also has some sections that you have to include in it. However, before formatting, make sure that you follow the referencing style that your teacher has provided.

The main research paper outline is given below. Pay attention to the document to get a detailed idea of the writing process.

RESEARCH PAPER OUTLINE EXAMPLE

This outline includes the following sections:

An abstract is usually written after the entire paper. It explains the research question and the expected outcome of the research.

Here, we have added an abstract example to help you see how to write an engaging abstract in no time.

RESEARCH PAPER ABSTRACT EXAMPLE

Introduction

It is the first section of the research. It gives a background of the research, explains the main research topic briefly, and presents the hypothesis.

A strong introduction is essential for a strong research paper because no one will read the paper if the introduction is lousy and weak. Go through the attached example to learn how to write a good research paper example.

RESEARCH PAPER INTRODUCTION EXAMPLE

Thesis Statement

A thesis statement presents the main topic and aim of the research. It is brief and based on a few lines only.

The following downloadable PDF has some great thesis statement examples that are engaging and help to convey the message powerfully.

RESEARCH PAPER THESIS EXAMPLE

This is the meatiest part of the research paper. It includes all the chapters and sections of the research.

The main body of the paper discusses the entire paper in detail. All the main points and arguments of the paper are added in this section. Learn how to add and discuss everything by going through the following downloadable PDF.

EXAMPLE OF DISCUSSION IN RESEARCH PAPER

Literature Review

It is added in the main body section. It includes the study of previous relevant studies and research and discusses their outcome. You will discuss your main topic and draw parallels and contrasts with these existing studies.

EXAMPLE OF A LITERATURE REVIEW IN A RESEARCH PAPER

Research Methodology

Discuss the type of research that you are going to use for the research. Usually, scientific research is based on quantitative research and includes statistical analysis. Theoretical research uses qualitative method and includes studying of theory and other research.

EXAMPLE OF METHODOLOGY IN RESEARCH PAPER

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This is the closing part of your research paper as you will conclude your research here. Mention your thesis statement and main research findings here and close it.

The conclusion does not mean that you have a chance to add some new ideas or points here; it would be a disaster. To know better, go through the following PDF.

RESEARCH PAPER CONCLUSION EXAMPLE

An appendix is an optional section in the research paper. It contains terms and topics that are too detailed to be added to the main text. It also states the topics and page number, which makes it easier to find relevant topics.

APPENDICES EXAMPLE IN RESEARCH PAPER

Now you must have explored different examples of a research paper. You can generate more examples according to your field of study by using our FREE AI powered paper typer .

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How to Write a Research Paper - Writing Guide & Examples

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Learn How to Write an Abstract - Steps & Examples

How to Write a Literature Review: Steps and Outline

How to Start a Research Paper - 9 Simple Steps

Psychology Research Topics - 170+ Ideas for Your Paper

How to Write a Hypothesis - A Step-by-Step Guide

Writing a Research Proposal - Outline, Format, and Examples

Good Research Paper Topics & Ideas for Students

Good History Research Paper Topics For Your Help

How to Cite a Research Paper with the Help of Examples

How to Write a Research Methodology in 10 Simple Steps

Research Paper Outline - Basic Format & Sample

Great Sociology Research Topics & Ideas (2024)

How to Write a Research Paper

Use the links below to jump directly to any section of this guide:

Research Paper Fundamentals

How to choose a topic or question, how to create a working hypothesis or thesis, common research paper methodologies, how to gather and organize evidence , how to write an outline for your research paper, how to write a rough draft, how to revise your draft, how to produce a final draft, resources for teachers .

It is not fair to say that no one writes anymore. Just about everyone writes text messages, brief emails, or social media posts every single day. Yet, most people don't have a lot of practice with the formal, organized writing required for a good academic research paper. This guide contains links to a variety of resources that can help demystify the process. Some of these resources are intended for teachers; they contain exercises, activities, and teaching strategies. Other resources are intended for direct use by students who are struggling to write papers, or are looking for tips to make the process go more smoothly.

The resources in this section are designed to help students understand the different types of research papers, the general research process, and how to manage their time. Below, you'll find links from university writing centers, the trusted Purdue Online Writing Lab, and more.

What is an Academic Research Paper?

"Genre and the Research Paper" (Purdue OWL)

There are different types of research papers. Different types of scholarly questions will lend themselves to one format or another. This is a brief introduction to the two main genres of research paper: analytic and argumentative.

"7 Most Popular Types of Research Papers" (Personal-writer.com)

This resource discusses formats that high school students commonly encounter, such as the compare and contrast essay and the definitional essay. Please note that the inclusion of this link is not an endorsement of this company's paid service.

How to Prepare and Plan Out Writing a Research Paper

Teachers can give their students a step-by-step guide like these to help them understand the different steps of the research paper process. These guides can be combined with the time management tools in the next subsection to help students come up with customized calendars for completing their papers.

"Ten Steps for Writing Research Papers" (American University)

This resource from American University is a comprehensive guide to the research paper writing process, and includes examples of proper research questions and thesis topics.

"Steps in Writing a Research Paper" (SUNY Empire State College)

This guide breaks the research paper process into 11 steps. Each "step" links to a separate page, which describes the work entailed in completing it.

How to Manage Time Effectively

The links below will help students determine how much time is necessary to complete a paper. If your sources are not available online or at your local library, you'll need to leave extra time for the Interlibrary Loan process. Remember that, even if you do not need to consult secondary sources, you'll still need to leave yourself ample time to organize your thoughts.

"Research Paper Planner: Timeline" (Baylor University)

This interactive resource from Baylor University creates a suggested writing schedule based on how much time a student has to work on the assignment.

"Research Paper Planner" (UCLA)

UCLA's library offers this step-by-step guide to the research paper writing process, which also includes a suggested planning calendar.

There's a reason teachers spend a long time talking about choosing a good topic. Without a good topic and a well-formulated research question, it is almost impossible to write a clear and organized paper. The resources below will help you generate ideas and formulate precise questions.

"How to Select a Research Topic" (Univ. of Michigan-Flint)

This resource is designed for college students who are struggling to come up with an appropriate topic. A student who uses this resource and still feels unsure about his or her topic should consult the course instructor for further personalized assistance.

"25 Interesting Research Paper Topics to Get You Started" (Kibin)

This resource, which is probably most appropriate for high school students, provides a list of specific topics to help get students started. It is broken into subsections, such as "paper topics on local issues."

"Writing a Good Research Question" (Grand Canyon University)

This introduction to research questions includes some embedded videos, as well as links to scholarly articles on research questions. This resource would be most appropriate for teachers who are planning lessons on research paper fundamentals.

"How to Write a Research Question the Right Way" (Kibin)

This student-focused resource provides more detail on writing research questions. The language is accessible, and there are embedded videos and examples of good and bad questions.

It is important to have a rough hypothesis or thesis in mind at the beginning of the research process. People who have a sense of what they want to say will have an easier time sorting through scholarly sources and other information. The key, of course, is not to become too wedded to the draft hypothesis or thesis. Just about every working thesis gets changed during the research process.

CrashCourse Video: "Sociology Research Methods" (YouTube)

Although this video is tailored to sociology students, it is applicable to students in a variety of social science disciplines. This video does a good job demonstrating the connection between the brainstorming that goes into selecting a research question and the formulation of a working hypothesis.

"How to Write a Thesis Statement for an Analytical Essay" (YouTube)

Students writing analytical essays will not develop the same type of working hypothesis as students who are writing research papers in other disciplines. For these students, developing the working thesis may happen as a part of the rough draft (see the relevant section below).

"Research Hypothesis" (Oakland Univ.)

This resource provides some examples of hypotheses in social science disciplines like Political Science and Criminal Justice. These sample hypotheses may also be useful for students in other soft social sciences and humanities disciplines like History.

When grading a research paper, instructors look for a consistent methodology. This section will help you understand different methodological approaches used in research papers. Students will get the most out of these resources if they use them to help prepare for conversations with teachers or discussions in class.

"Types of Research Designs" (USC)

A "research design," used for complex papers, is related to the paper's method. This resource contains introductions to a variety of popular research designs in the social sciences. Although it is not the most intuitive site to read, the information here is very valuable.

"Major Research Methods" (YouTube)

Although this video is a bit on the dry side, it provides a comprehensive overview of the major research methodologies in a format that might be more accessible to students who have struggled with textbooks or other written resources.

"Humanities Research Strategies" (USC)

This is a portal where students can learn about four methodological approaches for humanities papers: Historical Methodologies, Textual Criticism, Conceptual Analysis, and the Synoptic method.

"Selected Major Social Science Research Methods: Overview" (National Academies Press)

This appendix from the book Using Science as Evidence in Public Policy , printed by National Academies Press, introduces some methods used in social science papers.

"Organizing Your Social Sciences Research Paper: 6. The Methodology" (USC)

This resource from the University of Southern California's library contains tips for writing a methodology section in a research paper.

How to Determine the Best Methodology for You

Anyone who is new to writing research papers should be sure to select a method in consultation with their instructor. These resources can be used to help prepare for that discussion. They may also be used on their own by more advanced students.

"Choosing Appropriate Research Methodologies" (Palgrave Study Skills)

This friendly and approachable resource from Palgrave Macmillan can be used by students who are just starting to think about appropriate methodologies.

"How to Choose Your Research Methods" (NFER (UK))

This is another approachable resource students can use to help narrow down the most appropriate methods for their research projects.

The resources in this section introduce the process of gathering scholarly sources and collecting evidence. You'll find a range of material here, from introductory guides to advanced explications best suited to college students. Please consult the LitCharts How to Do Academic Research guide for a more comprehensive list of resources devoted to finding scholarly literature.

Google Scholar

Students who have access to library websites with detailed research guides should start there, but people who do not have access to those resources can begin their search for secondary literature here.

"Gathering Appropriate Information" (Texas Gateway)

This resource from the Texas Gateway for online resources introduces students to the research process, and contains interactive exercises. The level of complexity is suitable for middle school, high school, and introductory college classrooms.

"An Overview of Quantitative and Qualitative Data Collection Methods" (NSF)

This PDF from the National Science Foundation goes into detail about best practices and pitfalls in data collection across multiple types of methodologies.

"Social Science Methods for Data Collection and Analysis" (Swiss FIT)

This resource is appropriate for advanced undergraduates or teachers looking to create lessons on research design and data collection. It covers techniques for gathering data via interviews, observations, and other methods.

"Collecting Data by In-depth Interviewing" (Leeds Univ.)

This resource contains enough information about conducting interviews to make it useful for teachers who want to create a lesson plan, but is also accessible enough for college juniors or seniors to make use of it on their own.

There is no "one size fits all" outlining technique. Some students might devote all their energy and attention to the outline in order to avoid the paper. Other students may benefit from being made to sit down and organize their thoughts into a lengthy sentence outline. The resources in this section include strategies and templates for multiple types of outlines.

"Topic vs. Sentence Outlines" (UC Berkeley)

This resource introduces two basic approaches to outlining: the shorter topic-based approach, and the longer, more detailed sentence-based approach. This resource also contains videos on how to develop paper paragraphs from the sentence-based outline.

"Types of Outlines and Samples" (Purdue OWL)

The Purdue Online Writing Lab's guide is a slightly less detailed discussion of different types of outlines. It contains several sample outlines.

"Writing An Outline" (Austin C.C.)

This resource from a community college contains sample outlines from an American history class that students can use as models.

"How to Structure an Outline for a College Paper" (YouTube)

This brief (sub-2 minute) video from the ExpertVillage YouTube channel provides a model of outline writing for students who are struggling with the idea.

"Outlining" (Harvard)

This is a good resource to consult after completing a draft outline. It offers suggestions for making sure your outline avoids things like unnecessary repetition.

As with outlines, rough drafts can take on many different forms. These resources introduce teachers and students to the various approaches to writing a rough draft. This section also includes resources that will help you cite your sources appropriately according to the MLA, Chicago, and APA style manuals.

"Creating a Rough Draft for a Research Paper" (Univ. of Minnesota)

This resource is useful for teachers in particular, as it provides some suggested exercises to help students with writing a basic rough draft.

Rough Draft Assignment (Duke of Definition)

This sample assignment, with a brief list of tips, was developed by a high school teacher who runs a very successful and well-reviewed page of educational resources.

"Creating the First Draft of Your Research Paper" (Concordia Univ.)

This resource will be helpful for perfectionists or procrastinators, as it opens by discussing the problem of avoiding writing. It also provides a short list of suggestions meant to get students writing.

Using Proper Citations

There is no such thing as a rough draft of a scholarly citation. These links to the three major citation guides will ensure that your citations follow the correct format. Please consult the LitCharts How to Cite Your Sources guide for more resources.

Chicago Manual of Style Citation Guide

Some call The Chicago Manual of Style , which was first published in 1906, "the editors' Bible." The manual is now in its 17th edition, and is popular in the social sciences, historical journals, and some other fields in the humanities.

APA Citation Guide

According to the American Psychological Association, this guide was developed to aid reading comprehension, clarity of communication, and to reduce bias in language in the social and behavioral sciences. Its first full edition was published in 1952, and it is now in its sixth edition.

MLA Citation Guide

The Modern Language Association style is used most commonly within the liberal arts and humanities. The MLA Style Manual and Guide to Scholarly Publishing was first published in 1985 and (as of 2008) is in its third edition.

Any professional scholar will tell you that the best research papers are made in the revision stage. No matter how strong your research question or working thesis, it is not possible to write a truly outstanding paper without devoting energy to revision. These resources provide examples of revision exercises for the classroom, as well as tips for students working independently.

"The Art of Revision" (Univ. of Arizona)

This resource provides a wealth of information and suggestions for both students and teachers. There is a list of suggested exercises that teachers might use in class, along with a revision checklist that is useful for teachers and students alike.

"Script for Workshop on Revision" (Vanderbilt University)

Vanderbilt's guide for leading a 50-minute revision workshop can serve as a model for teachers who wish to guide students through the revision process during classtime.

"Revising Your Paper" (Univ. of Washington)

This detailed handout was designed for students who are beginning the revision process. It discusses different approaches and methods for revision, and also includes a detailed list of things students should look for while they revise.

"Revising Drafts" (UNC Writing Center)

This resource is designed for students and suggests things to look for during the revision process. It provides steps for the process and has a FAQ for students who have questions about why it is important to revise.

Conferencing with Writing Tutors and Instructors

No writer is so good that he or she can't benefit from meeting with instructors or peer tutors. These resources from university writing, learning, and communication centers provide suggestions for how to get the most out of these one-on-one meetings.

"Getting Feedback" (UNC Writing Center)

This very helpful resource talks about how to ask for feedback during the entire writing process. It contains possible questions that students might ask when developing an outline, during the revision process, and after the final draft has been graded.

"Prepare for Your Tutoring Session" (Otis College of Art and Design)

This guide from a university's student learning center contains a lot of helpful tips for getting the most out of working with a writing tutor.

"The Importance of Asking Your Professor" (Univ. of Waterloo)

This article from the university's Writing and Communication Centre's blog contains some suggestions for how and when to get help from professors and Teaching Assistants.

Once you've revised your first draft, you're well on your way to handing in a polished paper. These resources—each of them produced by writing professionals at colleges and universities—outline the steps required in order to produce a final draft. You'll find proofreading tips and checklists in text and video form.

"Developing a Final Draft of a Research Paper" (Univ. of Minnesota)

While this resource contains suggestions for revision, it also features a couple of helpful checklists for the last stages of completing a final draft.

Basic Final Draft Tips and Checklist (Univ. of Maryland-University College)

This short and accessible resource, part of UMUC's very thorough online guide to writing and research, contains a very basic checklist for students who are getting ready to turn in their final drafts.

Final Draft Checklist (Everett C.C.)

This is another accessible final draft checklist, appropriate for both high school and college students. It suggests reading your essay aloud at least once.

"How to Proofread Your Final Draft" (YouTube)

This video (approximately 5 minutes), produced by Eastern Washington University, gives students tips on proofreading final drafts.

"Proofreading Tips" (Georgia Southern-Armstrong)

This guide will help students learn how to spot common errors in their papers. It suggests focusing on content and editing for grammar and mechanics.

This final set of resources is intended specifically for high school and college instructors. It provides links to unit plans and classroom exercises that can help improve students' research and writing skills. You'll find resources that give an overview of the process, along with activities that focus on how to begin and how to carry out research.

"Research Paper Complete Resources Pack" (Teachers Pay Teachers)

This packet of assignments, rubrics, and other resources is designed for high school students. The resources in this packet are aligned to Common Core standards.

"Research Paper—Complete Unit" (Teachers Pay Teachers)

This packet of assignments, notes, PowerPoints, and other resources has a 4/4 rating with over 700 ratings. It is designed for high school teachers, but might also be useful to college instructors who work with freshmen.

"Teaching Students to Write Good Papers" (Yale)

This resource from Yale's Center for Teaching and Learning is designed for college instructors, and it includes links to appropriate activities and exercises.

"Research Paper Writing: An Overview" (CUNY Brooklyn)

CUNY Brooklyn offers this complete lesson plan for introducing students to research papers. It includes an accompanying set of PowerPoint slides.

"Lesson Plan: How to Begin Writing a Research Paper" (San Jose State Univ.)

This lesson plan is designed for students in the health sciences, so teachers will have to modify it for their own needs. It includes a breakdown of the brainstorming, topic selection, and research question process.

"Quantitative Techniques for Social Science Research" (Univ. of Pittsburgh)

This is a set of PowerPoint slides that can be used to introduce students to a variety of quantitative methods used in the social sciences.

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The Ultimate Guide to Writing a Research Paper

Few things strike more fear in academics than the accursed research paper , a term synonymous with long hours and hard work. Luckily there’s a secret to help you get through them. As long as you know how to write a research paper properly, you’ll find they’re not so bad . . . or at least less painful.

In this guide we concisely explain how to write an academic research paper step by step. We’ll cover areas like how to start a research paper, how to write a research paper outline, how to use citations and evidence, and how to write a conclusion for a research paper.

But before we get into the details, let’s take a look at what a research paper is and how it’s different from other writing .

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What is a research paper?

A research paper is a type of academic writing that provides an in-depth analysis, evaluation, or interpretation of a single topic, based on empirical evidence. Research papers are similar to analytical essays, except that research papers emphasize the use of statistical data and preexisting research, along with a strict code for citations.

Research papers are a bedrock of modern science and the most effective way to share information across a wide network. However, most people are familiar with research papers from school; college courses often use them to test a student’s knowledge of a particular area or their research skills in general.

Considering their gravity, research papers favor formal, even bland language that strips the writing of any bias. Researchers state their findings plainly and with corresponding evidence so that other researchers can consequently use the paper in their own research.

Keep in mind that writing a research paper is different from writing a research proposal . Essentially, research proposals are to acquire the funding needed to get the data to write a research paper.

How long should a research paper be?

The length of a research paper depends on the topic or assignment. Typically, research papers run around 4,000–6,000 words, but it’s common to see short papers around 2,000 words or long papers over 10,000 words.

If you’re writing a paper for school, the recommended length should be provided in the assignment. Otherwise, let your topic dictate the length: Complicated topics or extensive research will require more explanation.

How to write a research paper in 9 steps

Below is a step-by-step guide to writing a research paper, catered specifically for students rather than professional researchers. While some steps may not apply to your particular assignment, think of this as more of a general guideline to keep you on track.

1 Understand the assignment

For some of you this goes without saying, but you might be surprised at how many students start a research paper without even reading the assignment guidelines.

So your first step should be to review the assignment and carefully read the writing prompt. Specifically, look for technical requirements such as length , formatting requirements (single- vs. double-spacing, indentations, etc.) and citation style . Also pay attention to the particulars, such as whether or not you need to write an abstract or include a cover page.

Once you understand the assignment, the next steps in how to write a research paper follow the usual writing process , more or less. There are some extra steps involved because research papers have extra rules, but the gist of the writing process is the same.

2 Choose your topic

In open-ended assignments, the student must choose their own topic. While it may seem simple enough, choosing a topic is actually the most important decision you’ll make in writing a research paper, since it determines everything that follows.

Your top priority in how to choose a research paper topic is whether it will provide enough content and substance for an entire research paper. You’ll want to choose a topic with enough data and complexity to enable a rich discussion. However, you also want to avoid general topics and instead stick with topics specific enough that you can cover all the relevant information without cutting too much.

3 Gather preliminary research

The sooner you start researching, the better—after all, it’s called a research paper for a reason.

To refine your topic and prepare your thesis statement, find out what research is available for your topic as soon as possible. Early research can help dispel any misconceptions you have about the topic and reveal the best paths and approaches to find more material.

Typically, you can find sources either online or in a library. If you’re searching online, make sure you use credible sources like science journals or academic papers. Some search engines—mentioned below in the Tools and resources section—allow you to browse only accredited sources and academic databases.

Keep in mind the difference between primary and secondary sources as you search. Primary sources are firsthand accounts, like published articles or autobiographies; secondary sources are more removed, like critical reviews or secondhand biographies.

When gathering your research, it’s better to skim sources instead of reading each potential source fully. If a source seems useful, set it aside to give it a full read later. Otherwise, you’ll be stuck poring over sources that you ultimately won’t use, and that time could be better spent finding a worthwhile source.

Sometimes you’re required to submit a literature review , which explains your sources and presents them to an authority for confirmation. Even if no literature review is required, it’s still helpful to compile an early list of potential sources—you’ll be glad you did later.

4 Write a thesis statement

Using what you found in your preliminary research, write a thesis statement that succinctly summarizes what your research paper will be about. This is usually the first sentence in your paper, making it your reader’s introduction to the topic.

A thesis statement is the best answer for how to start a research paper. Aside from preparing your reader, the thesis statement also makes it easier for other researchers to assess whether or not your paper is useful to them for their own research. Likewise, you should read the thesis statements of other research papers to decide how useful they are to you.

A good thesis statement mentions all the important parts of the discussion without disclosing too many of the details. If you’re having trouble putting it into words, try to phrase your topic as a question and then answer it .

For example, if your research paper topic is about separating students with ADHD from other students, you’d first ask yourself, “Does separating students with ADHD improve their learning?” The answer—based on your preliminary research—is a good basis for your thesis statement.

5 Determine supporting evidence

At this stage of how to write an academic research paper, it’s time to knuckle down and do the actual research. Here’s when you go through all the sources you collected earlier and find the specific information you’d like to use in your paper.

Normally, you find your supporting evidence by reading each source and taking notes. Isolate only the information that’s directly relevant to your topic; don’t bog down your paper with tangents or unnecessary context, however interesting they may be. And always write down page numbers , not only for you to find the information later, but also because you’ll need them for your citations.

Aside from highlighting text and writing notes, another common tactic is to use bibliography cards . These are simple index cards with a fact or direct quotation on one side and the bibliographical information (source citation, page numbers, subtopic category) on the other. While bibliography cards are not necessary, some students find them useful for staying organized, especially when it’s time to write an outline.

6 Write a research paper outline

A lot of students want to know how to write a research paper outline. More than informal essays, research papers require a methodical and systematic structure to make sure all issues are addressed, and that makes outlines especially important.

First make a list of all the important categories and subtopics you need to cover—an outline for your outline! Consider all the information you gathered when compiling your supporting evidence and ask yourself what the best way to separate and categorize everything is.

Once you have a list of what you want to talk about, consider the best order to present the information. Which subtopics are related and should go next to each other? Are there any subtopics that don’t make sense if they’re presented out of sequence? If your information is fairly straightforward, feel free to take a chronological approach and present the information in the order it happened.

Because research papers can get complicated, consider breaking your outline into paragraphs. For starters, this helps you stay organized if you have a lot of information to cover. Moreover, it gives you greater control over the flow and direction of the research paper. It’s always better to fix structural problems in the outline phase than later after everything’s already been written.

Don’t forget to include your supporting evidence in the outline as well. Chances are you’ll have a lot you want to include, so putting it in your outline helps prevent some things from falling through the cracks.

7 Write the first draft

Once your outline is finished, it’s time to start actually writing your research paper. This is by far the longest and most involved step, but if you’ve properly prepared your sources and written a thorough outline, everything should run smoothly.

If you don’t know how to write an introduction for a research paper, the beginning can be difficult. That’s why writing your thesis statement beforehand is crucial. Open with your thesis statement and then fill out the rest of your introduction with the secondary information—save the details for the body of your research paper, which comes next.

The body contains the bulk of your research paper. Unlike essays , research papers usually divide the body into sections with separate headers to facilitate browsing and scanning. Use the divisions in your outline as a guide.

Follow along your outline and go paragraph by paragraph. Because this is just the first draft, don’t worry about getting each word perfect . Later you’ll be able to revise and fine-tune your writing, but for now focus simply on saying everything that needs to be said. In other words, it’s OK to make mistakes since you’ll go back later to correct them.

One of the most common problems with writing long works like research papers is connecting paragraphs to each other. The longer your writing is, the harder it is to tie everything together smoothly. Use transition sentences to improve the flow of your paper, especially for the first and last sentences in a paragraph.

Even after the body is written, you still need to know how to write a conclusion for a research paper. Just like an essay conclusion , your research paper conclusion should restate your thesis , reiterate your main evidence , and summarize your findings in a way that’s easy to understand.

Don’t add any new information in your conclusion, but feel free to say your own personal perspective or interpretation if it helps the reader understand the big picture.

8 Cite your sources correctly

Citations are part of what sets research papers apart from more casual nonfiction like personal essays . Citing your sources both validates your data and also links your research paper to the greater scientific community. Because of their importance, citations must follow precise formatting rules . . . problem is, there’s more than one set of rules!

You need to check with the assignment to see which formatting style is required. Typically, academic research papers follow one of two formatting styles for citing sources:

MLA (Modern Language Association)
APA (American Psychological Association)

The links above explain the specific formatting guidelines for each style, along with an automatic citation generator to help you get started.

In addition to MLA and APA styles, you occasionally see requirements for CMOS (The Chicago Manual of Style), AMA (American Medical Association) and IEEE (Institute of Electrical and Electronics Engineers).

Citations may seem confusing at first with all their rules and specific information. However, once you get the hang of them, you’ll be able to properly cite your sources without even thinking about it. Keep in mind that each formatting style has specific guidelines for citing just about any kind of source, including photos , websites , speeches , and YouTube videos .

9 Edit and proofread

Last but not least, you want to go through your research paper to correct all the mistakes by proofreading . We recommend going over it twice: once for structural issues such as adding/deleting parts or rearranging paragraphs and once for word choice, grammatical, and spelling mistakes. Doing two different editing sessions helps you focus on one area at a time instead of doing them both at once.

To help you catch everything, here’s a quick checklist to keep in mind while you edit:

Structural edit:

Is your thesis statement clear and concise?
Is your paper well-organized, and does it flow from beginning to end with logical transitions?
Do your ideas follow a logical sequence in each paragraph?
Have you used concrete details and facts and avoided generalizations?
Do your arguments support and prove your thesis?
Have you avoided repetition?
Are your sources properly cited?
Have you checked for accidental plagiarism?

Word choice, grammar, and spelling edit:

Is your language clear and specific?
Do your sentences flow smoothly and clearly?
Have you avoided filler words and phrases ?
Have you checked for proper grammar, spelling, and punctuation?

Some people find it useful to read their paper out loud to catch problems they might miss when reading in their head. Another solution is to have someone else read your paper and point out areas for improvement and/or technical mistakes.

Revising is a separate skill from writing, and being good at one doesn’t necessarily make you good at the other. If you want to improve your revision skills, read our guide on self-editing , which includes a more complete checklist and advanced tips on improving your revisions.

Technical issues like grammatical mistakes and misspelled words can be handled effortlessly if you use a spellchecker with your word processor, or even better, a digital writing assistant that also suggests improvements for word choice and tone, like Grammarly (we explain more in the Tools and resources section below).

Tools and resources

If you want to know more about how to write a research paper, or if you want some help with each step, take a look at the tools and resources below.

Google Scholar

This is Google’s own search engine, which is dedicated exclusively to academic papers. It’s a great way to find new research and sources. Plus, it’s free to use.

Zotero is a freemium, open-source research manager, a cross between an organizational CMS and a search engine for academic research. With it, you can browse the internet for research sources relevant to your topic and share them easily with colleagues. Also, it automatically generates citations.

FocusWriter

Writing long research papers is always a strain on your attention span. If you have trouble avoiding distractions during those long stretches, FocusWriter might be able to help. FocusWriter is a minimalist word processor that removes all the distracting icons and sticks only to what you type. You’re also free to choose your own customized backgrounds, with other special features like timed alarms, daily goals, and optional typewriter sound effects.

Google Charts

This useful and free tool from Google lets you create simple charts and graphs based on whatever data you input. Charts and graphs are excellent visual aids for expressing numeric data, a perfect complement if you need to explain complicated evidential research.

Grammarly goes way beyond grammar, helping you hone word choice, checking your text for plagiarism, detecting your tone, and more. For foreign-language learners, it can make your English sound more fluent, and even those who speak English as their primary language benefit from Grammarly’s suggestions.

Research paper FAQs

A research paper is a piece of academic writing that analyzes, evaluates, or interprets a single topic with empirical evidence and statistical data.

When will I need to write a research paper in college?

Many college courses use research papers to test a student’s knowledge of a particular topic or their research skills in general. While research papers depend on the course or professor, you can expect to write at least a few before graduation.

How do I determine a topic for my research paper?

If the topic is not assigned, try to find a topic that’s general enough to provide ample evidence but specific enough that you’re able to cover all the basics. If possible, choose a topic you’re personally interested in—it makes the work easier.

Where can I conduct research for my paper?

Today most research is conducted either online or in libraries. Some topics might benefit from old periodicals like newspapers or magazines, as well as visual media like documentaries. Museums, parks, and historical monuments can also be useful.

How do I cite sources for a research paper?

The correct formatting for citations depends on which style you’re using, so check the assignment guidelines. Most school research reports use either MLA or APA styles, although there are others.

This article was originally written by Karen Hertzberg in 2017. It’s been updated to include new information.

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Writing a Research Paper

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The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

Teaching Students How to Research

Discover how the SLICE method can help students find, critically evaluate, and cite sources.

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Teaching research skills to students is one of the most important jobs of an educator, as it allows young people to take a much more proactive role in their own learning. Good researchers know how to learn , a skill they can use in school and beyond.

It is essential that students become adept at finding and evaluating sources, vetting arguments, and learning how to navigate both print and digital media. The SLICE method of teaching research, which I devised, is a simple, memorable way for teachers and students who want to better understand the research process. SLICE stands for Sources, Library, Integrity, Citation, and Evaluation.

What’s the difference between a dictionary, encyclopedia, journal, newspaper, and magazine? Students often don’t know these differentiations, and analyzing the types of sources is an important first step for the novice researcher.

I suggest bringing in physical examples of the sources. Show students hard copies of dictionaries and encyclopedias (which they may not have ever seen). Discuss how many of these resources have migrated to the internet, such as Encyclopaedia Britannica , The Stanford Encyclopedia of Philosophy , and Oxford Research Encyclopedias .

Next, discuss with the students the different parts of any source (i.e., title, author, publication information, pagination, or abstract in the case of a journal article). This is the anatomy of sources, about which I have written before . Students should know the parts of both books and articles in order to maximize their research efficiency.

Understanding the components of sources allows them to access information quickly via the index or table of contents. While many students rely on citation-generators, it is helpful for them to understand how to write a works-cited page or bibliography without the aid of a website. Knowing the parts of their sources can help them with this.

Another key element of any discussion about sources is delving into the variety of digital sources now available. First, I like to teach them how to use Wikipedia wisely , as it is an online source that many young people turn to first. Demonstrate to students how much of the research has already been done for them on Wikipedia (i.e., through the references, sources, and external links). Then, we look at open-access databases online, such as medical websites ( PubMed , Trip medical database ), journals ( Nature Portfolio , JSTOR ), reputable polling sources ( Pew Research , Gallup , 538 , The Quinnipiac University Poll ), Google Scholar, and others. Talk to your librarian about open-access websites.

Library

Being a good researcher means knowing how to navigate a library, be it a public library, academic library, or school library. There’s simply no way around that— especially with the staggering breadth of information in our society. Libraries are more important than ever, and it is critical that students become confident and proficient library users.

First, teach students the role of libraries in organizing, disseminating, and, in many cases, preserving valuable digital and physical information. Some students may have never even visited a library!

Next, present a lesson on the different library classification systems, such as the Library of Congress system or the Dewey Decimal System. Couple this with a visit to your own school library or a field trip to a public or academic library . Take a tour of a library, getting students to explore its physical space and offerings. Additionally, invite a librarian to speak to your class, and make sure they review the digital resources and electronic databases offered through their library. A librarian would be glad to help students register for library cards, too.

I review with students the integrity of the source. Teach students, for instance, the definition of “peer review,” the peer review process, and how a peer-reviewed source often represents the gold standard of sources. A few examples of high-quality, peer-reviewed journals are Science , The New England Journal of Medicine , American Historical Review , and American Sociological Review .

Then, I usually transition to the integrity of using those sources. Here is where I introduce students to the philosophy and purpose of proper citation. We cite sources to be honest and transparent with our readers, as well as provide “bread crumbs” to readers and other scholars who wish to further examine our topic.

What’s more, I have discovered that students often don’t realize that they need to cite more than just a direct quote.

Next up, I delve into different types of citation methods, making clear that certain citation guides are used for certain fields of study: MLA ( Modern Language Association ) for the humanities, APA ( American Psychological Association ) usually for medical or scientific fields, and The Chicago Manual of Style for business, history, and the arts).

Citation, I explain, is also a road map for students to discover further research. If they read something helpful or compelling in a book or journal article, they can find its source by delving into the citations. I implore students to raid footnotes, endnotes, and bibliographies to find more sources.

Lastly, I try to have students assess sources critically. The CRAAP method— Currency, Relevancy, Authority, Accuracy, and Purpose—is one of various techniques educators can use.

Ask the students, “How does the source fit into your research project?” Thinking about this early on can help students plan ahead. Annotated bibliographies can be one way that students answer this important, but often overlooked, question.

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10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Research question	Explanation
	The first question is not enough. The second question is more , using .
	Starting with “why” often means that your question is not enough: there are too many possible answers. By targeting just one aspect of the problem, the second question offers a clear path for research.
	The first question is too broad and subjective: there’s no clear criteria for what counts as “better.” The second question is much more . It uses clearly defined terms and narrows its focus to a specific population.
	It is generally not for academic research to answer broad normative questions. The second question is more specific, aiming to gain an understanding of possible solutions in order to make informed recommendations.
	The first question is too simple: it can be answered with a simple yes or no. The second question is , requiring in-depth investigation and the development of an original argument.
	The first question is too broad and not very . The second question identifies an underexplored aspect of the topic that requires investigation of various to answer.
	The first question is not enough: it tries to address two different (the quality of sexual health services and LGBT support services). Even though the two issues are related, it’s not clear how the research will bring them together. The second integrates the two problems into one focused, specific question.
	The first question is too simple, asking for a straightforward fact that can be easily found online. The second is a more question that requires and detailed discussion to answer.
? dealt with the theme of racism through casting, staging, and allusion to contemporary events?	The first question is not — it would be very difficult to contribute anything new. The second question takes a specific angle to make an original argument, and has more relevance to current social concerns and debates.
	The first question asks for a ready-made solution, and is not . The second question is a clearer comparative question, but note that it may not be practically . For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Type of research	Example question
Qualitative research question
Quantitative research question
Statistical research question

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Lee Bounds With Multilayered Sample Selection

This paper investigates the causal effect of job training on wage rates in the presence of firm heterogeneity. When training affects worker sorting to firms, sample selection is no longer binary but is “multilayered”. This paper extends the canonical Heckman (1979) sample selection model - which assumes selection is binary - to a setting where it is multilayered, and shows that in this setting Lee bounds set identifies a total effect that combines a weighted-average of the causal effect of job training on wage rates across firms with a weighted-average of the contrast in wages between different firms for a fixed level of training. Thus, Lee bounds set identifies a policy-relevant estimand only when firms pay homogeneous wages and/or when job training does not affect worker sorting across firms. We derive sharp bounds for the causal effect of job training on wage rates at each firm which leverage information on firm-specific wages. We illustrate our partial identification approach with an empirical application to the Job Corps Study. Results show that while conventional Lee bounds are strictly positive, our within-firm bounds include 0 showing that canonical Lee bounds may be capturing a pure sorting effect of job training.

The authors appreciate support from the Social Sciences and Humanities Research Council (SSHRC). We thank seminar audiences at Carnegie Mellon University, National University of Singapore, University of Toronto, as well as the Rochester Labor Economics conference. We thank Stephen Claassen for providing outstanding research assistance. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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Comparative analysis of factors and barriers intervening in research participation among romanian and international medical graduates from one romanian medical faculty across three generations

Andreea Iulia Pop 1 &
Lucia Maria Lotrean 2

BMC Medical Education volume 24 , Article number: 1028 ( 2024 ) Cite this article

Metrics details

This study focuses on the factors that encouraged engagement in research activities, as well as the barriers that restricted their involvement, until the final year of study at Iuliu Hatieganu University of Medicine and Pharmacy Cluj-Napoca, Faculty of Medicine. The main objectives of this study are to investigate potential disparities in research culture and student engagement in various research opportunities between Romanian and international medical graduates, as well as to conduct an examination of the observed patterns across various graduating years (2021–2023).

Materials and methods

Motivation and personal interest drive research engagement, according to over half of graduates. For over one-third of graduates, institutional elements like financial support and education also play a major role, as does the desire to enhance their curriculum vitae. More than 25% of graduates value community influence, 70% of graduates attended medical congresses, 12–15% presented papers at medical conferences, 23% wrote medical articles, 10–15% published at least one scientific paper in medical journals, and 20% participated in medical school research projects. Comparative analysis showed that Romanian students start research earlier, attend more medical conferences, present posters, collect data for studies, and are more interested in publishing graduation thesis data in scientific journals. To encourage international students to participate in research, the study found that colleagues’ examples were more important, and both time and funds were key barriers. The research also shows that 2022 and 2023 graduates will organize more scientific conferences. According to the study, 2022 graduates began their research earlier than others.

Conclusions

To increase student engagement in research activities, medical schools should prioritize the promotion of positive factors, minimize common barriers, offer customized support and resources, encourage collaborative research activities, and facilitate cross-cultural learning.

Peer Review reports

Introduction

Medical schools play a crucial role in providing professionals with the necessary knowledge and skills to excel in their careers and contribute to the healthcare system [ 1 ]. The conventional medical education structure has created skilled and scientifically grounded healthcare professionals, but it is essential to adapt learning methods to align with new technological advances, diagnostic strategies, and medical treatments [ 2 , 3 , 4 ]. As healthcare environments change, medical education must advance to meet the evolving needs of patients and healthcare professionals. To stay informed about medical innovations, medical students must develop practical skills, synthesize information, and analyze vast amounts of information. They should also maximize interprofessional learning possibilities and balance the risks and benefits of various treatment options to provide the best possible patient care [ 5 , 6 , 7 ]. Currently, the requirement for enhanced competence in evidence-based medicine and concerns regarding the declining representation of physician-scientists have emphasized the necessity of promoting and encouraging research in medical education [ 8 , 9 , 10 , 11 ].

Research involves data collection and analysis, gathering key information, and then analyzing and interpreting that information according to academic and professional procedures. This suggests that research helps students develop critical thinking and problem-solving skills, which are crucial for healthcare practitioners, and it is essential to actively involve and motivate the upcoming generation of physician-scientists from earlier stages [ 12 , 13 ]. Throughout the years, medical students have produced important innovations that have had a significant influence on current medicine through the adoption of evidence-based practice. Students made notable progress in several areas, such as the discovery of heparin, Raynaud’s disease, brachial plexus palsy, the atrioventricular node, ether anesthesia, penicillin, and insulin. Those historical examples play a crucial role in sustaining students’ motivation and developing their enthusiasm for excellence [ 14 ].

Scholarly research training programs help undergraduate medical students critically assess new information, communicate, and share research findings, making valuable contributions to the advancement of medical knowledge [ 15 ]. According to Yin et al., medical schools must prioritize research by offering enough opportunity, motivation, and assistance for student engagement [ 16 ]. Previous studies have investigated the training and participation of medical students in curricular and extracurricular research activities. Since the 1960s, some medical schools, such as Duke University and Stanford University, have offered research programs that accompany traditional education, widening students’ scientific knowledge and recruiting them to academic medicine [ 17 ]. Many medical schools nowadays offer students either mandatory or optional research alternatives that enhance their research skills. The Bologna process contributed to a restructuring of the medical undergraduate degree in Europe. It was launched in 1999 by several European countries with the goal of improving the acceptance and quality of higher education qualifications in the region. According to the Bologna process, European universities must evaluate scientific training and include research in their undergraduate medical degrees. As a result, medical students must complete a research project in order to graduate [ 8 , 18 ]. To promote supervised research, Asian universities have implemented graduation requirements, which generally require undergraduate participation for a semester or academic year, either individually or with the support of the government [ 19 ]. The Liaison Committee on Medical Education (LCME) conducted a survey among 147 medical schools in the United States between 2017 and 2018, which revealed that 65 of them mandated medical students to conduct research [ 20 ]. On the other hand, extracurricular research programs (ERPs), such as summer research programs, Honours programs, or any other student research organizations worldwide, such as Harvard College Undergraduate Research Association, Cambridge University Students’ Clinical Research Society, and John B. Graham Medical Student Research Society, have been set up by many medical schools to encourage students to do research, develop an academic mindset, and become future doctors who are also scientists [ 21 , 22 ].

Although the level to which medical graduates participate in research activities is influenced by a variety of factors and obstacles. Prior research has identified that to encourage and sustain the engagement of medical students in research, it is imperative to identify the fundamental factors that motivate their research efforts throughout the early years of their medical education [ 23 ]. In their study, Ommering et al. investigate the motivation of medical students to conduct research, and their findings suggest that students may have both intrinsic and extrinsic motivations. For extrinsic motivations, medical students may engage in research to enhance their training and career opportunities, such as securing a competitive residency. Furthermore, there is proof that students can be really interested in research and contribute out of satisfaction, as regards intrinsic motivations. Self-efficacy, curiosity, and challenge, prior training in scientific research, supportive teachers, and an environment that encourages research are the valuable motivational variables [ 23 , 24 ]. While there is a tendency to refine involvement in research during medical school, the literature highlights both institutional and non-institutional barriers to successful participation. Previous studies have found several common barriers to research involvement, such as time constraints, insufficient funds, insufficient support from mentors, and a lack of knowledge and experience. Thus, Andrea and Sarah Cuschieri found that medical graduates often receive inadequate assistance and direction from faculty members and mentors, insufficient resources for carrying out research, minimal opportunities to participate in scientific initiatives, and a lack of motivation [ 25 ]. Griffin and Hindocha also highlighted barriers perceived by medical students to publishing, such as a lack of opportunities to conduct research, insufficient support from seniors, limited education on writing manuscripts, limited time, insufficient knowledge of publication standards, and insufficient research infrastructure [ 26 ]. Stone et al. also demonstrated the existence of institutional and non-institutional barriers to conducting research during undergraduate medical school. These barriers include time constraints, a lack of mentors, inadequate support, limited access to resources, curriculum design, a lack of skills and self-efficacy, awareness and motivation, funding, internet access, and gender and cultural issues, all of which hinder medical students’ engagement in research activities [ 9 ]. Furthermore, in prior studies, the unequal attainment gap among ethnic groups begged serious concerns about performance differences, therefore affecting medical education and the medical profession. The ethnicity of medical students often influences learning and performance due to limited educational resources, unadapted curricula, and medical school populations [ 27 , 28 , 29 ].

According to our knowledge, little is known about the practices, factors, and barriers affecting research engagement among medical graduates, especially when comparing national and international students. There are no other studies on medical undergraduate research in Romania, except for our previous study, which examined the first-time research perspectives and behaviors of students in their third and fifth years of study. The previous findings indicated that Romanian medical students value research possibilities, which promotes institutional attempts to support their curricular and extracurricular research [ 30 ]. This present study can be considered a continuation of the first investigation, as it aims to examine the factors that influence the engagement of undergraduate medical students in research, as well as the research practices performed by graduates until they complete their final year at the Faculty of Medicine of Iuliu Hatieganu University of Medicine and Pharmacy in Cluj-Napoca. This is one of the most prestigious medical universities in Romania. The university’s Faculty of Medicine admits three cohorts per year, and there are programs offered in various languages: Romanian, English, and French. The student selection process varies between programs. The Romanian program selects students for admission through a written exam. International applicants to the English and French language programs are admitted based on their academic performance and personal accomplishments. Although they share clinical areas and classrooms, local and foreign students do not show up to attend the same seminars. Every cohort has different clinical rotations and class schedules, so their academic activities never cross. Each year, the university’s Faculty of Medicine admits a specific number of students into the medical program. For example, in the last ten years, the admitted number of students per year varied between 500 and 600 students per year, until recent 4 years, when the university admitted approximately 800 students per year into its medical programs. The proportion of students has an equal distribution of 50% Romanian students and 50% international students [ 31 ]. The Cluj-Napoca Faculty of Medicine offers six-year undergraduate medical education that includes, in the first year’s curricula, a module on medical biostatistics and, in the second year’s curricula, a module on scientific research methodology. Until the final year, the students must prepare and present a demanding scientific report known as a graduation research thesis in accordance with the Bologna process. Teachers also offer guidance and support throughout extracurricular research.

This study aims to investigate the factors that encourage student engagement in research, as well as the barriers that limit their decision to participate in research. Furthermore, in terms of practices, behaviors for both mandatory and optional research activities have been followed. Furthermore, socio-demographic aspects were examined. This research would be valuable in creating an overview of the research motivation, barriers, and best practices for fostering research involvement in the current situation, while there is a persistent pedlary for medical students to become physician-scientists in the context of the physician-scientist deficit worldwide. This research seeks to provide insights into the research culture, resources available, and levels of student involvement in a medical school, along with potential differences between Romanian and international students in three graduating cohorts (2021–2023). Furthermore, examining the trends across graduation years may shed light on how medical education and research opportunities are evolving. If we understand students’ perspectives, we may use evidence-based ways to increase medical students’ interest and ameliorate barriers in research to prepare the future generation of physician-scientists.

The current research aimed to use a survey with 5-point Likert scales and multiple-choice questions to evaluate factors influencing research involvement and scientific activities among graduates from 2021 to 2023, along with exploring their socio-demographic characteristics. This study provided a focused examination of the following research objectives:

Identification of socio-demographic indices: gender, section, and year of faculty graduation.

Evaluation of factors that encourage student participation in research activities: personal influence, community influence, educational influences, and financial influences.

Evaluation of the barriers that limit medical students research participation: personal influence, educational influences, and financial influence.

Identifying research behaviors: the year of debut, complexity of research activity, contributions, participation in scientific congresses, participation in the process of writing a scientific article, aspects of publishing graduation thesis data in a scientific journal, and interest in participating in research activities after graduation.

Comparing factors for involvement in research and scientific activities between Romanian and international students and analyzing them throughout time from 2021 to 2023.

Material and methods

Study sample and data collection.

This research is a component of a larger study centered around evaluating the engagement of medical students in research and voluntary activities. The project received ethical approval from the Ethics Commission of Iuliu Hatieganu University of Medicine and Pharmacy under Approval Number DEP27/03.11.2021.

A cross-sectional investigation was conducted among graduate students of the Faculty of Medicine at the Iuliu Hațieganu University of Medicine and Pharmacy in Cluj-Napoca, Romania. From 2021 to 2023, all graduate students from the Romanian and international sections of the faculty were asked to participate in the study by filling out an anonymous online questionnaire (a total of 1878 students were invited). We chose to investigate the Romanian and international cohorts separately in order to learn more about how their educational and cultural backgrounds influence their research attitudes and practices. We separately looked at these groups to identify their unique requirements and obstacles in order to create focused strategies to increase student research participation. The questionnaire was distributed using the Microsoft Teams platform, which is commonly used by all affiliated members of the University of Medicine and Pharmacy, Iuliu Hatieganu. The students received an invitation explaining that participation was voluntary, and they agreed to participate by filling out the questionnaire. Those who did not wish to participate did not complete the questionnaire.

Instrument for data collection

For this research project, we specifically designed an online survey to evaluate socio-demographic factors (age, gender), academic aspects (section, year of graduation), opinions about factors that encourage or limit involvement in research, and the research practices of undergraduate medical students. To identify common themes and factors reported in previous studies, we conducted a thorough literature review, which helped us derive the motivating factors and barriers related to student involvement in research. This influenced the development of our survey questions. Factors that encourage medical students involvement in research are the following: personal influence (motivation and personal interest, curriculum vitae improvement motivation), community influences (example of other colleagues), educational influences (teacher presentation of research participation options, teacher mentoring and support, medical research student courses or training), and financial influence (the existence of research grants for undergraduate students, monetary remuneration); The response choices were presented on a five-point scale that varied from “not at all” to “to a very high extent.” The barriers to medical students’ involvement in research are as follows: personal influence (lack of time caused by required medical training courses or internships during medical studies, lack of interest or lack of motivation for research), educational influences (difficulty finding a research coordinator, team, or research project), and financial influence (lack of or insufficient financial compensation for work done). The response choices were presented on a five-point Likert scale that varied from “not at all” to “to a very high extent.” Additionally, the questionnaire examined the research practices of medical students as follows: the year of study when students started their research activity, if they had been engaged in research projects only for their graduation thesis, or if they performed more complex research activities till graduation. The questionnaire asked about the contributions of students to research activities (data review of scientific literature, development of research ideas and hypotheses, research methodology and protocol, data gathering tools, statistical analysis, laboratory experiments, abstract and presentation development for scientific conferences, and writing medical articles). Moreover, the questionnaire asked about students’ involvement in medical congresses, if they had presentations such as oral or poster presentations (the response choices were presented on a four-point scale that varied from “not at all” to “more than three times”), if they had been involved in writing scientific articles (the response choices were presented on a four-point scale that varied from “not at all” to “more than three times”), or if they were publishing various types of scientific articles (publishing editorials or letters to the editor, reviews, original articles, clinical case presentations), and if they were first authors or co-authors. The students were asked if they had participated in research projects during medical school (the response choices were presented on a four-point scale that varied from “not at all” to “more than three times”). Additionally, the questionnaire asked about the interest in publishing graduation thesis data in a scientific publication. The questionnaire also evaluated interest in enhancing knowledge of proper scientific article writing, interest in better comprehension of abstract writing, and interest in understanding the publishing rules of a scientific paper. The questionnaire aimed to gather data on motivation and interest to participate in research activities after completing medical studies (with response options being ‘Yes,’ ‘No,’ or ‘I do not know’). Students received the questionnaire in Romanian, English, and French, and the average time to complete it was 15–20 minutes. We assessed the reliability of the questionnaire using internal consistency and found Cronbach’s alpha for each index. We found that the Research Involvement Index, which included 6 items, had a Cronbach’s alpha of 0.74; the Index of Factors Encouraging Student Research, which included 9 items, had a Cronbach’s alpha of 0.71; and the Research Involvement Barriers Index, which included 5 items, had a Cronbach’s alpha of 0.70. Each of the three indexes indicates good internal consistency. Our previous study, which examined the perspectives and behaviors of medical students in their third and fifth years of study for the first time, also tested the questionnaire. We made minor revisions to align with the actual research questions, thereby enhancing the questionnaire’s comprehensibility and reliability.

Data analyses

The prevalence and mean values were calculated for the investigated topics separately for the Romanian section and international section, as well as for graduates from the 2021, 2022, and 2023 generations. Chi2 tests and t-tests were used to analyze differences among students in the Romanian and International sections, as well as among graduates from the 2021, 2022, and 2023 generations. Three types of indexes were developed to provide greater clarity into the factors influencing involvement in research and research practices.

An index of encouraging student research factors was developed by summing the scores (to a very high extent, coded + 2, to a high extent, coded + 1, I do not know, coded 0, to a low extent, coded − 1, not at all, coded − 2) of the following criteria: motivation and personal interest, curriculum vitae improvement motivation, examples of other colleagues, teacher presentations of research participation options, teacher mentoring and support, medical research student courses or training, the existence of research grants for undergraduate students, and monetary remuneration. The minimum value was − 16, and the maximum was + 16.

An index of research involvement barriers was developed by summing the scores (to a very high extent, coded + 2, to a high extent, coded + 1, I do not know, coded 0, to a low extent, coded − 1, not at all, coded − 2) of the following criteria: lack of time caused by required medical training courses or internships during medical studies, lack of interest or lack of motivation for research, difficulty finding a research coordinator, team, or research project, and lack of or insufficient financial compensation for work done. The minimum value was − 8, and the maximum was + 8.

An index for the involvement of medical students in research (research involvement index) was developed by summing the scores of involvements in the following research activities: participation at medical congresses, presenting papers at medical congresses (oral or poster presentations), participation in writing a scientific article, article publications, and participation in research projects. The available responses for each issue are 0 (no) and 1 (yes); therefore, the minimum value obtained for each participant was 0 and the maximum value obtained was 5.

We used forward selection in two stepwise multivariate linear regression analyses to find out what factors influenced the variations in the Research Involvement Barriers Index and the Index of factors that encourage student research. The dependent variables were the index of factors that encourage student research and the research involvement barriers index. For both, the independent variables were age, gender (coded 1–males, 2–females), and sections (Romanian section, international section). The analyses were performed separately for each index. Another stepwise multivariate linear regression analysis was conducted using forward selection to determine factors that contributed to the variation in the research involvement index. The dependent variables were the research involvement index, and the independent variables were age, gender (coded 1–males, 2–females), sections (Romanian section, international section), the index of factors that encourage student research, and the Research Involvement Barriers Index.

The data were analyzed using SPSS 22 statistical software, and significant findings are presented at a significance level of 0.05.

Sociodemographic characteristics

The final sample included 572 participants, which represents a response rate of around 30%. Of the participants, 215 (37.6%) were male and 357 (62.4%) were female, aged between 22 and 54 years (mean 25.25, SD 2.1). Ranking them according to the study section, 392 (68.5%) were students from the Romanian section and 180 (31.5%) were students from the international sections. Ranking them according to the years of graduation, 232 (40.5%) students graduated in 2021, 172 (30%) in 2022, and 168 (29.5%) in 2023.

Opinions on research and comparative analysis of graduate students from Romanian and international sections of different generations

Both Romanian and international students emphasize motivation, personal interest, and teacher mentoring and support as significant factors in research participation. Romanian students, in proportion to 67%, value motivation and personal interest, and 59% value teacher mentoring, while international students, in proportion to 58%, value motivation and personal interest, and 47% value teacher mentoring. Over one-third of Romanian students highlight CV improvement, research opportunities presented by teachers, and research training. Also, among international students, 40% report research training as influential, with around one-third citing CV improvement, examples of colleagues, and student research grants. The major barriers identified by Romanian students are as follows: 53% mention a lack of time and difficulty finding a research coordinator; 41% mention a lack of interest or motivation; and 20% mention insufficient financial compensation. Regarding the international students, 63% report difficulty finding a research coordinator, and 56% cite a lack of time, with a considerable proportion also noting financial constraints. The index of factors encouraging student research shows that Romanian students have a calculated score that varies between − 14 and + 16, with a mean of 8.38, whereas international students have a score ranging from − 4 to + 16, with a mean of 7.98. No statistically significant difference was seen between the two groups. The research involvement barriers index scores for Romanian students vary between − 6 and + 8, with a mean of 3.43, and for international students, they vary from − 4 to + 8, with a mean of 4.11. No statistically significant difference was seen between the two groups. Table 1 reports detailed information about the factors and barriers that could affect Romanian and international students’ participation in research activities.

Analyzing the answers of all students in the three graduating cohorts, several key factors emerged as influencing their involvement in research activities. The students consistently identified motivation, personal interest, teacher mentoring, and support as significant factors. Between 60% and 67% of all graduates attributed high importance to these factors. Teaching staff’s presentations of research opportunities, CV improvement, and the availability of student research funds enhanced the interest of about 40% of all cohorts of graduates in research. Colleagues’ examples and financial rewards significantly influenced the engagement of about 30% of 2023 graduates and one-third of 2021 and 2022 graduates. Throughout the years, barriers to research involvement remained consistent. Around half of students in all graduating cohorts identified a lack of time and difficulty finding a research coordinator, team, or project as major obstacles. Around 40% of graduates reported a lack of interest or motivation. Between 25% and 33% of graduates identified insufficient financial compensation as a significant barrier. However, the 2023 graduates placed more importance on the influence of examples from colleagues compared to the 2022 graduates. Furthermore, 2022 graduates emphasized the lack of funds as a barrier in comparison to 2021 graduates. The index of factors encouraging student research showed mean scores of 8.45 for 2021 graduates, 7.69 for 2022 graduates, and 8.57 for 2023 graduates, with no statistically significant differences between the groups.

The index of factors encouraging student research shows that 2021 graduates scored between − 7 and + 16, with a mean of 8.45. In comparison, 2022 graduates scored between − 14 and + 16, with a mean score of 7.69, while 2023 graduates scored between − 8 and + 16, with a mean score of 8.57. There was no statistically significant difference observed between the two groups. The Research Involvement Barriers Index scores for 2021 graduates range from − 6 to + 8, with a mean of 3.44; for 2022 graduates, the scores range from − 4 to + 8, with a mean of 3.78; and for 2023 graduates, the scores vary from − 3 to + 8, with a mean of 3.77. There was no statistically significant difference observed between the groups. Table 2 provides detailed information about the factors and barriers that could affect the students’ participation in research activities in the three graduating cohorts (2021–2023).

Practicies on research and comparative analysis of graduate students from Romanian and international sections of different generations

Around one-third of students from both sections began participating in research during their sixth year, with Romanian students starting earlier on average (t-test, p < 0.01). About 70% of Romanian and over 80% of international students engaged in research linked to their graduation thesis, with a significant difference between groups (chi-square, p < 0.05). Less than 20% performed more complex research. Romanian students more frequently participated in data collection compared to international students who preferred performing literature reviews (chi-square, p < 0.01). Around 80% of Romanian and less than half of international students attended medical conferences (chi-square, p < 0.01). In proportion, 36% of Romanian and 21% of international students were on the scientific meetings organization staff (chi-square, p < 0.01). Approximately 12% of Romanian and 5% of international students presented posters at scientific conferences (t-test, p < 0.05). One-quarter of Romanian and 20% of international students contributed to the writing of medical research papers, with Romanian students having a higher co-authoring rate (chi-square, p < 0.05). A proportion of 29% of Romanian and 20% of international students were interested in publishing their research data (chi-square, p < 0.05). Overall, 7% of international students and 6% of Romanian students have published their graduation thesis output. The research engagement index was higher for Romanian students (mean 1.53) compared to international students (mean 1.06) (t-test, p < 0.01). Over 80% of students showed interest in improving their skills in scientific writing, with higher interest among Romanian students (chi-square, p < 0.05), and around 60% were interested in post-graduation research activities. Table 3 provides detailed information about research practices and comparative analyses of Romanian and international graduates.

Approximately one-third of each cohort began research in their sixth year, with 2022 graduates starting earlier on average (t-test, p < 0.05). Over 70% of graduates from all years participated in thesis-linked research, while less than 20% conducted more complex research. Around 31–38% of participants reviewed scientific literature, 25% developed research ideas and methodologies, and 28–37% performed data collection. More than one-third of 2021 graduates, as well as 40% of 2022 and 2023 graduates, performed statistical analysis. Most students attended medical congresses, with 12–15% presenting papers, 9% presenting posters, and 6.5–9.9% giving oral presentations. A quarter of 2021 graduates, 42% of 2022 graduates, and 30% of 2023 graduates were on the scientific meetings organization staff, with higher engagement in 2022 and 2023 (chi-square, p < 0.05). Around 23% of graduates contributed to writing medical research papers. About 29% of 2021 graduates and 25% of 2022 and 2023 graduates were interested in publishing their research data, while 6% of the three graduating cohorts had accepted or published articles. Approximately 20% of graduates engaged in faculty research projects, with a mean of 1.3 regarding the research index scores. Interest in improving scientific writing skills was high. Over 79% of graduates showed interest in improving their skills in scientific writing, with higher interest among 2022 and 2023 graduates (chi-square, p < 0.05), and around 60% were interested in post-graduation research activities. Table 4 provides detailed information about practices in research and comparative analysis in the three graduating cohorts (2021–2023).

Regarding aspects associated with involvement in research, the multivariate linear regression findings show that the index of positive factors was higher among female students (standardized beta 0.146, CI = 4.715–7.322, P < 0.01). Additionally, the negative factor index was shown to be higher among female students (standardized beta 0.144, CI = 0.363–1.308, P < 0.01) and in international sections (standardized beta 0.131, CI = 0.296–1.282, P < 0.01). Also, the research index was higher among the Romanian section (standardized beta − 0.174, CI = -0.688–-0.251, P < 0.01).

This study investigates the research factors and practices of students in their final year at Cluj-Napoca’s Iuliu Hatieganu University of Medicine and Pharmacy Faculty of Medicine.

The concept of originality is related to the evaluation of the aspects perceived by medical students regarding the factors that encouraged engagement in research activities, as well as the barriers that restricted their involvement, until the final year of study. It also refers to determining potential disparities in research culture and in student involvement in different types of research opportunities among Romanian and international medical graduates. Furthermore, performing an analysis of the patterns observed across different graduating years (2021–2023) may provide valuable insights into the dynamic nature of medical education and the potential for research advancements.

Factors encouraging and maintaining interest in medical student research

Ommering et al. found that to encourage and maintain the interest of medical students in research, it is necessary to understand the motivations that drive them to engage in research as well as the specific factors that contribute to their motivation for research [ 23 ]. In this light, our study’s results indicate that personal interest, which represents intrinsic motivation, is the most important factor that significantly encourages student engagement in research. Additionally, the authors of the previous cited study found that students may undertake research for future educational and professional options, such as a desired residency position [ 23 ]. However, our study reveals that the improvement of the curriculum vitae, a representation of extrinsic motivation, appears to have a less significant impact on students’ involvement in research. It’s possible that the lower significance achieved by improving their CV is due to the fact that, in the Romanian medical system, training possibilities and jobs post-graduation are based primarily on exams rather than CVs [ 30 ]. The absence of observed discrepancies between both sections is intriguing because this aspect was anticipated to have a greater impact on students from the international sections as the curriculum vitae continues to have significant importance in the residency applicant assessment process for most graduates globally [ 32 ]. Thus, according to our findings, medical schools should prioritize their students’ personal interests and curiosity in research. This might entail both research classes and practical research activities as part of the teaching program, which should promote curiosity and foster intrinsic motivations early in medical education.

Institutional factors influencing research involvement

In this study, educational influences, such as the presentation of research participation options by teachers, their mentoring and support, and the organization of medical research student courses or training, have a significant impact on students’ involvement in research. According to Abu-Zaid, teachers who encourage research have a substantial impact on students’ views towards this area and their aspirations for future careers [ 33 ]. However, the significance of teacher mentorship and assistance is perceived to a greater extent by students in the Romanian section. The observed disparity between the sections is unexpected, as both Romanian and international students interested in medical research receive the same guidance and assistance for research participation. This is due to the fact that the “Iuliu Hatieganu” University of Medicine and Pharmacy actively promotes research activities across all fields and departments. One potential reason for this disparity could be cultural differences in the perception of mentorship. Given their different origins, international graduates could have different expectations and mentorship experiences. Although the university strives to provide comparable mentoring, the increased perceived value of teacher interaction among Romanian students indicates underlying reasons needing further investigation.

Furthermore, when considering financial factors, it is observed that students view the presence of research grants as a significant and favorable factor that encourages their engagement in research. Similar findings were also expressed by Australian students, who said that one of the main elements motivating research activities throughout medical school is financing [ 34 ]. Iuliu Hatieganu University of Medicine and Pharmacy ranks first among Romanian medical universities in the number and value of competitive research grants due to the extraordinary effort of teaching staff collectives, the institutional frame improved by creating the Department for Research and Development, and the more generous financing programs. Most research funding comes from grants and contracts [ 35 ]. However, the results of the present investigation showed that Romanian students expressed a stronger belief that the existence of funds has a higher impact on their engagement in research. Romanian students probably view financing as more significant because of their connections with local funding sources, prior expertise in financially sponsored research projects, cultural and socioeconomic issues, and favorable experiences with financed research. To enhance research engagement, it should provide customized support and resources, encourage collaborative research efforts, and promote cross-cultural learning and idea exchange.

Community influences

The benefits of collegiality and collaboration, knowledge acquisition, and career-mindedness for medical students were highlighted by Yin et al. in their investigation that examined the effects of graduates’ research experiences on their medical undergraduate colleagues. [ 16 ]. The current study found that the example of other colleagues influences their involvement in research, and the findings vary between the groups under investigation. International students place a higher importance on this factor, probably because they could be more collaborative with their colleagues in the context of their smaller number of colleagues than in the Romanian section. Thus, they could have more chances to work together on research projects and influence each other by personal example. Additionally, the cohort of 2023 graduates showed stronger confidence that the influence of their colleagues’ examples has a greater effect on their research engagement compared to the 2022 graduate cohort. This might be the result of more peer cooperation, more group research projects, or a developing university culture of common academic interests.

Barriers to research participation

The outcomes of our study correspond closely to the available literature; many of the findings regarding barriers are comparable to the results of previous investigations. Key barriers to undergraduate research participation include a lack of knowledge and skills, limited faculty support and funding, as well as structural barriers like time constraints, limited research facilities, and a lack of motivation [ 36 ]. Our findings highlighted that the time constraints caused by time-consuming internships or mandatory medical training courses are the most significant obstacle impeding students’ engagement in research activities. According to our findings, “lack of time” has a greater impact on international students, who may have less time to do research because they must adapt to new educational systems and learn a new language. It is already known that medical curricula are often too rigorous to include sufficient time for extracurricular study [ 37 ]. Siemens et al. also identified a lack of time as a major obstacle to conducting research, citing a demanding school schedule [ 38 ]. Most students perceive the challenge of finding a research coordinator or team and a research project as a significant obstacle. Similar studies on the importance of research mentorship for medical students mirrored our findings [ 38 , 39 ]. In addition, their lack of interest in research and lack of or insufficient financial remuneration are perceived as minor barriers by respondents. Hegde et al. and Kumar et al. also demonstrated similar results, describing barriers such as lack of interest, funding, and poor availability of research mentors that can hinder undergraduate participation in research [ 39 , 40 ]. Developing flexible curricula, enhancing mentoring programs, developing research skills, offering time management support, and improving funding possibilities will help students participate in research without compromising their clinical training or academic responsibilities.

Integration of research into medical curricula

The Boyer Commission’s report on undergraduate medical education emphasizes the importance of integrating scientific research training into medical curricula. This trend has evolved, and currently, research-based learning is widespread. Medical schools engage students in undergraduate research in various ways. Research-driven courses, extracurricular activities, and graduate research projects are examples [ 24 , 41 ]. Medical students at Iuliu Hatieganu University of Medicine and Pharmacy Faculty of Medicine participate in both compulsory research and extracurricular activities. Table 5 summarizes the main activities. These activities should improve abilities in critical literature evaluation, study objectives, methodology, data collection, analysis, interpretation, and oral presentation [ 30 ]. Incorporating scientific research in medical education at an early stage improves both cognitive and practical abilities, develops intellectual skills, encourages evidence-based learning, promotes the production of publications, stimulates future research, and facilitates career progression [ 33 ]. Although there are different opinions about compulsory research in the faculty. According to Abu-Ziad et al., this could lead to bad research practices that harm universities and research organizations.

Student involvement in research activities

The findings of the investigation indicated that most students commenced their research activities at a later stage, predominantly during their fifth and sixth years of study. This research commencement coincides with the most common timeframe for starting graduate research. Furthermore, the proportion of students who participated in more complex research activities varied from 12 to 18%. However, their research roles have been vast. These include a data review of scientific literature, the formulation of research ideas and hypotheses, the development of research methodology and protocol, the creation of data collection tools, data gathering in various environments, including hospitals, communities, and organizations, and data statistical analysis. The percentage of students engaged in activities such as conducting laboratory experiments, writing medical articles, and developing abstracts and presentations for scientific conferences was considerably lower. Romanian students were more involved in data collection, while international students focused more on literature reviews. The language barrier could be the key to these results, as international students could perform review-type research more easily than gathering data from local patients, while Romanian students were expected to collect information more easily due to their access to patient data and their improved interactions with local patients.

Data dissemination

Romanian students and international students have significantly different participation rates in medical conferences. Events like conferences, workshops, seminars, and symposiums offer unique learning opportunities. These events encourage medical staff to remain current on research, discuss best practices, and learn new skills, developing safety and quality [ 42 ]. Romanian students have a higher percentage of presentations, with around 15% presenting their work, while international students have around 10%. Posters were more common among Romanian students, while oral presentations were more common among international students. Our findings align with a previous study conducted in the United Kingdom, which showed that 17% of students had submitted an article for scientific meetings, which refers to their participation in poster and podium presentations [ 26 ].

Between 20% and 25% of students from the studied groups have contributed to writing medical publications at least once, while between 10% and 15% of participants published papers as authors. The Romanian section had a higher percentage of students who co-authored papers. Students from both sections contributed reviews, original articles, and clinical case presentations. Similarly, a previous investigation conducted among students from Dutch universities showed that 12% of the participants had published one or more papers either prior to or during their year of graduation [ 43 ]. In their study, Barbosa et al. showed that investigations conducted at the medical-degree level are an unexplored resource of scientific knowledge. Active participation in scientific research holds significant value in terms of enhancing one’s personal knowledge. However, it is equally crucial to share this knowledge to advance the medical field and, subsequently, improve healthcare outcomes [ 8 ]. More than one-quarter of students expressed interest in publishing their graduation research data, with Romanian students showing more interest. This may be due to the fact that most international graduates do not continue their training in Romania after graduation, making it difficult to work with the research team to disseminate graduation study results. Currently, there are international students with at least one paper at the peer review stage. Also, under 10% of students have articles approved or published already. Therefore, the publication rate for research graduation theses was lower than that of other European studies, with rates of 10.4% in Portugal, 17% in France, and 23.8% in Finland [ 8 ]. To contrast, our study exposed data collected around graduation, while these studies revealed data collected years after graduation [ 8 ].

Importance of research writing skills and career motivation

Previous investigations showed that medical students need expertise in writing papers and abstracts. Teaching these abilities would be valuable, and medical schools should provide information and knowledge about writing scientific articles and abstracts to help students develop a solid foundation for their postgraduate medical careers [ 26 ]. Our findings demonstrated that almost all the students want to improve their scientific manuscript writing (writing of the scientific article, abstract) and publishing guidelines. The 2022 and 2023 graduates were more interested in learning how to write a scientific article and abstract writing, while the Romanian students were more interested in improving their scientific manuscript writing and publishing guidelines.

According to Waaijer et al., positive experiences can drive student motivation in a research career. Thus, the present investigation showed that over half of participants express a desire to continue conducting research after graduation, and they are probably likely to have had favorable experiences related to research throughout their medical school studies [ 43 ]. Moreover, a systematic review focused on career choice demonstrated that obtaining a medical degree or participating in a fellowship program is linked to a professional path in the field of research medicine. Also, the completion of research projects and subsequent dissemination of findings within the context of medical school and residency have a strong connection to a career path in the field of research medicine [ 44 ].

Strengths and limitations of the study

There are several limitations associated with this study. The first limitation could be the fact that the study provides valuable insights into research participation among Romanian and international medical graduates; the findings could be comparable only with those of other medical schools under the Bologna process that adopt similar curricular and extracurricular research activities. Furthermore, the research sample includes exclusively medical graduates from one Romanian medical institution, so the findings could restrict the representation of many points of view and experiences in the larger community of medical graduates. Moreover, participants who are more interested in research may self-select, which could influence the findings. Another possible limitation of our study is the low response rate observed. We also observed declining participation rates over successive years. Survey fatigue, demographic changes, methodologies, perceived relevance, privacy issues, benefits, and societal trends all could help to explain declining survey participation rates. Also, uncontrollable factors such as socioeconomic status, prior research experience, or personal motivations can complicate the relationship between identified variables and barriers to research participation, thereby complicating the ability to establish causal relationships. Moreover, the cross-sectional design of the study may restrict its ability to capture changes in research participation. It is very difficult to observe patterns and experiences over time or across different stages of medical education. However, a strong point of this study can be considered a continuation of the first investigation, as it aims to examine the factors that influence the engagement of undergraduate medical students in research in their third and fifth years of study, who graduated in 2021 and were part of the study’s sample.

The findings of this study offer important perspectives into the involvement of medical undergraduates in research during medical school, as well as the factors and barriers that interfere with research participation. The results demonstrate that intrinsic motivation is the primary factor driving student engagement in research, while institutional factors, such as educational, financial, and community influences, also have a substantial impact on research involvement. Lack of interest and time restrictions are the two main barriers. Furthermore, observed were financial issues, difficulties finding a research coordinator or team, and securing a research project. Also, this study revealed the existence of research culture differences between Romanian and international students and underlined the dynamic character of medical education. This work could be used as a foundation for future research to explore methods for removing these obstacles and fostering factors that may impact research engagement. These results could be adapted by teaching staff about practical medical education to offer effective strategies for encouraging undergraduate research field involvement and promoting cross-cultural learning. Also, universities and policymakers could utilize these findings to concentrate their initiatives on reducing the main barriers to achieving high-quality research. Overall, this study not only advances academic understanding but also offers tangible benefits to all parties involved, fostering a collaborative approach to encourage research participation among medical undergraduates.

Availability of data and materials

The datasets utilized and analyzed in the present study are accesible upon resonable request from the corresponding author.

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Acknowledgements

We would like to extend our sincere thanks to all the students who participated in the survey.

This research was funded through a research project by the Iuliu Hatieganu University of Medicine and Pharmacy, Internal grant—Doctoral Research Project with registration number: 1032/49/13 January 2021.

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Andreea Iulia Pop

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Lucia Maria Lotrean

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Contributions

A.I.P. conducted data collection, performed data analysis and interpretation, and wrote the article. L.M.L. developed the methodology, provided supervision, offered valuable insights regarding data analysis and interpretation, and contributed to the article’s writing. The authors have read and approved the submitted version of the manuscript.

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Correspondence to Andreea Iulia Pop .

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The study was approved by the Iuliu Hatieganu University of Medicine and Pharmacy Ethics Committee (Approval No. 27/03.11.2021).

The need for written informed consent was waived by the Iuliu Hatieganu University of Medicine and Pharmacy Ethics Committee due to the nature of the survey, which did not collect any personally identifiable data.

All students were informed that participating in the study is voluntary and that they can choose not to participate by not completing the anonymous survey. The students who completed the survey expressed their agreement with their involvement in the study.

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Pop, A.I., Lotrean, L.M. Comparative analysis of factors and barriers intervening in research participation among romanian and international medical graduates from one romanian medical faculty across three generations. BMC Med Educ 24 , 1028 (2024). https://doi.org/10.1186/s12909-024-05939-5

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Published : 19 September 2024

DOI : https://doi.org/10.1186/s12909-024-05939-5

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