meaning and sources of research problem

• Privacy Policy

Home » Research Problem – Examples, Types and Guide

Research Problem – Examples, Types and Guide

Table of Contents

Research Problem

Definition:

Research problem is a specific and well-defined issue or question that a researcher seeks to investigate through research. It is the starting point of any research project, as it sets the direction, scope, and purpose of the study.

Types of Research Problems

Types of Research Problems are as follows:

Descriptive problems

These problems involve describing or documenting a particular phenomenon, event, or situation. For example, a researcher might investigate the demographics of a particular population, such as their age, gender, income, and education.

Exploratory problems

These problems are designed to explore a particular topic or issue in depth, often with the goal of generating new ideas or hypotheses. For example, a researcher might explore the factors that contribute to job satisfaction among employees in a particular industry.

Explanatory Problems

These problems seek to explain why a particular phenomenon or event occurs, and they typically involve testing hypotheses or theories. For example, a researcher might investigate the relationship between exercise and mental health, with the goal of determining whether exercise has a causal effect on mental health.

Predictive Problems

These problems involve making predictions or forecasts about future events or trends. For example, a researcher might investigate the factors that predict future success in a particular field or industry.

Evaluative Problems

These problems involve assessing the effectiveness of a particular intervention, program, or policy. For example, a researcher might evaluate the impact of a new teaching method on student learning outcomes.

How to Define a Research Problem

Defining a research problem involves identifying a specific question or issue that a researcher seeks to address through a research study. Here are the steps to follow when defining a research problem:

• Identify a broad research topic : Start by identifying a broad topic that you are interested in researching. This could be based on your personal interests, observations, or gaps in the existing literature.
• Conduct a literature review : Once you have identified a broad topic, conduct a thorough literature review to identify the current state of knowledge in the field. This will help you identify gaps or inconsistencies in the existing research that can be addressed through your study.
• Refine the research question: Based on the gaps or inconsistencies identified in the literature review, refine your research question to a specific, clear, and well-defined problem statement. Your research question should be feasible, relevant, and important to the field of study.
• Develop a hypothesis: Based on the research question, develop a hypothesis that states the expected relationship between variables.
• Define the scope and limitations: Clearly define the scope and limitations of your research problem. This will help you focus your study and ensure that your research objectives are achievable.
• Get feedback: Get feedback from your advisor or colleagues to ensure that your research problem is clear, feasible, and relevant to the field of study.

Components of a Research Problem

The components of a research problem typically include the following:

• Topic : The general subject or area of interest that the research will explore.
• Research Question : A clear and specific question that the research seeks to answer or investigate.
• Objective : A statement that describes the purpose of the research, what it aims to achieve, and the expected outcomes.
• Hypothesis : An educated guess or prediction about the relationship between variables, which is tested during the research.
• Variables : The factors or elements that are being studied, measured, or manipulated in the research.
• Methodology : The overall approach and methods that will be used to conduct the research.
• Scope and Limitations : A description of the boundaries and parameters of the research, including what will be included and excluded, and any potential constraints or limitations.
• Significance: A statement that explains the potential value or impact of the research, its contribution to the field of study, and how it will add to the existing knowledge.

Research Problem Examples

Following are some Research Problem Examples:

Research Problem Examples in Psychology are as follows:

• Exploring the impact of social media on adolescent mental health.
• Investigating the effectiveness of cognitive-behavioral therapy for treating anxiety disorders.
• Studying the impact of prenatal stress on child development outcomes.
• Analyzing the factors that contribute to addiction and relapse in substance abuse treatment.
• Examining the impact of personality traits on romantic relationships.

Research Problem Examples in Sociology are as follows:

• Investigating the relationship between social support and mental health outcomes in marginalized communities.
• Studying the impact of globalization on labor markets and employment opportunities.
• Analyzing the causes and consequences of gentrification in urban neighborhoods.
• Investigating the impact of family structure on social mobility and economic outcomes.
• Examining the effects of social capital on community development and resilience.

Research Problem Examples in Economics are as follows:

• Studying the effects of trade policies on economic growth and development.
• Analyzing the impact of automation and artificial intelligence on labor markets and employment opportunities.
• Investigating the factors that contribute to economic inequality and poverty.
• Examining the impact of fiscal and monetary policies on inflation and economic stability.
• Studying the relationship between education and economic outcomes, such as income and employment.

Political Science

Research Problem Examples in Political Science are as follows:

• Analyzing the causes and consequences of political polarization and partisan behavior.
• Investigating the impact of social movements on political change and policymaking.
• Studying the role of media and communication in shaping public opinion and political discourse.
• Examining the effectiveness of electoral systems in promoting democratic governance and representation.
• Investigating the impact of international organizations and agreements on global governance and security.

Environmental Science

Research Problem Examples in Environmental Science are as follows:

• Studying the impact of air pollution on human health and well-being.
• Investigating the effects of deforestation on climate change and biodiversity loss.
• Analyzing the impact of ocean acidification on marine ecosystems and food webs.
• Studying the relationship between urban development and ecological resilience.
• Examining the effectiveness of environmental policies and regulations in promoting sustainability and conservation.

Research Problem Examples in Education are as follows:

• Investigating the impact of teacher training and professional development on student learning outcomes.
• Studying the effectiveness of technology-enhanced learning in promoting student engagement and achievement.
• Analyzing the factors that contribute to achievement gaps and educational inequality.
• Examining the impact of parental involvement on student motivation and achievement.
• Studying the effectiveness of alternative educational models, such as homeschooling and online learning.

Research Problem Examples in History are as follows:

• Analyzing the social and economic factors that contributed to the rise and fall of ancient civilizations.
• Investigating the impact of colonialism on indigenous societies and cultures.
• Studying the role of religion in shaping political and social movements throughout history.
• Analyzing the impact of the Industrial Revolution on economic and social structures.
• Examining the causes and consequences of global conflicts, such as World War I and II.

Research Problem Examples in Business are as follows:

• Studying the impact of corporate social responsibility on brand reputation and consumer behavior.
• Investigating the effectiveness of leadership development programs in improving organizational performance and employee satisfaction.
• Analyzing the factors that contribute to successful entrepreneurship and small business development.
• Examining the impact of mergers and acquisitions on market competition and consumer welfare.
• Studying the effectiveness of marketing strategies and advertising campaigns in promoting brand awareness and sales.

Research Problem Example for Students

An Example of a Research Problem for Students could be:

“How does social media usage affect the academic performance of high school students?”

This research problem is specific, measurable, and relevant. It is specific because it focuses on a particular area of interest, which is the impact of social media on academic performance. It is measurable because the researcher can collect data on social media usage and academic performance to evaluate the relationship between the two variables. It is relevant because it addresses a current and important issue that affects high school students.

To conduct research on this problem, the researcher could use various methods, such as surveys, interviews, and statistical analysis of academic records. The results of the study could provide insights into the relationship between social media usage and academic performance, which could help educators and parents develop effective strategies for managing social media use among students.

Another example of a research problem for students:

“Does participation in extracurricular activities impact the academic performance of middle school students?”

This research problem is also specific, measurable, and relevant. It is specific because it focuses on a particular type of activity, extracurricular activities, and its impact on academic performance. It is measurable because the researcher can collect data on students’ participation in extracurricular activities and their academic performance to evaluate the relationship between the two variables. It is relevant because extracurricular activities are an essential part of the middle school experience, and their impact on academic performance is a topic of interest to educators and parents.

To conduct research on this problem, the researcher could use surveys, interviews, and academic records analysis. The results of the study could provide insights into the relationship between extracurricular activities and academic performance, which could help educators and parents make informed decisions about the types of activities that are most beneficial for middle school students.

Applications of Research Problem

Applications of Research Problem are as follows:

• Academic research: Research problems are used to guide academic research in various fields, including social sciences, natural sciences, humanities, and engineering. Researchers use research problems to identify gaps in knowledge, address theoretical or practical problems, and explore new areas of study.
• Business research : Research problems are used to guide business research, including market research, consumer behavior research, and organizational research. Researchers use research problems to identify business challenges, explore opportunities, and develop strategies for business growth and success.
• Healthcare research : Research problems are used to guide healthcare research, including medical research, clinical research, and health services research. Researchers use research problems to identify healthcare challenges, develop new treatments and interventions, and improve healthcare delivery and outcomes.
• Public policy research : Research problems are used to guide public policy research, including policy analysis, program evaluation, and policy development. Researchers use research problems to identify social issues, assess the effectiveness of existing policies and programs, and develop new policies and programs to address societal challenges.
• Environmental research : Research problems are used to guide environmental research, including environmental science, ecology, and environmental management. Researchers use research problems to identify environmental challenges, assess the impact of human activities on the environment, and develop sustainable solutions to protect the environment.

Purpose of Research Problems

The purpose of research problems is to identify an area of study that requires further investigation and to formulate a clear, concise and specific research question. A research problem defines the specific issue or problem that needs to be addressed and serves as the foundation for the research project.

Identifying a research problem is important because it helps to establish the direction of the research and sets the stage for the research design, methods, and analysis. It also ensures that the research is relevant and contributes to the existing body of knowledge in the field.

A well-formulated research problem should:

• Clearly define the specific issue or problem that needs to be investigated
• Be specific and narrow enough to be manageable in terms of time, resources, and scope
• Be relevant to the field of study and contribute to the existing body of knowledge
• Be feasible and realistic in terms of available data, resources, and research methods
• Be interesting and intellectually stimulating for the researcher and potential readers or audiences.

Characteristics of Research Problem

The characteristics of a research problem refer to the specific features that a problem must possess to qualify as a suitable research topic. Some of the key characteristics of a research problem are:

• Clarity : A research problem should be clearly defined and stated in a way that it is easily understood by the researcher and other readers. The problem should be specific, unambiguous, and easy to comprehend.
• Relevance : A research problem should be relevant to the field of study, and it should contribute to the existing body of knowledge. The problem should address a gap in knowledge, a theoretical or practical problem, or a real-world issue that requires further investigation.
• Feasibility : A research problem should be feasible in terms of the availability of data, resources, and research methods. It should be realistic and practical to conduct the study within the available time, budget, and resources.
• Novelty : A research problem should be novel or original in some way. It should represent a new or innovative perspective on an existing problem, or it should explore a new area of study or apply an existing theory to a new context.
• Importance : A research problem should be important or significant in terms of its potential impact on the field or society. It should have the potential to produce new knowledge, advance existing theories, or address a pressing societal issue.
• Manageability : A research problem should be manageable in terms of its scope and complexity. It should be specific enough to be investigated within the available time and resources, and it should be broad enough to provide meaningful results.

Advantages of Research Problem

The advantages of a well-defined research problem are as follows:

• Focus : A research problem provides a clear and focused direction for the research study. It ensures that the study stays on track and does not deviate from the research question.
• Clarity : A research problem provides clarity and specificity to the research question. It ensures that the research is not too broad or too narrow and that the research objectives are clearly defined.
• Relevance : A research problem ensures that the research study is relevant to the field of study and contributes to the existing body of knowledge. It addresses gaps in knowledge, theoretical or practical problems, or real-world issues that require further investigation.
• Feasibility : A research problem ensures that the research study is feasible in terms of the availability of data, resources, and research methods. It ensures that the research is realistic and practical to conduct within the available time, budget, and resources.
• Novelty : A research problem ensures that the research study is original and innovative. It represents a new or unique perspective on an existing problem, explores a new area of study, or applies an existing theory to a new context.
• Importance : A research problem ensures that the research study is important and significant in terms of its potential impact on the field or society. It has the potential to produce new knowledge, advance existing theories, or address a pressing societal issue.
• Rigor : A research problem ensures that the research study is rigorous and follows established research methods and practices. It ensures that the research is conducted in a systematic, objective, and unbiased manner.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Data Collection – Methods Types and Examples

Delimitations in Research – Types, Examples and...

Research Process – Steps, Examples and Tips

Research Design – Types, Methods and Examples

Institutional Review Board – Application Sample...

Evaluating Research – Process, Examples and...

• Thesis Action Plan New
• Academic Project Planner
• Literature Navigator
• Thesis Dialogue Blueprint
• Writing Wizard's Template
• Research Proposal Compass
• Why students love us
• Why professors love us
• Why we are different
• All Products
• Coming Soon

How to Write a Thesis Fast: Tips and Strategies for Quick Completion

How to Write a Master Thesis Introduction: A Comprehensive Guide

How to Structure Your Master Thesis for Maximum Impact

Understanding the Difference Between Research Objectives and Research Questions

Friends and Thesis Writing: Striking the Right Balance for Your Thesis

Mastering the Art of Communication: Effective Strategies for Voice Your Research in Interviews

Navigating ethical dilemmas: the morality of conducting interviews.

Data Anomalies: Strategies for Analyzing and Interpreting Outlier Data

Identifying a research problem: a step-by-step guide.

Identifying a research problem is a crucial first step in the research process, serving as the foundation for all subsequent research activities. This guide provides a comprehensive overview of the steps involved in identifying a research problem, from understanding its essence to employing advanced strategies for refinement.

Key Takeaways

• Understanding the definition and importance of a research problem is essential for academic success.
• Exploring diverse sources such as literature reviews and consultations can help in formulating a solid research problem.
• A clear problem statement, aligned research objectives, and well-defined questions are crucial for a focused study.
• Evaluating the feasibility and potential impact of a research problem ensures its relevance and scope.
• Advanced strategies, including interdisciplinary approaches and technology utilization, can enhance the identification and refinement of research problems.

Understanding the Essence of Identifying a Research Problem

Defining the research problem.

A research problem is the focal point of any academic inquiry. It is a concise and well-defined statement that outlines the specific issue or question that the research aims to address. This research problem usually sets the tone for the entire study and provides you, the researcher, with a clear purpose and a clear direction on how to go about conducting your research.

Importance in Academic Research

It also demonstrates the significance of your research and its potential to contribute new knowledge to the existing body of literature in the world. A compelling research problem not only captivates the attention of your peers but also lays the foundation for impactful and meaningful research outcomes.

Initial Steps to Identification

To identify a research problem, you need a systematic approach and a deep understanding of the subject area. Below are some steps to guide you in this process:

• Conduct a thorough literature review to understand what has been studied before.
• Identify gaps in the existing research that could form the basis of your study.
• Consult with academic mentors to refine your ideas and approach.

Exploring Sources for Research Problem Identification

Literature review.

When you embark on the journey of identifying a research problem, a thorough literature review is indispensable. This process involves scrutinizing existing research to find literature gaps and unexplored areas that could form the basis of your research. It's crucial to analyze recent studies, seminal works, and review articles to ensure a comprehensive understanding of the topic.

Existing Theories and Frameworks

The exploration of existing theories and frameworks provides a solid foundation for developing a research problem. By understanding the established models and theories, you can identify inconsistencies or areas lacking in depth which might offer fruitful avenues for research.

Consultation with Academic Mentors

Engaging with academic mentors is vital in shaping a well-defined research problem. Their expertise can guide you through the complexities of your field, offering insights into feasible research questions and helping you refine your focus. This interaction often leads to the identification of unique and significant research opportunities that align with current academic and industry trends.

Formulating the Research Problem

Crafting a clear problem statement.

To effectively address your research problem, start by crafting a clear problem statement . This involves succinctly describing who is affected by the problem, why it is important, and how your research will contribute to solving it. Ensure your problem statement is concise and specific to guide the entire research process.

Setting Research Objectives

Setting clear research objectives is crucial for maintaining focus throughout your study. These objectives should directly align with the problem statement and guide your research activities. Consider using a bulleted list to outline your main objectives:

• Understand the underlying factors contributing to the problem
• Explore potential solutions
• Evaluate the effectiveness of proposed solutions

Determining Research Questions

The formulation of precise research questions is a pivotal step in defining the scope and direction of your study. These questions should be directly derived from your research objectives and designed to be answerable through your chosen research methods. Crafting well-defined research questions will help you maintain a clear focus and avoid common pitfalls in the research process.

Evaluating the Scope and Relevance of the Research Problem

Feasibility assessment.

Before you finalize a research problem, it is crucial to assess its feasibility. Consider the availability of resources, time, and expertise required to conduct the research. Evaluate potential constraints and determine if the research problem can be realistically tackled within the given limitations.

Significance to the Field

Ensure that your research problem has a clear and direct impact on the field. It should aim to contribute to existing knowledge and address a real-world issue that is relevant to your academic discipline.

Potential Impact on Existing Knowledge

The potential impact of your research problem on existing knowledge cannot be understated. It should challenge, extend, or refine current understanding in a meaningful way. Consider how your research can add value to the existing body of work and potentially lead to significant advancements in your field.

Techniques for Refining the Research Problem

Narrowing down the focus.

To effectively refine your research problem, start by narrowing down the focus . This involves pinpointing the specific aspects of your topic that are most significant and ensuring that your research problem is not too broad. This targeted approach helps in identifying knowledge gaps and formulating more precise research questions.

Incorporating Feedback

Feedback is crucial in the refinement process. Engage with academic mentors, peers, and experts in your field to gather insights and suggestions. This collaborative feedback can lead to significant improvements in your research problem, making it more robust and relevant.

Iterative Refinement Process

Refinement should be seen as an iterative process, where you continuously refine and revise your research problem based on new information and feedback. This approach ensures that your research problem remains aligned with current trends and academic standards, ultimately enhancing its feasibility and relevance.

Challenges in Identifying a Research Problem

Common pitfalls and how to avoid them.

Identifying a research problem can be fraught with common pitfalls such as selecting a topic that is too broad or too narrow. To avoid these, you should conduct a thorough literature review and seek feedback from peers and mentors. This proactive approach ensures that your research question is both relevant and manageable.

Dealing with Ambiguity

Ambiguity in defining the research problem can lead to significant challenges down the line. Ensure clarity by operationalizing variables and explicitly stating the research objectives. This clarity will guide your entire research process, making it more structured and focused.

Balancing Novelty and Practicality

While it's important to address a novel issue in your research, practicality should not be overlooked. A research problem should not only contribute new knowledge but also be feasible and have clear implications. Balancing these aspects often requires iterative refinement and consultation with academic mentors to align your research with real-world applications.

Advanced Strategies for Identifying a Research Problem

Interdisciplinary approaches.

Embrace the power of interdisciplinary approaches to uncover unique and comprehensive research problems. By integrating knowledge from various disciplines, you can address complex issues that single-field studies might overlook. This method not only broadens the scope of your research but also enhances its applicability and depth.

Utilizing Technology and Data Analytics

Leverage technology and data analytics to refine and identify research problems with precision. Advanced tools like machine learning and big data analysis can reveal patterns and insights that traditional methods might miss. This approach is particularly useful in fields where large datasets are involved, or where real-time data integration can lead to more dynamic research outcomes.

Engaging with Industry and Community Needs

Focus on the needs of industry and community to ensure your research is not only academically sound but also practically relevant. Engaging with real-world problems can provide a rich source of research questions that are directly applicable and beneficial to society. This strategy not only enhances the relevance of your research but also increases its potential for impact.

Dive into the world of academic success with our 'Advanced Strategies for Identifying a Research Problem' at Research Rebels. Our expertly crafted guides and action plans are designed to simplify your thesis journey, transforming complex academic challenges into manageable tasks. Don't wait to take control of your academic future. Visit our website now to learn more and claim your special offer!

In conclusion, identifying a research problem is a foundational step in the academic research process that requires careful consideration and systematic approach. This guide has outlined the essential steps involved, from understanding the context and reviewing existing literature to formulating clear research questions. By adhering to these guidelines, researchers can ensure that their studies are grounded in a well-defined problem, enhancing the relevance and impact of their findings. It is crucial for scholars to approach this task with rigor and critical thinking to contribute meaningfully to the body of knowledge in their respective fields.

Frequently Asked Questions

What is a research problem.

A research problem is a specific issue, inconsistency, or gap in knowledge that needs to be addressed through scientific inquiry. It forms the foundation of a research study, guiding the research questions, methodology, and analysis.

Why is identifying a research problem important?

Identifying a research problem is crucial as it determines the direction and scope of the study. It helps researchers focus their inquiry, formulate hypotheses, and contribute to the existing body of knowledge.

How do I identify a suitable research problem?

To identify a suitable research problem, start with a thorough literature review to understand existing research and identify gaps. Consult with academic mentors, and consider relevance, feasibility, and your own interests.

What are some common pitfalls in identifying a research problem?

Common pitfalls include choosing a problem that is too broad or too narrow, not aligning with existing literature, lack of originality, and failing to consider the practical implications and feasibility of the study.

Can technology help in identifying a research problem?

Yes, technology and data analytics can aid in identifying research problems by providing access to a vast amount of data, revealing patterns and trends that might not be visible otherwise. Tools like digital libraries and research databases are particularly useful.

How can I refine my research problem?

Refine your research problem by narrowing its focus, seeking feedback from peers and mentors, and continually reviewing and adjusting the problem statement based on new information and insights gained during preliminary research.

• Rebels Blog
• Blog Articles
• Terms and Conditions
• Payment and Shipping Terms
• Privacy Policy
• Return Policy

© 2024 Research Rebels, All rights reserved.

Your cart is currently empty.

• How it works

Research Problem – Definition, Steps & Tips

Published by Jamie Walker at August 12th, 2021 , Revised On October 3, 2023

Once you have chosen a research topic, the next stage is to explain the research problem: the detailed issue, ambiguity of the research, gap analysis, or gaps in knowledge and findings that you will discuss.

Here, in this article, we explore a research problem in a dissertation or an essay with some research problem examples to help you better understand how and when you should write a research problem.

“A research problem is a specific statement relating to an area of concern and is contingent on the type of research. Some research studies focus on theoretical and practical problems, while some focus on only one.”

The problem statement in the dissertation, essay, research paper, and other academic papers should be clearly stated and intended to expand information, knowledge, and contribution to change.

This article will assist in identifying and elaborating a research problem if you are unsure how to define your research problem. The most notable challenge in the research process is to formulate and identify a research problem. Formulating a problem statement and research questions while finalizing the research proposal or introduction for your dissertation or thesis is necessary.

Why is Research Problem Critical?

An interesting research topic is only the first step. The real challenge of the research process is to develop a well-rounded research problem.

A well-formulated research problem helps understand the research procedure; without it, your research will appear unforeseeable and awkward.

Research is a procedure based on a sequence and a research problem aids in following and completing the research in a sequence. Repetition of existing literature is something that should be avoided in research.

Therefore research problem in a dissertation or an essay needs to be well thought out and presented with a clear purpose. Hence, your research work contributes more value to existing knowledge. You need to be well aware of the problem so you can present logical solutions.

Formulating a research problem is the first step of conducting research, whether you are writing an essay, research paper,   dissertation , or  research proposal .

Looking for dissertation help?

Researchprospect to the rescue then.

We have expert writers on our team who are skilled at helping students with dissertations across a variety of STEM disciplines. Guaranteeing 100% satisfaction!

Step 1: Identifying Problem Area – What is Research Problem

The most significant step in any research is to look for  unexplored areas, topics, and controversies . You aim to find gaps that your work will fill. Here are some research problem examples for you to better understand the concept.

Practical Research Problems

To conduct practical research, you will need practical research problems that are typically identified by analysing reports, previous research studies, and interactions with the experienced personals of pertinent disciplines. You might search for:

• Problems with performance or competence in an organization
• Institutional practices that could be enhanced
• Practitioners of relevant fields and their areas of concern
• Problems confronted by specific groups of people within your area of study

If your research work relates to an internship or a job, then it will be critical for you to identify a research problem that addresses certain issues faced by the firm the job or internship pertains to.

Examples of Practical Research Problems

Decreased voter participation in county A, as compared to the rest of the country.

The high employee turnover rate of department X of company Y influenced efficiency and team performance.

A charity institution, Y, suffers a lack of funding resulting in budget cuts for its programmes.

Theoretical Research Problems

Theoretical research relates to predicting, explaining, and understanding various phenomena. It also expands and challenges existing information and knowledge.

Identification of a research problem in theoretical research is achieved by analysing theories and fresh research literature relating to a broad area of research. This practice helps to find gaps in the research done by others and endorse the argument of your topic.

Here are some questions that you should bear in mind.

• A case or framework that has not been deeply analysed
• An ambiguity between more than one viewpoints
• An unstudied condition or relationships
• A problematic issue that needs to be addressed

Theoretical issues often contain practical implications, but immediate issues are often not resolved by these results. If that is the case, you might want to adopt a different research approach  to achieve the desired outcomes.

Examples of Theoretical Research Problems

Long-term Vitamin D deficiency affects cardiac patients are not well researched.

The relationship between races, sex, and income imbalances needs to be studied with reference to the economy of a specific country or region.

The disagreement among historians of Scottish nationalism regarding the contributions of Imperial Britain in the creation of the national identity for Scotland.

Hire an Expert Writer

Proposal and dissertation orders completed by our expert writers are

• Formally drafted in academic style
• Plagiarism free
• 100% Confidential
• Never Resold
• Include unlimited free revisions
• Completed to match exact client requirements

Step 2: Understanding the Research Problem

The researcher further investigates the selected area of research to find knowledge and information relating to the research problem to address the findings in the research.

Background and Rationale

• Population influenced by the problem?
• Is it a persistent problem, or is it recently revealed?
• Research that has already been conducted on this problem?
• Any proposed solution to the problem?
• Recent arguments concerning the problem, what are the gaps in the problem?

How to Write a First Class Dissertation Proposal or Research Proposal

Particularity and Suitability

• What specific place, time, and/or people will be focused on?
• Any aspects of research that you may not be able to deal with?
• What will be the concerns if the problem remains unresolved?
• What are the benefices of the problem resolution (e.g. future researcher or organisation’s management)?

Example of a Specific Research Problem

A non-profit institution X has been examined on their existing support base retention, but the existing research does not incorporate an understanding of how to effectively target new donors. To continue their work, the institution needs more research and find strategies for effective fundraising.

Once the problem is narrowed down, the next stage is to propose a problem statement and hypothesis or research questions.

If you are unsure about what a research problem is and how to define the research problem, then you might want to take advantage of our dissertation proposal writing service. You may also want to take a look at our essay writing service if you need help with identifying a research problem for your essay.

Frequently Asked Questions

What is research problem with example.

A research problem is a specific challenge that requires investigation. Example: “What is the impact of social media on mental health among adolescents?” This problem drives research to analyse the relationship between social media use and mental well-being in young people.

How many types of research problems do we have?

• Descriptive: Describing phenomena as they exist.
• Explanatory: Understanding causes and effects.
• Exploratory: Investigating little-understood phenomena.
• Predictive: Forecasting future outcomes.
• Prescriptive: Recommending actions.
• Normative: Describing what ought to be.

What are the principles of the research problem?

• Relevance: Addresses a significant issue.
• Re searchability: Amenable to empirical investigation.
• Clarity: Clearly defined without ambiguity.
• Specificity: Narrowly framed, avoiding vagueness.
• Feasibility: Realistic to conduct with available resources.
• Novelty: Offers new insights or challenges existing knowledge.
• Ethical considerations: Respect rights, dignity, and safety.

Why is research problem important?

A research problem is crucial because it identifies knowledge gaps, directs the inquiry’s focus, and forms the foundation for generating hypotheses or questions. It drives the methodology and determination of study relevance, ensuring that research contributes meaningfully to academic discourse and potentially addresses real-world challenges.

How do you write a research problem?

To write a research problem, identify a knowledge gap or an unresolved issue in your field. Start with a broad topic, then narrow it down. Clearly articulate the problem in a concise statement, ensuring it’s researchable, significant, and relevant. Ground it in the existing literature to highlight its importance and context.

How can we solve research problem?

To solve a research problem, start by conducting a thorough literature review. Formulate hypotheses or research questions. Choose an appropriate research methodology. Collect and analyse data systematically. Interpret findings in the context of existing knowledge. Ensure validity and reliability, and discuss implications, limitations, and potential future research directions.

You May Also Like

Not sure how to approach a company for your primary research study? Don’t worry. Here we have some tips for you to successfully gather primary study.

This article is a step-by-step guide to how to write statement of a problem in research. The research problem will be half-solved by defining it correctly.

How to write a hypothesis for dissertation,? A hypothesis is a statement that can be tested with the help of experimental or theoretical research.

USEFUL LINKS

LEARNING RESOURCES

COMPANY DETAILS

• How It Works

The Research Problem & Statement

What they are & how to write them (with examples)

By: Derek Jansen (MBA) | Expert Reviewed By: Eunice Rautenbach (DTech) | March 2023

If you’re new to academic research, you’re bound to encounter the concept of a “ research problem ” or “ problem statement ” fairly early in your learning journey. Having a good research problem is essential, as it provides a foundation for developing high-quality research, from relatively small research papers to a full-length PhD dissertations and theses.

In this post, we’ll unpack what a research problem is and how it’s related to a problem statement . We’ll also share some examples and provide a step-by-step process you can follow to identify and evaluate study-worthy research problems for your own project.

Overview: Research Problem 101

What is a research problem.

• What is a problem statement?

Where do research problems come from?

• How to find a suitable research problem
• Key takeaways

A research problem is, at the simplest level, the core issue that a study will try to solve or (at least) examine. In other words, it’s an explicit declaration about the problem that your dissertation, thesis or research paper will address. More technically, it identifies the research gap that the study will attempt to fill (more on that later).

Let’s look at an example to make the research problem a little more tangible.

To justify a hypothetical study, you might argue that there’s currently a lack of research regarding the challenges experienced by first-generation college students when writing their dissertations [ PROBLEM ] . As a result, these students struggle to successfully complete their dissertations, leading to higher-than-average dropout rates [ CONSEQUENCE ]. Therefore, your study will aim to address this lack of research – i.e., this research problem [ SOLUTION ].

A research problem can be theoretical in nature, focusing on an area of academic research that is lacking in some way. Alternatively, a research problem can be more applied in nature, focused on finding a practical solution to an established problem within an industry or an organisation. In other words, theoretical research problems are motivated by the desire to grow the overall body of knowledge , while applied research problems are motivated by the need to find practical solutions to current real-world problems (such as the one in the example above).

As you can probably see, the research problem acts as the driving force behind any study , as it directly shapes the research aims, objectives and research questions , as well as the research approach. Therefore, it’s really important to develop a very clearly articulated research problem before you even start your research proposal . A vague research problem will lead to unfocused, potentially conflicting research aims, objectives and research questions .

What is a research problem statement?

As the name suggests, a problem statement (within a research context, at least) is an explicit statement that clearly and concisely articulates the specific research problem your study will address. While your research problem can span over multiple paragraphs, your problem statement should be brief , ideally no longer than one paragraph . Importantly, it must clearly state what the problem is (whether theoretical or practical in nature) and how the study will address it.

Here’s an example of a statement of the problem in a research context:

Rural communities across Ghana lack access to clean water, leading to high rates of waterborne illnesses and infant mortality. Despite this, there is little research investigating the effectiveness of community-led water supply projects within the Ghanaian context. Therefore, this study aims to investigate the effectiveness of such projects in improving access to clean water and reducing rates of waterborne illnesses in these communities.

As you can see, this problem statement clearly and concisely identifies the issue that needs to be addressed (i.e., a lack of research regarding the effectiveness of community-led water supply projects) and the research question that the study aims to answer (i.e., are community-led water supply projects effective in reducing waterborne illnesses?), all within one short paragraph.

Need a helping hand?

Wherever there is a lack of well-established and agreed-upon academic literature , there is an opportunity for research problems to arise, since there is a paucity of (credible) knowledge. In other words, research problems are derived from research gaps . These gaps can arise from various sources, including the emergence of new frontiers or new contexts, as well as disagreements within the existing research.

Let’s look at each of these scenarios:

New frontiers – new technologies, discoveries or breakthroughs can open up entirely new frontiers where there is very little existing research, thereby creating fresh research gaps. For example, as generative AI technology became accessible to the general public in 2023, the full implications and knock-on effects of this were (or perhaps, still are) largely unknown and therefore present multiple avenues for researchers to explore.

New contexts – very often, existing research tends to be concentrated on specific contexts and geographies. Therefore, even within well-studied fields, there is often a lack of research within niche contexts. For example, just because a study finds certain results within a western context doesn’t mean that it would necessarily find the same within an eastern context. If there’s reason to believe that results may vary across these geographies, a potential research gap emerges.

Disagreements – within many areas of existing research, there are (quite naturally) conflicting views between researchers, where each side presents strong points that pull in opposing directions. In such cases, it’s still somewhat uncertain as to which viewpoint (if any) is more accurate. As a result, there is room for further research in an attempt to “settle” the debate.

Of course, many other potential scenarios can give rise to research gaps, and consequently, research problems, but these common ones are a useful starting point. If you’re interested in research gaps, you can learn more here .

How to find a research problem

Given that research problems flow from research gaps , finding a strong research problem for your research project means that you’ll need to first identify a clear research gap. Below, we’ll present a four-step process to help you find and evaluate potential research problems.

If you’ve read our other articles about finding a research topic , you’ll find the process below very familiar as the research problem is the foundation of any study . In other words, finding a research problem is much the same as finding a research topic.

Step 1 – Identify your area of interest

Naturally, the starting point is to first identify a general area of interest . Chances are you already have something in mind, but if not, have a look at past dissertations and theses within your institution to get some inspiration. These present a goldmine of information as they’ll not only give you ideas for your own research, but they’ll also help you see exactly what the norms and expectations are for these types of projects.

At this stage, you don’t need to get super specific. The objective is simply to identify a couple of potential research areas that interest you. For example, if you’re undertaking research as part of a business degree, you may be interested in social media marketing strategies for small businesses, leadership strategies for multinational companies, etc.

Depending on the type of project you’re undertaking, there may also be restrictions or requirements regarding what topic areas you’re allowed to investigate, what type of methodology you can utilise, etc. So, be sure to first familiarise yourself with your institution’s specific requirements and keep these front of mind as you explore potential research ideas.

Step 2 – Review the literature and develop a shortlist

Once you’ve decided on an area that interests you, it’s time to sink your teeth into the literature . In other words, you’ll need to familiarise yourself with the existing research regarding your interest area. Google Scholar is a good starting point for this, as you can simply enter a few keywords and quickly get a feel for what’s out there. Keep an eye out for recent literature reviews and systematic review-type journal articles, as these will provide a good overview of the current state of research.

At this stage, you don’t need to read every journal article from start to finish . A good strategy is to pay attention to the abstract, intro and conclusion , as together these provide a snapshot of the key takeaways. As you work your way through the literature, keep an eye out for what’s missing – in other words, what questions does the current research not answer adequately (or at all)? Importantly, pay attention to the section titled “ further research is needed ”, typically found towards the very end of each journal article. This section will specifically outline potential research gaps that you can explore, based on the current state of knowledge (provided the article you’re looking at is recent).

Take the time to engage with the literature and develop a big-picture understanding of the current state of knowledge. Reviewing the literature takes time and is an iterative process , but it’s an essential part of the research process, so don’t cut corners at this stage.

As you work through the review process, take note of any potential research gaps that are of interest to you. From there, develop a shortlist of potential research gaps (and resultant research problems) – ideally 3 – 5 options that interest you.

Step 3 – Evaluate your potential options

Once you’ve developed your shortlist, you’ll need to evaluate your options to identify a winner. There are many potential evaluation criteria that you can use, but we’ll outline three common ones here: value, practicality and personal appeal.

Value – a good research problem needs to create value when successfully addressed. Ask yourself:

• Who will this study benefit (e.g., practitioners, researchers, academia)?
• How will it benefit them specifically?
• How much will it benefit them?

Practicality – a good research problem needs to be manageable in light of your resources. Ask yourself:

• What data will I need access to?
• What knowledge and skills will I need to undertake the analysis?
• What equipment or software will I need to process and/or analyse the data?
• How much time will I need?
• What costs might I incur?

Personal appeal – a research project is a commitment, so the research problem that you choose needs to be genuinely attractive and interesting to you. Ask yourself:

• How appealing is the prospect of solving this research problem (on a scale of 1 – 10)?
• Why, specifically, is it attractive (or unattractive) to me?
• Does the research align with my longer-term goals (e.g., career goals, educational path, etc)?

Depending on how many potential options you have, you may want to consider creating a spreadsheet where you numerically rate each of the options in terms of these criteria. Remember to also include any criteria specified by your institution . From there, tally up the numbers and pick a winner.

Step 4 – Craft your problem statement

Once you’ve selected your research problem, the final step is to craft a problem statement. Remember, your problem statement needs to be a concise outline of what the core issue is and how your study will address it. Aim to fit this within one paragraph – don’t waffle on. Have a look at the problem statement example we mentioned earlier if you need some inspiration.

Key Takeaways

We’ve covered a lot of ground. Let’s do a quick recap of the key takeaways:

• A research problem is an explanation of the issue that your study will try to solve. This explanation needs to highlight the problem , the consequence and the solution or response.
• A problem statement is a clear and concise summary of the research problem , typically contained within one paragraph.
• Research problems emerge from research gaps , which themselves can emerge from multiple potential sources, including new frontiers, new contexts or disagreements within the existing literature.
• To find a research problem, you need to first identify your area of interest , then review the literature and develop a shortlist, after which you’ll evaluate your options, select a winner and craft a problem statement .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

You Might Also Like:

I APPRECIATE YOUR CONCISE AND MIND-CAPTIVATING INSIGHTS ON THE STATEMENT OF PROBLEMS. PLEASE I STILL NEED SOME SAMPLES RELATED TO SUICIDES.

Very pleased and appreciate clear information.

Your videos and information have been a life saver for me throughout my dissertation journey. I wish I’d discovered them sooner. Thank you!

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

The Plagiarism Checker Online For Your Academic Work

Start Plagiarism Check

Editing & Proofreading for Your Research Paper

Get it proofread now

Online Printing & Binding with Free Express Delivery

Configure binding now

• Academic essay overview
• The writing process
• Structuring academic essays
• Types of academic essays
• Academic writing overview
• Sentence structure
• Academic writing process
• Improving your academic writing
• Titles and headings
• APA style overview
• APA citation & referencing
• APA structure & sections
• Citation & referencing
• Structure and sections
• APA examples overview
• Commonly used citations
• Other examples
• British English vs. American English
• Chicago style overview
• Chicago citation & referencing
• Chicago structure & sections
• Chicago style examples
• Citing sources overview
• Citation format
• Citation examples
• College essay overview
• Application
• How to write a college essay
• Types of college essays
• Commonly confused words
• Definitions
• Dissertation overview
• Dissertation structure & sections
• Dissertation writing process
• Graduate school overview
• Application & admission
• Study abroad
• Master degree
• Harvard referencing overview
• Language rules overview
• Grammatical rules & structures
• Parts of speech
• Punctuation
• Methodology overview
• Analyzing data
• Experiments
• Observations
• Inductive vs. Deductive
• Qualitative vs. Quantitative
• Types of validity
• Types of reliability
• Sampling methods
• Theories & Concepts
• Types of research studies
• Types of variables
• MLA style overview
• MLA examples
• MLA citation & referencing
• MLA structure & sections
• Plagiarism overview
• Plagiarism checker
• Types of plagiarism
• Printing production overview
• Research bias overview
• Types of research bias
• Example sections
• Types of research papers
• Research process overview
• Problem statement
• Research proposal
• Research topic
• Statistics overview
• Levels of measurment
• Frequency distribution
• Measures of central tendency
• Measures of variability
• Hypothesis testing
• Parameters & test statistics
• Types of distributions
• Correlation
• Effect size
• Hypothesis testing assumptions
• Types of ANOVAs
• Types of chi-square
• Statistical data
• Statistical models
• Spelling mistakes
• Tips overview
• Academic writing tips
• Dissertation tips
• Sources tips
• Working with sources overview
• Evaluating sources
• Finding sources
• Including sources
• Types of sources

Your Step to Success

Plagiarism Check within 10min

Printing & Binding with 3D Live Preview

Research Problem – Explanation & Examples

How do you like this article cancel reply.

Save my name, email, and website in this browser for the next time I comment.

A research problem sets the course of investigation in any research process . It can probe practical issues with the aim of suggesting modifications, or scrutinize theoretical quandaries to augment the current understanding in a discipline.

In this article, we delve into the crucial role of a research problem in the research process, as well as offer guidance on how to properly articulate it to steer your research endeavors.

Inhaltsverzeichnis

• 1 Research Problem – In a Nutshell
• 2 Definition: Research problem
• 3 Why is the research problem important?
• 4 Step 1: Finding a general research problem area
• 5 Step 2: Narrowing down the research problem
• 6 Example of a research problem

Research Problem – In a Nutshell

• A research problem is an issue that raises concern about a particular topic.
• Researchers formulate research problems by examining other literature on the topic and assessing the significance and relevance of the problem.
• Creating a research problem involves an overview of a broad problem area and then narrowing it down to the specifics by creating a framework for the topic.
• General problem areas used in formulating research problems include workplace and theoretical research.

Definition: Research problem

A research problem is a specific challenge or knowledge gap that sets the foundation for research. It is the primary statement about a topic in a field of study, and the findings from a research undertaking provide solutions to the research problem.

The research problem is the defining statement that informs the sources and methodologies to be applied to find and recommend proposals for the area of contention.

Why is the research problem important?

Research should adopt a precise approach for analysis to be relevant and applicable in a real-world context. Researchers can pick any area of study, and in most cases, the topic in question will have a broad scope; a well-formulated problem forms the basis of a strong research paper which illustrates a clear focus.

Writing a research problem is the first step in planning for a research paper, and a well-structured problem prevents a runaway project that lacks a clear direction.

Step 1: Finding a general research problem area

Your primary goal should be to find gaps and meaningful ways your research project offers a solution to a problem or broadens the knowledge bank in the field.

A good approach is to read and hold discussions about the topic , identify areas with insufficient information, highlight areas of contention and form more in-depth conclusions in under-researched areas.

Workplace research

You can carry out workplace research using a practical approach . This aims to identify a problem by analyzing reports, engaging with people in the organization or field of interest, and examining previous research. Some pointers include:

• Efficiency and performance-related issues within an organization.
• Areas or processes that can be improved in the organization.
• Matters of concern among professionals in the field of study.
• Challenges faced by identifiable groups in society.
• Crime in a particular region has been decreasing compared to the rest of the country.
• Stores in one location of a chain have been reporting lower sales in contrast with others in other parts of the country.
• One subsidiary of a company is experiencing high staff turnover, affecting the group’s bottom line.

In theoretical research , researchers aim to offer new insights which contribute to the larger knowledge body in the field rather than proposing change. You can formulate a problem by studying recent studies, debates, and theories to identify gaps. Identifying a research problem in theoretical research may examine the following:

• A context or phenomenon that has not been extensively studied.
• A contrast between two or more thought patterns.
• A position that is not clearly understood.
• A bothersome scenario or question that remains unsolved.

Theoretical problems don’t focus on solving a practical problem but have practical implications in their field. Many theoretical frameworks offer a guide to other practical and applied research scenarios.

• The relationship between genetics and mental issues in adulthood is not clearly understood.
• The effects of racial differences in long-term relationships are yet to be investigated in the modern dating scene.
• Social scientists disagree on the impact of neocolonialism on the socio-economic conditions of black people.

Step 2: Narrowing down the research problem

After identifying a general problem area, you need to zero in on the specific aspect you want to analyze further in the context of your research.

The problem can be narrowed down using the following criteria to create a relevant problem whose solutions adequately answer the research questions . Some questions you can ask to understand the contextual framework of the research problem include:

Significance

Evaluating the significance of a research problem is a necessary step for identifying issues that contribute to the solution of an issue. There are several ways of determining the significance of a research problem. The following questions can help you to evaluate the significance and relevance of a proposed research problem:

• Which area, group or time do you plan to situate your study?
• What attributes will you examine?
• What is the repercussion of not solving the problem?
• Who stands to benefit if the problem is resolved?

Example of a research problem

A fashion retail chain is attempting to increase the number of visitors to its stores, but the management is unaware of the measures to achieve this.

To improve its sales and compete with other chains, the chain requires research into ways of increasing traffic in its stores.

By narrowing down the research problem, you can create the problem statement , hypothesis , and relevant research questions .

What is an example of a research problem?

There has been an upward trend in the immigration of professionals from other countries to the UK. Research is needed to determine the likely causes and effects.

How do you formulate a research problem?

Begin by examining available sources and previous research on your topic of interest. You can narrow down the scope from the literature or observable phenomenon and focus on under-researched areas.

How can you determine the significance of a research problem?

Investigate the specific aspects you would like to investigate. Furthermore, you can determine the consequences of the problem remaining unresolved and the biggest beneficiaries if a solution is found.

What is the context in a research problem?

Context refers to the nature of the problem. It entails studying existing work on the issue, who is affected by it, and the proposed solutions.

We use cookies on our website. Some of them are essential, while others help us to improve this website and your experience.

• External Media

Individual Privacy Preferences

Cookie Details Privacy Policy Imprint

Here you will find an overview of all cookies used. You can give your consent to whole categories or display further information and select certain cookies.

Accept all Save

Essential cookies enable basic functions and are necessary for the proper function of the website.

Show Cookie Information Hide Cookie Information

Statistics cookies collect information anonymously. This information helps us to understand how our visitors use our website.

Content from video platforms and social media platforms is blocked by default. If External Media cookies are accepted, access to those contents no longer requires manual consent.

Privacy Policy Imprint

Identifying the Research Problem

• First Online: 13 April 2022

Cite this chapter

• Yanmei Li 3 &
• Sumei Zhang 4  

902 Accesses

The first step of conducting research is identifying a researchable problem. This chapter explains the procedures to identify the research problem. The procedure of research involves systematically investigating a subject matter to reveal facts or reach new conclusions. Research can be theory driven or problem driven. Most of the studies in urban and regional planning attempt to investigate issues or problems either to: (1) identity and define the problem, and/or (2) probe further to answer research questions after identifying, defining, and operationalizing the problem. This chapter introduces methods, such as factual data mining, back of envelope analysis, quick research, and issues unique to a sub-discipline of planning, to identify the research problem.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

APA (American Planning Association). (2020). AICP Certification Exam Outline. Retrieved on 22 Sept 2020 from https://planning.org/certification/examprep/subjectmatter/

Patton, C. V., Sawicki, D. S., & Clark, J. J. (2013). Basic methods of policy analysis and planning (3rd ed.). Pearson. New York City.

Google Scholar  

Sharifi, A., & Khavarian-Garmsir, A. Z. (2020). The COVID-19 pandemic: Impacts on cities and major lessons for urban planning, design, and management. Science of the Total Environment, 749 (2020).

Web Resources

American Planning Association: https://www.planning.org/

Cyburbia, Urban Planning Community: https://www.cyburbia.org/

Planetizen: Planning News, Jobs, and Education: https://www.planetizen.com/

Bloomberg City Lab: https://www.bloomberg.com/citylab

Download references

Author information

Authors and affiliations.

Florida Atlantic University, Boca Raton, FL, USA

University of Louisville, Louisville, KY, USA

Sumei Zhang

You can also search for this author in PubMed   Google Scholar

Electronic Supplementary Material

(docx 14 kb), rights and permissions.

Reprints and permissions

Copyright information

© 2022 Springer Nature Switzerland AG

About this chapter

Li, Y., Zhang, S. (2022). Identifying the Research Problem. In: Applied Research Methods in Urban and Regional Planning. Springer, Cham. https://doi.org/10.1007/978-3-030-93574-0_2

Download citation

DOI : https://doi.org/10.1007/978-3-030-93574-0_2

Published : 13 April 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-93573-3

Online ISBN : 978-3-030-93574-0

eBook Packages : Mathematics and Statistics Mathematics and Statistics (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Three Sources of Research Problems

Research is a venture towards discovery. Before discovery takes place, however, a researcher needs to identify the research problems to begin a study. Figuring out the research problem takes considerable time and effort. What are surefire ways to generate research problems?

The following article describes three sources of research problems that researchers may consider. These are problems that arise from the workplace, needs analysis, and research agenda. Examples for each source are given.

Table of Contents

Problems that arise from the workplace.

An organization is not without problems. In meeting the stated goals and objectives of the organization, problems arise. Areas for improvement always come into the attention of managers and decision-makers. Problems in the organization’s operations, processes, and procedures present opportunities for correction.

The researcher needs to sharpen his or her senses to detect or identify problems that research, as a tool for effective management, may be put into good use.  Three levels of organizational management  may be explored: strategic, executory, and operational. 

Strategic Level Research Problems

The strategic level pertains to problems encountered by top-level managers, such as looking into the possibility of merging with another company. Research can provide the information needed to objectively examine the pros and cons of such an endeavor.

Executory Management Research Problems

Problems of execution through middle-level managers can serve as the focus of the study. Since this level of management lies between the top-level management and the operational-level management, issues related to the operational manager’s performance of assigned tasks aligned with the organization’s goals serve as  research areas . For instance, if the performance of duties is below par, the effect of specific incentives, such as generous overtime pay to supervisors, may be explored. 

Operational Management Research Problems

At the operational management level, workers or line and staff job behavior and performance are rich sources of research problems. For example, a researcher can focus his attention on the effect of a strict punctuality policy on employee productivity.

Needs Analysis as a Source of Research Problems

Knowledge gaps.

An analysis of needs at various levels reveals knowledge gaps where research can come in. These needs exist at the individual, group, community, or society level.

Since research activities began, despite studies on many issues and concerns, unexplored areas remain because of the dynamic nature of subjects of interest. Knowledge gaps always exist.

For research project, thesis, and dissertation writers, the following video provides a clear guidance on how to identify a research gap.

Omitted groups

In some studies, because of limited resources, some groups of people are left out. Thus, including those groups justifies another study. It is a source of a research problem where previous methods of investigation can be applied. Different conclusions lead to further exploratory research.

For example, the relevance of indigenous people’s  gleaning  activities in harvested farmlands can serve as an inspiration for an in-depth study. It may be a minor issue in the operations of cropland. But for the life of the marginal, resource-dependent community of indigenous people, it’s a life-or-death situation. 

Conflicting findings

In the study of various  phenomena , conflicting findings cause further investigation. Usually, this situation arises from methodology issues or a simple inability to implement rigorous examination of the problems at hand.

Conflicting findings may also mean that the topic is relatively new, and no one is quite definite on the plausible explanation for such a phenomenon. More information is required to make definitive statements about a novel issue or topic. One of them is the worldwide problem caused by  COVID-19 , a coronavirus that eludes a clear understanding of how it spreads to suppress its effects on humanity effectively.

Research Agenda

For many organizations, particularly public institutions, resources are limited. Hence, there is a need to direct research activities in clear directions prescribed by a research agenda . Identifying research areas or specific topics for researchers to focus on their research activities contributes to the attainment of a set of goals or objectives.

Governments typically set the research agenda for the public institutions that include research as their mandate. For example, formal documents like the  Harmonized National Research and Development Agenda  ensure that results of Science and Technology endeavors progress towards the citizenry’s maximum economic and social benefit. 

Considering the Pareto Principle or the 80-20 rule, 20% of the effort can bring in 80% of the benefits. A good research agenda streamlines the performance of research, where the benefits of discovery exceed the cost.

Research Topics to Get You Started

Explore the research topics in the articles given below to get you started.

• Research at Home: 10 Research Topics to Get You Started
• Research Topics on Education: Four Child-Centered Examples

Enjoy your research journey.

©2020 March 2 P. A. Regoniel

Related Posts

The Pinnacle of Knowledge: An In-Depth Look at Google Scholar

Research findings dispel old myths.

Choosing the Right Topic: How to Find Inspiration for Your Research Paper

About the author, patrick regoniel.

Dr. Regoniel, a faculty member of the graduate school, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

Please can you help me by describing Content of the resources and its practical constraints

Dear Benti, what do you mean? What content are you referring to?

SimplyEducate.Me Privacy Policy

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Research process
• How to Define a Research Problem | Ideas & Examples

How to Define a Research Problem | Ideas & Examples

Published on 8 November 2022 by Shona McCombes and Tegan George.

A research problem is a specific issue or gap in existing knowledge that you aim to address in your research. You may choose to look for practical problems aimed at contributing to change, or theoretical problems aimed at expanding knowledge.

Some research will do both of these things, but usually the research problem focuses on one or the other. The type of research problem you choose depends on your broad topic of interest and the type of research you think will fit best.

This article helps you identify and refine a research problem. When writing your research proposal or introduction , formulate it as a problem statement and/or research questions .

Table of contents

Why is the research problem important, step 1: identify a broad problem area, step 2: learn more about the problem, frequently asked questions about research problems.

Having an interesting topic isn’t a strong enough basis for academic research. Without a well-defined research problem, you are likely to end up with an unfocused and unmanageable project.

You might end up repeating what other people have already said, trying to say too much, or doing research without a clear purpose and justification. You need a clear problem in order to do research that contributes new and relevant insights.

Whether you’re planning your thesis , starting a research paper , or writing a research proposal , the research problem is the first step towards knowing exactly what you’ll do and why.

Prevent plagiarism, run a free check.

As you read about your topic, look for under-explored aspects or areas of concern, conflict, or controversy. Your goal is to find a gap that your research project can fill.

Practical research problems

If you are doing practical research, you can identify a problem by reading reports, following up on previous research, or talking to people who work in the relevant field or organisation. You might look for:

• Issues with performance or efficiency
• Processes that could be improved
• Areas of concern among practitioners
• Difficulties faced by specific groups of people

Examples of practical research problems

Voter turnout in New England has been decreasing, in contrast to the rest of the country.

The HR department of a local chain of restaurants has a high staff turnover rate.

A non-profit organisation faces a funding gap that means some of its programs will have to be cut.

Theoretical research problems

If you are doing theoretical research, you can identify a research problem by reading existing research, theory, and debates on your topic to find a gap in what is currently known about it. You might look for:

• A phenomenon or context that has not been closely studied
• A contradiction between two or more perspectives
• A situation or relationship that is not well understood
• A troubling question that has yet to be resolved

Examples of theoretical research problems

The effects of long-term Vitamin D deficiency on cardiovascular health are not well understood.

The relationship between gender, race, and income inequality has yet to be closely studied in the context of the millennial gig economy.

Historians of Scottish nationalism disagree about the role of the British Empire in the development of Scotland’s national identity.

Next, you have to find out what is already known about the problem, and pinpoint the exact aspect that your research will address.

Context and background

• Who does the problem affect?
• Is it a newly-discovered problem, or a well-established one?
• What research has already been done?
• What, if any, solutions have been proposed?
• What are the current debates about the problem? What is missing from these debates?

Specificity and relevance

• What particular place, time, and/or group of people will you focus on?
• What aspects will you not be able to tackle?
• What will the consequences be if the problem is not resolved?

Example of a specific research problem

A local non-profit organisation focused on alleviating food insecurity has always fundraised from its existing support base. It lacks understanding of how best to target potential new donors. To be able to continue its work, the organisation requires research into more effective fundraising strategies.

Once you have narrowed down your research problem, the next step is to formulate a problem statement , as well as your research questions or hypotheses .

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement.

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis – a prediction that will be confirmed or disproved by your research.

Research objectives describe what you intend your research project to accomplish.

They summarise the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. & George, T. (2022, November 08). How to Define a Research Problem | Ideas & Examples. Scribbr. Retrieved 27 May 2024, from https://www.scribbr.co.uk/the-research-process/define-research-problem/

Is this article helpful?

Shona McCombes

Other students also liked, dissertation & thesis outline | example & free templates, example theoretical framework of a dissertation or thesis, how to write a strong hypothesis | guide & examples.

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons

Margin Size

• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

5.6: Finding and Evaluating Research Sources

• Last updated
• Save as PDF
• Page ID 58153

• Anne Eidenmuller
• Columbia Basin College

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

Introduction

In order to create rhetorically effective and engaging pieces, research writers must be able to find appropriate and diverse sources and to evaluate those sources for usefulness and credibility. This chapter discusses how to locate such sources and how to evaluate them. On the one hand, this is a chapter about the nuts and bolts of research. If you have written research papers before, searching for sources and citing them in your paper may, at times, have appeared to you as purely mechanical processes, chores necessary to produce a paper. On the other hand, when writers work with research sources, first finding and then evaluating them, they do rhetorical work. Finding good sources and using them effectively helps you to create a message and a persona that your readers are more likely to accept, believe, and be interested in than if unsuitable and unreliable sources are used. This chapter covers the various kinds of research sources available to writers. It discusses how to find, evaluate, and use primary and secondary sources, printed and online ones.

Types of Research Sources

It is a well-known cliché: we live in an information age. Information has become a tangible commodity capable of creating and destroying wealth, influencing public opinion and government policies, and effecting social change. As writers and citizens, we have unprecedented access to different kinds of information from different sources. Writers who hope to influence their audiences need to know what research sources are available, where to find them, and how to use them.

Primary and Secondary Sources

Definition of primary sources.

Let us begin with the definition of primary and secondary sources. A primary research sources is one that allows you to learn about your subject “firsthand.” Primary sources provide direct evidence about the topic under investigation. They offer us “direct access” to the events or phenomena we are studying. For example, if you are researching the history of World War II and decide to study soldiers’ letters home or maps of battlefields, you are working with primary sources. Similarly, if you are studying the history of your hometown in a local archive that contains documents pertaining to that history, you are engaging in primary research. Among other primary sources and methods are interviews, surveys, polls, observations, and other similar “firsthand” investigative techniques. The fact that primary sources allow us “direct access” to the topic does not mean that they offer an objective and unbiased view of it. It is therefore important to consider primary sources critically and, if possible, gather multiple perspectives on the same event, time period, or questions from multiple primary sources.

Definition of Secondary Sources

Secondary sources describe, discuss, and analyze research obtained from primary sources or from other secondary sources. Using the previous example about World War II, if you read other historians’ accounts of it, government documents, maps, and other written documents, you are engaging in secondary research. Some types of secondary sources with which you are likely to work include books, academic journals, popular magazines and newspapers, websites, and other electronic sources. The same source can be both primary and secondary, depending on the nature and purpose of the project. For example, if you study a culture or group of people by examining texts they produce, you are engaging in primary research. On the other hand, if that same group published a text analyzing some external event, person, or issue and if your focus is not on the text’s authors but on their analysis, you would be doing secondary research. Secondary sources often contain descriptions and analyses of primary sources. Therefore, accounts, descriptions, and interpretations of research subjects found in secondary sources are at least one step further removed from what can be found in primary sources about the same subject. And while primary sources do not give us a completely objective view of reality, secondary sources inevitably add an extra layer of opinion and interpretation to the views and ideas found in primary sources. All texts are rhetorical creations, and writers make choices about what to include and what to omit. As researchers, we need to understand that and not rely on either primary or secondary sources blindly.

Writing Activity: Examining the Same Topic through Primary and Secondary Sources

Primary and secondary sources can offer writers different views of the same topic. This activity invites you to explore the different perspectives that you may get after investigating the same subject through primary and secondary sources. It should help us see how our views of different topics depend on the kinds of sources we use. Find several primary sources on a topic that interests you. Include archival documents, first- hand accounts, lab experiment results, interviews, surveys, and so on. Depending on how much time you have for this project, you may or may not be able to consult all of the above source types. In either case, try to consult sources of three or four different kinds. Next, write a summary of what you learned about your subject as a result of your primary-source investigation. Mention facts, dates, important people, opinions, theories, and anything that seems important or interesting. Now, conduct a brief secondary-source search on the same subject. Use books, journals, popular magazines and newspapers, Internet sites, and so on. Write a summary of your findings. Finally, compare the two summaries. What differences do you see? What new ideas, perspectives, ideas, or opinions did your secondary-source search yield? As a result of these two searches, have you obtained different accounts of the same research subject? Pay special attention to the differences in descriptions, accounts, or interpretations of the same subject. Notice what secondary sources add to the treatment of the subject and what they take away, compared to the primary sources.

Print and Electronic Sources

Researcher have at their disposal both printed and electronic sources. Before the advent of the Internet, most research papers were written with the use of printed sources only. Until fairly recently, one of the main stated goals of research writing instruction was to give students practice in the use of the library. Libraries are venerable institutions, and therefore printed sources have traditionally been seen (with good reason, usually,) as more solid and reliable than those found on the Internet. With the growing popularity of the Internet and other computerized means of storing and communicating information, traditional libraries faced serious competition for clients. It has become impractical if not impossible for researchers to ignore the massive amount of information available to them on the Internet or from other online sources. As a result, it is not uncommon for many writers beginning a research project to begin searching online rather than at a library or a local archive. For example, several times in the process of writing this essay, when I found myself in need of information fast, I opened my Web browser and researched online. With the popularity of the Internet ever increasing, it has become common practice for many student writers to limit themselves to online research and to ignore the library. While there are some cases when a modified version of such an approach to searching may be justifiable (more about that later), it is clear that by using only online research sources, a writer severely limits his or her options. This section covers three areas. First, we will discuss the various types of printed and online sources as well the main similarities and differences between them. Next, I’d like to offer some suggestions on using your library effectively and creatively. Finally, we will examine the topic of conducting online searches, including methods of evaluating information found on the Internet.

Know Your Library

It is likely that your college or university library consists of two parts. One is the brick and mortar building, often at a central location on campus, where you can go to look for books, magazines, newspapers, and other publications. The other part is online. Most good libraries keep a collection of online research databases that are supported, at least in part, by your tuition and fees, and to which only people who are affiliated with the college or the university that subscribes to these databases have access. Let us begin with the brick and mortar library. If you have not yet been to your campus library, visit it soon. Larger colleges and universities usually have several libraries that may specialize in different academic disciplines. As you enter the library, you are likely to find a circulation desk (place where you can check out materials) and a reference desk. Behind the reference desk you will find reference librarians. Instead of wandering around the library alone, hoping to hit the research sources that you need for your project, it is a good idea to talk to a reference librarian at the beginning of every research project, especially if you are at a loss for a topic or research materials. Your brick and mortar campus library is likely to house the following types of materials:

• Books (these include encyclopedias, dictionaries, indexes, and so on)
• Academic Journals
• Popular magazines
• Government documents
• A music and film collection (on CDs, VHS tapes, and DVDs)
• A CD-Rom collection
• A microfilm and microfiche collection
• Special collections, such as ancient manuscripts or documents related to local history and culture.

According to librarian Linda M. Miller, researchers need to “gather relevant information about a topic or research question thoroughly and efficiently. To be thorough, it helps to be familiar with the kinds of resources that the library holds, and the services it provides to enable access to the holdings of other libraries” (2001, 61). Miller’s idea is a simple one, yet it is amazing how many inexperienced writers prefer to use the first book or journal they come across in the library as the basis for their writing and do not take the time to learn what the library has to offer. Here are some practical steps that will help you learn about your library:

Take a tour of the library with your class or other groups if such tours are available. While such group tours are generally less effective than conducting your own searches of a topic that interests you, they will give you a good introduction to the library and, perhaps, give you a chance to talk to a librarian.

Check your library’s website to see if online “virtual” tours are available. At James Madison University where I work, the librarians have developed a series of interactive online activities and quizzes which anyone wishing to learn about the JMU libraries can take in their spare time.

Talk to reference librarians! They are truly your best source of information. They will not get mad at you if you ask them too many questions. Not only are they paid to answer your questions, but most librarians love what they do and are eager to share their expertise with others.

Go from floor to floor and browse the shelves. Learn where different kinds of materials are located and what they look like.

Pay attention to the particulars of your campus library’s architecture. I am an experienced library user, but it look me some time, after I arrived at my university for the first time, to figure out that our library building has an annex that can only be accessed by taking a different elevator from the one leading to the main floors.

Use the library not only as a source of knowledge but as a source of entertainment and diversion. I like going to the library to browse through new fiction acquisitions. Many campus libraries also have excellent film and music collections.

The items on the list above will help you to acquire a general understanding of your campus library. However, the only way to gain an in-depth and meaningful knowledge of your library is to use it for specific research and writing projects. No matter how attentive you are during a library tour or while going from floor to floor and learning about all the different resources your library has to offer, it is during searchers that you conduct for your research projects that you will become most interested and involved in what you are doing. Here, therefore, is an activity that combines the immediate goal of finding research sources for a research project with the more long-term goal of knowing what your campus library has to offer.

Activity: Conducting a Library Search for a Writing Project

If you have a research and writing topic in mind for your next project, head for your brick-and-mortar campus library. As soon as you enter the building, go straight to the reference desk and talk to a reference librarian. Be aware that some of the people behind the reference desk may be student assistants working there. As a former librarian assistant myself and as a current library user, I know that most student assistants know their job rather well, but sometimes they need help from the professionals. So, don’t be surprised if the first person you approach refers you to someone else. Describe your research interests to the librarian. Be proactive. The worst disservice you can do yourself at this point is to look, sound, and act disinterested. Remember that the librarian can be most helpful if you are passionate about the subject of your research and if—this is very important—the paper you are writing is not due the next day. So, before you go to the library, try to narrow your topic or formulate some specific research questions. For example, instead of saying that you are interested in dolphins, you might explain that you are looking for information about people who train dolphins to be rescue animals. If the librarian senses that you have a rather vague idea about what to research and write about, he or she may point you to general reference sources such as indexes, encyclopedias, and research guides. While those may prove to be excellent thought-triggering publications, use them judiciously and don’t choose the first research topic you find just because your library has a lot of resources on it. After all, your research and writing will be successful only when you are deeply interested in and committed to your investigation. If you have a more definite idea about what you would like to research and write about, the reference librarian will likely point you to the library’s online catalog. I have often seen librarians working alongside students to help them identify or refine a writing topic. Find several different types of materials pertaining to your topic. Include books and academic articles. Don’t forget popular magazines and newspapers—the popular press covers just about any subject, event, or phenomena, and such articles may bring a unique perspective not found in academic sources. Also, don’t neglect to look in the government documents section to see if there has been any legislation or government regulation relevant to your research subject. Remember that at this stage your goal is to learn as much as you can about your topic by casting your research net as far and wide as you can. So, do not limit yourself to the first few sources you will find. Keep looking, and remember that your goal is to find the best information available. You will probably have to look in a variety of sources. If you are pressed for time you may not be able to study the books dedicated to your topic in detail. In this case, you may decide to focus your research entirely on shorter texts, such as journal and magazine articles, websites, government documents, and so on. However it is always a good idea to at least browse through the books on your topic to see whether they contain any information or leads worth investigating further.

Cyber Library

Besides the brick and mortar buildings, nearly all college and university libraries have a Web space that is a gateway to more documents, resources, and information than any library building can house. From your library’s website, you can not only search the library’s holdings but also access millions of articles, electronic books, and other resources available on the Internet. It is a good idea to conduct a search from your campus library page rather than from your favorite search engine. There are three reasons for that. First, most of the materials you will find through your library site are accessible to paying subscribers only and cannot be found via any search engine. Second, online library searches return organized and categorized results, complete with the date of publication and source—something that cannot be said about popular search engines. Finally, by searching online library databases you can be reasonably sure that the information you retrieve is reliable.

So, what might you expect to find on your library’s website? The site of the library at James Madison University where I work offers several links. In addition to the link to the library catalog, there is a Quick Reference link, a link called Research Databases, a Periodical Locator, Research Guides, and Internet Search. There are also links to special collections and to the featured or new electronic databases to which the library has recently subscribed. While your school library may use other names for these links, the kinds of resources they offer will be similar to what JMU’s library has to offer. Most of these links are self-explanatory. Obviously, the link to the library catalog allows you to search your brick and mortar library’s collection. A periodical locator search will tell you what academic journals, popular magazines, and newspapers are available at your library. The Internet search option will allow you to search the World Wide Web, except that your library’s Internet searching function will probably allow you to conduct meta-searches—i.e., searches using many search engines simultaneously. Where a link like Research Databases or Research Guides will take you is a little less obvious. Therefore I will cover these two types of library resources in some detail. Let us start with the research databases. An average-size college or university subscribes to hundreds, if not thousands, of online databases on just about every subject. These databases contain, at a minimum, information about titles, authors, and sources of relevant newspaper and journal articles, government documents, online archive materials, and other research sources. Most databases provide readers with abstracts (short summaries) of those materials, and a growing number of online databases offer full texts of articles. From the research-database home page, it is possible to search for a specific database or by subject. Research-guide websites are similar to the database home pages, except that, in addition to database links, they often offer direct connections to academic journals and other relevant online resources on the research subject. Searching online is a skill that can only be learned through frequent practice and critical reflection. Therefore, in order to become a proficient user of your library’s electronic resources, you will need to visit the library’s website often and conduct many searches. Although most library websites are organized according to similar principles and offer similar types of resources, it will be up to you as a researcher and learner to find out what your school library has to offer and to learn to use those resources. I hope that the following activities will help you in that process.

Activity: Exploring your Cyber Library

Go to your school library’s website and explore the kinds of resources it has to offer.

Conduct searches on a subject you are currently investigating or interested in investigating in the future, using the a periodical locator resource (if your library has one). Then, conduct similar searches of electronic databases and research guides.

Summarize, whether in an oral presentation or in writing, your search process and the kinds of sources you have found. Pay attention to particular successes and failures that occurred as you searched.

Print Sources or Electronic?

In the early years of the Internet, there was widespread mistrust of the World Wide Web and the information it had to offer. While some of this mistrust is still present (and justifiable), the undeniable fact is that the authority of the Internet as a legitimate and reliable source of information has increased considerably in recent years. For example, academic journals in almost every discipline complement their printed volumes with Web versions, and some are now only available online. These online journals employ the same rigorous submission review processes as their printed counterparts. Complete texts of academic and other books are sometimes available on the Internet. Respected specialized databases and government document collections are published entirely and exclusively online. Print and electronic sources are not created equal, and although online and other electronic texts are gaining ground as legitimate research resources, there is still a widespread and often justified opinion among academics and other writers that printed materials make better research sources. Some materials available in some libraries simply cannot be found online and vice versa. For example, if you are a Shakespeare scholar wishing to examine manuscripts from the Elizabethan times, you will not find them online. To get to them, you will have to visit the Folger Shakespeare Library in Washington, DC, or a similar repository of Elizabethan manuscripts. On the other hand, if you are researching the Creative Commons movement, which is a community dedicated to reforming copyright laws in this country, then your best bet is to begin your search on the Internet at http://www.creativecommons.org/ . Surely, after reading the website, you will need to augment your research by reading other related materials, both online and in print, but in this case, starting online rather than in the library is a reasonable idea. As a researching writer, you should realize that printed and electronic sources are not inherently bad or good. Either type can be reliable or unreliable; either can be appropriate or inappropriate for a specific research project. It is up to researchers and writers to learn how to select both print and electronic sources judiciously and how to evaluate them for their reliability and appropriateness for particular purposes.

Determining the Suitability and Reliability of Research Sources

Much of the discussion about the relative value of printed and electronic—especially Internet—sources revolves around the issue of reliability. When it comes to libraries, the issue is more or less clear. Libraries keep books, journals, ands other publications that usually undergo a rigorous pre- and post-publication review process. It is reasonable to assume that your campus library contains very few or no materials that are blatantly unreliable or false, unless those materials are kept there precisely to demonstrate their unreliability and falsehood. As a faculty member, I am sometimes asked by my university librarians to recommend titles in my academic field that our university library should own. Of course my opinion (or that of another faculty member) does not completely safeguard against the library acquiring materials that contain errors and or misleading information; we use our experience and knowledge in the field to recommend certain titles and omit certain others. Faculty recommendations are the last stage of long process before a publication gets to a campus library. Before that, every book, journal article, or other material undergoes a stringent review from the publisher’s editors and other readers. And while researchers still need to use sound judgment in deciding which library sources to use in their project, the issue is usually one of relevance and suitability for a specific research project and specific research questions rather than one of whether the information presented in the source is truthful or not. The same is true of some electronic sources. Databases and other research sources published on CD-ROMs, as well as various online research websites that accompany many contemporary writing textbooks, for example, are subject to the same strict review process as their printed counterparts. Information contained in specialized academic and professional databases is also screened for reliability and accuracy. If, as we have established, most of the materials you are likely to encounter in your campus library are generally trustworthy, then your task as a researcher is to determine the relevance of the information contained in books, journals, and other materials for your particular research project. It is a simple question, really: will my research sources help me answer the research questions that I am posing in my project? Will they help me learn as much as I can about my topic and create a rhetorically effective and interesting text for my readers? Consider the following example. Recently, the topic of the connection between certain antidepressant drugs and suicidal tendencies among teenagers who take those drugs has received a lot of media coverage. Suppose you are interested in researching this topic further. Suppose, too, that you want not only to give statistical information about the problem in your paper but also to study firsthand accounts of the people who have been negatively affected by the antidepressants. When you come to your campus library, you have no trouble locating the latest reports and studies that give you a general overview of your topic, including rates of suicidal behavior in teenagers who took the drugs, tabulated data on the exact relationships between the dosage of the drugs and the changes in the patients’ moods, and so on. All this may be useful information, and there is a good chance that, as a writer, you will still find a way to use it in your paper. You could, for example, provide the summary of the statistics in order to introduce the topic to your readers. However, this information does not fulfill your research purpose completely. You want to understand what it is like to be a teenager whose body and mind have been affected by the antidepressants, yet the printed materials you have found so far offer no such insight. They fulfill your goal only partially. To find such firsthand accounts, then, you will either have to keep looking in the library or conduct interviews with people who have been affected by these drugs.

Suitability of Sources

Determine how suitable a particular source is for your current research project. To do this, consider the following factors:

• Scope: What topics and subtopics does the source cover? Is it a general overview of your subject or it is a specialized resource?
• Audience: Who is the intended audience for the text? If the text itself is too basic or too specialized, it may not match the expectations and needs of your own target audience.
• Timeliness: When was the source published? Does it represent the latest information, theories, and views? Bear in mind, though, that if you are conducting a historical investigation, you will probably need to consult older materials, too.

What are credentials of the author(s)? This may be particularly important when you use Internet sources, since there are so few barriers to publishing online. One needn’t have an academic degree or credentials to make one’s writing publicly available. As part of your evaluation of the source’s authority, you should also pay attention to the kinds of external sources that were used during its creation. Look through the bibliography or list of works cited attached to the text. Not only will it help you determine how reliable and suitable the source is, but it may also provide you with further leads for your own research. Try asking the above questions of any source you are using for a research project you are currently conducting.

Reliability of Internet Sources

Charles Lowe, the author of the essay “The Internet Can Be a Wonderful Place, but . . .” offers the following opinion of the importance of the Internet as a research source for contemporary researchers:

To a generation raised in the electronic media culture, the Internet is an environment where you feel more comfortable, more at home than the antiquated libraries and research arenas of the pre-electronic, print culture. To you, instructors just don’t get it when they advise against using the Internet for research or require the bulk of the sources for a research paper to come from the library (129-130).

Indeed, the Internet has become the main source of information not only for college students, but also for many people outside academia. And while I do not advise you to stay away from the Internet when researching and I generally do not require my own students to use only printed sources, I do know that working with Internet sources places additional demands on the researcher and the writer. Because much of the Internet is a democratic, open space, and because anyone with a computer can post materials online, evaluating online sources is not always easy. A surprisingly large number of people believe much of the information on the Internet, even if this information is blatantly misleading or its authors have a self-serving agenda. I think many students uncritically accept information they find on the Internet because some of the sites on which this information appears look and sound very authoritative. Used to believing the published word, inexperienced writers often fall for such information as legitimate research data. So, what are some of strategies you can use to determine that reliability? The key to successful evaluation of Internet research sources, as any other research sources, is application of your critical reading and thinking skills. In order to determine the reliability of any source, including online sources, it is advisable to conduct a basic rhetorical analysis of that source. When deciding whether to use a particular website as a research source, every writer should ask and answer the following questions:

• Who is the author (or, authors) of the website and the materials presented on it? What is known about the site’s author(s) and its publishers and their agendas and goals?
• What is the purpose of the website?
• Who is the target audience of the website
• How do the writing style and the design of the website contribute to (or detract from) its meaning?

Website Authors and Publishers

As with a printed source, first we need to consider the author and the publisher of a website. Lowe suggests that we start by looking at the tag in the website’s URL. Whether it is a “.com,” an “.org,” a “.net, “or an “.edu” site can offer useful clues about the types and credibility of materials located on the site. In addition to the three most common URL tags listed above, websites of military organizations use the extension “.mil” while websites hosted in other countries have other tags that are usually abbreviations of those countries’ names. Sites of government agencies end in “.gov.” For example, most sites hosted in Great Britain have the tag “.uk,” which stands for “United Kingdom.” Websites based in Italy usually have the tag “.it,” and so on. Typically, a “.com” site is set up to sell or promote a product or service. Therefore, if you are researching Nike shoes, you will probably not want to rely on http://www.nike.com/ if you want to get a more objective review of the product. While Nike’s website may provide some useful information about the products it sells, the site’s main purpose is to sell Nike’s goods, playing up the advantages of their products. Keep in mind that not all “.com” websites try to sell something. Sometimes academics and other professionals obtain “.com” addresses because they are easy to obtain. For example, the professional website of Charles Lowe (cited above) is located at http://www.cyberdash.com/ . Political candidates running for office often also choose “.com” addresses for their campaign websites. In every case, you need to apply your critical reading skills and your judgment when evaluating a website. The “.org” sites usually belong to organizations, including political groups. These sites can present some specific challenges to researchers trying to evaluate their credibility and usefulness. To understand these challenges, let us consider the “.org” sites of two political research organizations, also known as “think tanks.” One is the conservative Heritage Foundation ( http://www.heritage.org ), and the other is the traditionally liberal Center for National Policy ( http://www.cnponline.org ). Both sites have “About” pages intended to explain to their readers the goals and purposes of the organizations they represent. The Heritage Foundation’s site contains the following information:

. . . The Heritage Foundation is a research and educational institute—a think tank—whose mission is to formulate and promote conservative public policies based on the principles of free enterprise, limited government, individual freedom, traditional American values, and a strong national defense. ( http://www.heritage.org/about )

This statement can tell a researcher a lot about the research articles and other materials contained in the site. It tells us that the authors of the site are not neutral, nor do they pretend to be. Instead, they are advancing a particular political agenda, so, when used as research sources, the writings on the site should not be seen as unbiased “truths” but as arguments. The same is true of the Center for National Policy’s website, although its authors use a different rhetorical strategy to explain their political commitments. They write:

The Center for National Policy (CNP) is a nonprofit, nonpartisan public policy organization located in Washington, DC. Founded in 1981, the center’s mission is to engage national leaders with new policy options and innovative programs designed to advance progressive ideas in the interest of all Americans ( http://www.cnponline.org/people_and_programs.html )

It takes further study of the center’s website, as well as sure knowledge of the American political scene, to realize that the organization leans toward the left of the political spectrum. The websites of both organizations contain an impressive amount of research, commentary, and other materials designed to advance the groups’ causes. When evaluating “.org” sites, it is important to realize that they belong to organizations, and each organization has a purpose or a cause. Therefore, each organizational website will try to advance that cause and fulfill that purpose by publishing appropriate materials. Even if the research and arguments presented on those sites are solid (and they often are), there is no such thing as an unbiased and disinterested source. This is especially true of political and social organizations whose sole purpose is to promote agendas. The Internet addresses ending in “.edu” are rather self-evident—they belong to universities and other educational institutions. On these sites we can expect academic articles and other writings, as well as papers and other works created by students. These websites are also useful resources if you are looking for information on a specific college or university. Be aware, though, that typically any college faculty member or student can obtain Web space from their institution and publish materials of their own choosing there. Thus some of the texts that appear on “.edu” sites may be personal rather than academic. In recent years, some political research organizations have begun to use Web addresses with the “.edu” tag. One of these organizations is The Brookings Institution, whose address is http://www.brookings.edu . Government websites that end in “.gov” can be useful sources of information on the latest legislation and other regulatory documents. The website with a “.net” extension can belong to commercial organizations or online forums.

Website Content

Now that we have established principles for evaluating the authors and publishers of Web materials, let us look at the content of the writing. As I have stated above, like all writing, Web writing is argumentative; therefore it is important to recognize that authors of Web texts work to promote their agendas or highlight the events, organizations, and opinions that they consider right, important, and worthy of public attention. Different writers work from different assumptions and try to reach different audiences. Websites of political organizations are prime examples of that.

Activity: Evaluating Website Content

Go to one of the following websites: The Heritage Foundation ( http://www.heritage.org ), The Center for National Policy ( http://www.cnponline.org ), The Brookings Institution ( http://www.brookings.edu ), or The American Enterprise Institute ( http://www.aei.org ). Or choose another website suggested by your instructor. Browse through the site’s content and consider the following questions:

• What is the purpose of the site?
• What is its intended audience? How do we know?
• What are the main subjects discussed on the sites?
• What assumptions and biases do the authors of the publications on the site seem to have? How do we know?
• What research methods and sources do the authors of these materials use? How does research help the writers of the site state their case?

Apply the same analysis to any online sources you are using for one of your research projects.

Website Design and Style

The style and layout of any text is a part of that text’s message, and online research sources are no exception. Well-designed and written websites add to the ethos (credibility) of their authors while badly designed and poorly written ones detract from it. Sometimes, however, a website with a good-looking design can turn out to be an unreliable or unsuitable research source.

In Place of a Conclusion: Do Not Accept A Source Just Because It Sounds or Looks Authoritative

Good writers try to create authoritative texts. Having authority in their writing helps them advance their arguments and influence their audiences. To establish such authority, writers use a variety of methods. As has been discussed throughout this essay, it is important for any researcher to recognize authoritative and credible research sources. On the other hand, it is also important not to accept authoritative sources without questioning them. After all, the purpose of every researched piece of writing is to create new views and new theories on the subject, not to repeat the old ones, however good and well presented those old theories may be. Therefore, when working with reliable and suitable research sources, consider them solid foundations that will help you to achieve a new understanding of your subject, which will be your own. Applying the critical source-evaluation techniques discussed in this essay will help you to accomplish this goal.

• Finding and Evaluating Research Sources. Authored by : Pavel Zemliansky. Located at : http://www.saylor.org/site/wp-content/uploads/2011/01/ENGL002-Chapter-4-Research-Writing.pdf . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

Glossary of research terms.

• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

This glossary is intended to assist you in understanding commonly used terms and concepts when reading, interpreting, and evaluating scholarly research. Also included are common words and phrases defined within the context of how they apply to research in the social and behavioral sciences.

• Acculturation -- refers to the process of adapting to another culture, particularly in reference to blending in with the majority population [e.g., an immigrant adopting American customs]. However, acculturation also implies that both cultures add something to one another, but still remain distinct groups unto themselves.
• Accuracy -- a term used in survey research to refer to the match between the target population and the sample.
• Affective Measures -- procedures or devices used to obtain quantified descriptions of an individual's feelings, emotional states, or dispositions.
• Aggregate -- a total created from smaller units. For instance, the population of a county is an aggregate of the populations of the cities, rural areas, etc. that comprise the county. As a verb, it refers to total data from smaller units into a large unit.
• Anonymity -- a research condition in which no one, including the researcher, knows the identities of research participants.
• Baseline -- a control measurement carried out before an experimental treatment.
• Behaviorism -- school of psychological thought concerned with the observable, tangible, objective facts of behavior, rather than with subjective phenomena such as thoughts, emotions, or impulses. Contemporary behaviorism also emphasizes the study of mental states such as feelings and fantasies to the extent that they can be directly observed and measured.
• Beliefs -- ideas, doctrines, tenets, etc. that are accepted as true on grounds which are not immediately susceptible to rigorous proof.
• Benchmarking -- systematically measuring and comparing the operations and outcomes of organizations, systems, processes, etc., against agreed upon "best-in-class" frames of reference.
• Bias -- a loss of balance and accuracy in the use of research methods. It can appear in research via the sampling frame, random sampling, or non-response. It can also occur at other stages in research, such as while interviewing, in the design of questions, or in the way data are analyzed and presented. Bias means that the research findings will not be representative of, or generalizable to, a wider population.
• Case Study -- the collection and presentation of detailed information about a particular participant or small group, frequently including data derived from the subjects themselves.
• Causal Hypothesis -- a statement hypothesizing that the independent variable affects the dependent variable in some way.
• Causal Relationship -- the relationship established that shows that an independent variable, and nothing else, causes a change in a dependent variable. It also establishes how much of a change is shown in the dependent variable.
• Causality -- the relation between cause and effect.
• Central Tendency -- any way of describing or characterizing typical, average, or common values in some distribution.
• Chi-square Analysis -- a common non-parametric statistical test which compares an expected proportion or ratio to an actual proportion or ratio.
• Claim -- a statement, similar to a hypothesis, which is made in response to the research question and that is affirmed with evidence based on research.
• Classification -- ordering of related phenomena into categories, groups, or systems according to characteristics or attributes.
• Cluster Analysis -- a method of statistical analysis where data that share a common trait are grouped together. The data is collected in a way that allows the data collector to group data according to certain characteristics.
• Cohort Analysis -- group by group analytic treatment of individuals having a statistical factor in common to each group. Group members share a particular characteristic [e.g., born in a given year] or a common experience [e.g., entering a college at a given time].
• Confidentiality -- a research condition in which no one except the researcher(s) knows the identities of the participants in a study. It refers to the treatment of information that a participant has disclosed to the researcher in a relationship of trust and with the expectation that it will not be revealed to others in ways that violate the original consent agreement, unless permission is granted by the participant.
• Confirmability Objectivity -- the findings of the study could be confirmed by another person conducting the same study.
• Construct -- refers to any of the following: something that exists theoretically but is not directly observable; a concept developed [constructed] for describing relations among phenomena or for other research purposes; or, a theoretical definition in which concepts are defined in terms of other concepts. For example, intelligence cannot be directly observed or measured; it is a construct.
• Construct Validity -- seeks an agreement between a theoretical concept and a specific measuring device, such as observation.
• Constructivism -- the idea that reality is socially constructed. It is the view that reality cannot be understood outside of the way humans interact and that the idea that knowledge is constructed, not discovered. Constructivists believe that learning is more active and self-directed than either behaviorism or cognitive theory would postulate.
• Content Analysis -- the systematic, objective, and quantitative description of the manifest or latent content of print or nonprint communications.
• Context Sensitivity -- awareness by a qualitative researcher of factors such as values and beliefs that influence cultural behaviors.
• Control Group -- the group in an experimental design that receives either no treatment or a different treatment from the experimental group. This group can thus be compared to the experimental group.
• Controlled Experiment -- an experimental design with two or more randomly selected groups [an experimental group and control group] in which the researcher controls or introduces the independent variable and measures the dependent variable at least two times [pre- and post-test measurements].
• Correlation -- a common statistical analysis, usually abbreviated as r, that measures the degree of relationship between pairs of interval variables in a sample. The range of correlation is from -1.00 to zero to +1.00. Also, a non-cause and effect relationship between two variables.
• Covariate -- a product of the correlation of two related variables times their standard deviations. Used in true experiments to measure the difference of treatment between them.
• Credibility -- a researcher's ability to demonstrate that the object of a study is accurately identified and described based on the way in which the study was conducted.
• Critical Theory -- an evaluative approach to social science research, associated with Germany's neo-Marxist “Frankfurt School,” that aims to criticize as well as analyze society, opposing the political orthodoxy of modern communism. Its goal is to promote human emancipatory forces and to expose ideas and systems that impede them.
• Data -- factual information [as measurements or statistics] used as a basis for reasoning, discussion, or calculation.
• Data Mining -- the process of analyzing data from different perspectives and summarizing it into useful information, often to discover patterns and/or systematic relationships among variables.
• Data Quality -- this is the degree to which the collected data [results of measurement or observation] meet the standards of quality to be considered valid [trustworthy] and  reliable [dependable].
• Deductive -- a form of reasoning in which conclusions are formulated about particulars from general or universal premises.
• Dependability -- being able to account for changes in the design of the study and the changing conditions surrounding what was studied.
• Dependent Variable -- a variable that varies due, at least in part, to the impact of the independent variable. In other words, its value “depends” on the value of the independent variable. For example, in the variables “gender” and “academic major,” academic major is the dependent variable, meaning that your major cannot determine whether you are male or female, but your gender might indirectly lead you to favor one major over another.
• Deviation -- the distance between the mean and a particular data point in a given distribution.
• Discourse Community -- a community of scholars and researchers in a given field who respond to and communicate to each other through published articles in the community's journals and presentations at conventions. All members of the discourse community adhere to certain conventions for the presentation of their theories and research.
• Discrete Variable -- a variable that is measured solely in whole units, such as, gender and number of siblings.
• Distribution -- the range of values of a particular variable.
• Effect Size -- the amount of change in a dependent variable that can be attributed to manipulations of the independent variable. A large effect size exists when the value of the dependent variable is strongly influenced by the independent variable. It is the mean difference on a variable between experimental and control groups divided by the standard deviation on that variable of the pooled groups or of the control group alone.
• Emancipatory Research -- research is conducted on and with people from marginalized groups or communities. It is led by a researcher or research team who is either an indigenous or external insider; is interpreted within intellectual frameworks of that group; and, is conducted largely for the purpose of empowering members of that community and improving services for them. It also engages members of the community as co-constructors or validators of knowledge.
• Empirical Research -- the process of developing systematized knowledge gained from observations that are formulated to support insights and generalizations about the phenomena being researched.
• Epistemology -- concerns knowledge construction; asks what constitutes knowledge and how knowledge is validated.
• Ethnography -- method to study groups and/or cultures over a period of time. The goal of this type of research is to comprehend the particular group/culture through immersion into the culture or group. Research is completed through various methods but, since the researcher is immersed within the group for an extended period of time, more detailed information is usually collected during the research.
• Expectancy Effect -- any unconscious or conscious cues that convey to the participant in a study how the researcher wants them to respond. Expecting someone to behave in a particular way has been shown to promote the expected behavior. Expectancy effects can be minimized by using standardized interactions with subjects, automated data-gathering methods, and double blind protocols.
• External Validity -- the extent to which the results of a study are generalizable or transferable.
• Factor Analysis -- a statistical test that explores relationships among data. The test explores which variables in a data set are most related to each other. In a carefully constructed survey, for example, factor analysis can yield information on patterns of responses, not simply data on a single response. Larger tendencies may then be interpreted, indicating behavior trends rather than simply responses to specific questions.
• Field Studies -- academic or other investigative studies undertaken in a natural setting, rather than in laboratories, classrooms, or other structured environments.
• Focus Groups -- small, roundtable discussion groups charged with examining specific topics or problems, including possible options or solutions. Focus groups usually consist of 4-12 participants, guided by moderators to keep the discussion flowing and to collect and report the results.
• Framework -- the structure and support that may be used as both the launching point and the on-going guidelines for investigating a research problem.
• Generalizability -- the extent to which research findings and conclusions conducted on a specific study to groups or situations can be applied to the population at large.
• Grey Literature -- research produced by organizations outside of commercial and academic publishing that publish materials, such as, working papers, research reports, and briefing papers.
• Grounded Theory -- practice of developing other theories that emerge from observing a group. Theories are grounded in the group's observable experiences, but researchers add their own insight into why those experiences exist.
• Group Behavior -- behaviors of a group as a whole, as well as the behavior of an individual as influenced by his or her membership in a group.
• Hypothesis -- a tentative explanation based on theory to predict a causal relationship between variables.
• Independent Variable -- the conditions of an experiment that are systematically manipulated by the researcher. A variable that is not impacted by the dependent variable, and that itself impacts the dependent variable. In the earlier example of "gender" and "academic major," (see Dependent Variable) gender is the independent variable.
• Individualism -- a theory or policy having primary regard for the liberty, rights, or independent actions of individuals.
• Inductive -- a form of reasoning in which a generalized conclusion is formulated from particular instances.
• Inductive Analysis -- a form of analysis based on inductive reasoning; a researcher using inductive analysis starts with answers, but formulates questions throughout the research process.
• Insiderness -- a concept in qualitative research that refers to the degree to which a researcher has access to and an understanding of persons, places, or things within a group or community based on being a member of that group or community.
• Internal Consistency -- the extent to which all questions or items assess the same characteristic, skill, or quality.
• Internal Validity -- the rigor with which the study was conducted [e.g., the study's design, the care taken to conduct measurements, and decisions concerning what was and was not measured]. It is also the extent to which the designers of a study have taken into account alternative explanations for any causal relationships they explore. In studies that do not explore causal relationships, only the first of these definitions should be considered when assessing internal validity.
• Life History -- a record of an event/events in a respondent's life told [written down, but increasingly audio or video recorded] by the respondent from his/her own perspective in his/her own words. A life history is different from a "research story" in that it covers a longer time span, perhaps a complete life, or a significant period in a life.
• Margin of Error -- the permittable or acceptable deviation from the target or a specific value. The allowance for slight error or miscalculation or changing circumstances in a study.
• Measurement -- process of obtaining a numerical description of the extent to which persons, organizations, or things possess specified characteristics.
• Meta-Analysis -- an analysis combining the results of several studies that address a set of related hypotheses.
• Methodology -- a theory or analysis of how research does and should proceed.
• Methods -- systematic approaches to the conduct of an operation or process. It includes steps of procedure, application of techniques, systems of reasoning or analysis, and the modes of inquiry employed by a discipline.
• Mixed-Methods -- a research approach that uses two or more methods from both the quantitative and qualitative research categories. It is also referred to as blended methods, combined methods, or methodological triangulation.
• Modeling -- the creation of a physical or computer analogy to understand a particular phenomenon. Modeling helps in estimating the relative magnitude of various factors involved in a phenomenon. A successful model can be shown to account for unexpected behavior that has been observed, to predict certain behaviors, which can then be tested experimentally, and to demonstrate that a given theory cannot account for certain phenomenon.
• Models -- representations of objects, principles, processes, or ideas often used for imitation or emulation.
• Naturalistic Observation -- observation of behaviors and events in natural settings without experimental manipulation or other forms of interference.
• Norm -- the norm in statistics is the average or usual performance. For example, students usually complete their high school graduation requirements when they are 18 years old. Even though some students graduate when they are younger or older, the norm is that any given student will graduate when he or she is 18 years old.
• Null Hypothesis -- the proposition, to be tested statistically, that the experimental intervention has "no effect," meaning that the treatment and control groups will not differ as a result of the intervention. Investigators usually hope that the data will demonstrate some effect from the intervention, thus allowing the investigator to reject the null hypothesis.
• Ontology -- a discipline of philosophy that explores the science of what is, the kinds and structures of objects, properties, events, processes, and relations in every area of reality.
• Panel Study -- a longitudinal study in which a group of individuals is interviewed at intervals over a period of time.
• Participant -- individuals whose physiological and/or behavioral characteristics and responses are the object of study in a research project.
• Peer-Review -- the process in which the author of a book, article, or other type of publication submits his or her work to experts in the field for critical evaluation, usually prior to publication. This is standard procedure in publishing scholarly research.
• Phenomenology -- a qualitative research approach concerned with understanding certain group behaviors from that group's point of view.
• Philosophy -- critical examination of the grounds for fundamental beliefs and analysis of the basic concepts, doctrines, or practices that express such beliefs.
• Phonology -- the study of the ways in which speech sounds form systems and patterns in language.
• Policy -- governing principles that serve as guidelines or rules for decision making and action in a given area.
• Policy Analysis -- systematic study of the nature, rationale, cost, impact, effectiveness, implications, etc., of existing or alternative policies, using the theories and methodologies of relevant social science disciplines.
• Population -- the target group under investigation. The population is the entire set under consideration. Samples are drawn from populations.
• Position Papers -- statements of official or organizational viewpoints, often recommending a particular course of action or response to a situation.
• Positivism -- a doctrine in the philosophy of science, positivism argues that science can only deal with observable entities known directly to experience. The positivist aims to construct general laws, or theories, which express relationships between phenomena. Observation and experiment is used to show whether the phenomena fit the theory.
• Predictive Measurement -- use of tests, inventories, or other measures to determine or estimate future events, conditions, outcomes, or trends.
• Principal Investigator -- the scientist or scholar with primary responsibility for the design and conduct of a research project.
• Probability -- the chance that a phenomenon will occur randomly. As a statistical measure, it is shown as p [the "p" factor].
• Questionnaire -- structured sets of questions on specified subjects that are used to gather information, attitudes, or opinions.
• Random Sampling -- a process used in research to draw a sample of a population strictly by chance, yielding no discernible pattern beyond chance. Random sampling can be accomplished by first numbering the population, then selecting the sample according to a table of random numbers or using a random-number computer generator. The sample is said to be random because there is no regular or discernible pattern or order. Random sample selection is used under the assumption that sufficiently large samples assigned randomly will exhibit a distribution comparable to that of the population from which the sample is drawn. The random assignment of participants increases the probability that differences observed between participant groups are the result of the experimental intervention.
• Reliability -- the degree to which a measure yields consistent results. If the measuring instrument [e.g., survey] is reliable, then administering it to similar groups would yield similar results. Reliability is a prerequisite for validity. An unreliable indicator cannot produce trustworthy results.
• Representative Sample -- sample in which the participants closely match the characteristics of the population, and thus, all segments of the population are represented in the sample. A representative sample allows results to be generalized from the sample to the population.
• Rigor -- degree to which research methods are scrupulously and meticulously carried out in order to recognize important influences occurring in an experimental study.
• Sample -- the population researched in a particular study. Usually, attempts are made to select a "sample population" that is considered representative of groups of people to whom results will be generalized or transferred. In studies that use inferential statistics to analyze results or which are designed to be generalizable, sample size is critical, generally the larger the number in the sample, the higher the likelihood of a representative distribution of the population.
• Sampling Error -- the degree to which the results from the sample deviate from those that would be obtained from the entire population, because of random error in the selection of respondent and the corresponding reduction in reliability.
• Saturation -- a situation in which data analysis begins to reveal repetition and redundancy and when new data tend to confirm existing findings rather than expand upon them.
• Semantics -- the relationship between symbols and meaning in a linguistic system. Also, the cuing system that connects what is written in the text to what is stored in the reader's prior knowledge.
• Social Theories -- theories about the structure, organization, and functioning of human societies.
• Sociolinguistics -- the study of language in society and, more specifically, the study of language varieties, their functions, and their speakers.
• Standard Deviation -- a measure of variation that indicates the typical distance between the scores of a distribution and the mean; it is determined by taking the square root of the average of the squared deviations in a given distribution. It can be used to indicate the proportion of data within certain ranges of scale values when the distribution conforms closely to the normal curve.
• Statistical Analysis -- application of statistical processes and theory to the compilation, presentation, discussion, and interpretation of numerical data.
• Statistical Bias -- characteristics of an experimental or sampling design, or the mathematical treatment of data, that systematically affects the results of a study so as to produce incorrect, unjustified, or inappropriate inferences or conclusions.
• Statistical Significance -- the probability that the difference between the outcomes of the control and experimental group are great enough that it is unlikely due solely to chance. The probability that the null hypothesis can be rejected at a predetermined significance level [0.05 or 0.01].
• Statistical Tests -- researchers use statistical tests to make quantitative decisions about whether a study's data indicate a significant effect from the intervention and allow the researcher to reject the null hypothesis. That is, statistical tests show whether the differences between the outcomes of the control and experimental groups are great enough to be statistically significant. If differences are found to be statistically significant, it means that the probability [likelihood] that these differences occurred solely due to chance is relatively low. Most researchers agree that a significance value of .05 or less [i.e., there is a 95% probability that the differences are real] sufficiently determines significance.
• Subcultures -- ethnic, regional, economic, or social groups exhibiting characteristic patterns of behavior sufficient to distinguish them from the larger society to which they belong.
• Testing -- the act of gathering and processing information about individuals' ability, skill, understanding, or knowledge under controlled conditions.
• Theory -- a general explanation about a specific behavior or set of events that is based on known principles and serves to organize related events in a meaningful way. A theory is not as specific as a hypothesis.
• Treatment -- the stimulus given to a dependent variable.
• Trend Samples -- method of sampling different groups of people at different points in time from the same population.
• Triangulation -- a multi-method or pluralistic approach, using different methods in order to focus on the research topic from different viewpoints and to produce a multi-faceted set of data. Also used to check the validity of findings from any one method.
• Unit of Analysis -- the basic observable entity or phenomenon being analyzed by a study and for which data are collected in the form of variables.
• Validity -- the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. A method can be reliable, consistently measuring the same thing, but not valid.
• Variable -- any characteristic or trait that can vary from one person to another [race, gender, academic major] or for one person over time [age, political beliefs].
• Weighted Scores -- scores in which the components are modified by different multipliers to reflect their relative importance.
• White Paper -- an authoritative report that often states the position or philosophy about a social, political, or other subject, or a general explanation of an architecture, framework, or product technology written by a group of researchers. A white paper seeks to contain unbiased information and analysis regarding a business or policy problem that the researchers may be facing.

Elliot, Mark, Fairweather, Ian, Olsen, Wendy Kay, and Pampaka, Maria. A Dictionary of Social Research Methods. Oxford, UK: Oxford University Press, 2016; Free Social Science Dictionary. Socialsciencedictionary.com [2008]. Glossary. Institutional Review Board. Colorado College; Glossary of Key Terms. Writing@CSU. Colorado State University; Glossary A-Z. Education.com; Glossary of Research Terms. Research Mindedness Virtual Learning Resource. Centre for Human Servive Technology. University of Southampton; Miller, Robert L. and Brewer, John D. The A-Z of Social Research: A Dictionary of Key Social Science Research Concepts London: SAGE, 2003; Jupp, Victor. The SAGE Dictionary of Social and Cultural Research Methods . London: Sage, 2006.

• << Previous: Independent and Dependent Variables
• Next: 1. Choosing a Research Problem >>
• Last Updated: May 25, 2024 4:09 PM
• URL: https://libguides.usc.edu/writingguide

A unified account of Darwinism's varieties

A new paper published in The Quarterly Review of Biology examines the question of what Darwinism is and how its nonscientific uses relate to the scientific theory of evolution.

Charles Darwin published On the Origin of Species in 1859 as a work in biology. However, in the past century and a half, Darwin's ideas have impacted a broad range of domains and stimulated scientists and scholars to advance "evolutionary approaches" in domains as diverse as economics, engineering, psychology, and history. The ideas have been used (and abused) to undermine religiously inspired ideas about the origin of humans and their status concerning other species, to support state-sponsored eugenicist policies, or to support laissez-faire economic policies.

In "The Varieties of Darwinism: Explanation, Logic, and Worldview," authors Hugh Desmond, André Ariew, Philippe Huneman, and Thomas Reydon observe that while some people claim Darwinism's meaning should be limited to scientific content, others call for its abolition altogether. The authors propose a unified account of these varieties of Darwinism. "We show how the theories introduced by Darwin have grounded a 'logic' or style of reasoning about phenomena, as well as various ethically and politically charged 'worldviews.'" They posit that the full meaning of Darwinism and how this meaning has changed over time can only be understood through the interaction between these dimensions.

The authors point out that while it is not novel to ask the question "What is Darwinism?" novel sources of confusion warrant revisiting the question. They provide a framework to make sense of how the different significant uses of the term interrelate and what, if any, such ethical and political uses of the term Darwinism have to do with the underlying scientific dimension of Darwinism.

The authors argue against the view that "they have nothing to do with each other." They advance a "thick" conception of Darwinism, where the scientific, ethical, and political dimensions are understood to be intertwined and constitute Darwinism's full meaning. In their account of the thick conception of Darwinism, the authors rely on Darwinism as an explanatory scheme, Darwinism as logic or methodology, and Darwinism as a worldview or ideology.

The authors conclude that restricting Darwinism to a purely scientific context is not ideal, noting that theoretical elements play a methodological role in structuring scientific inquiry into natural phenomena. They conceded that while the thick conception complicates the analysis of Darwinism it is necessary to do justice to the richness of Darwinism and its influence in the past century and a half.

The premier review journal in biology, The Quarterly Review of Biology has presented insightful historical, philosophical, and technical treatments of important biological topics since 1926. The QRB publishes outstanding review articles of generous length that are guided by an expansive, inclusive, and often humanistic understanding of biology.

• Evolutionary Biology
• Biochemistry Research
• Charles Darwin
• Origin of Life
• Early Climate
• Jacques-Yves Cousteau
• Human evolution
• Unified neutral theory of biodiversity
• Human cloning
• Introduction to genetics

Story Source:

Materials provided by University of Chicago Press Journals . Note: Content may be edited for style and length.

Journal Reference :

• Hugh Desmond, André Ariew, Philippe Huneman, Thomas Reydon. The Varieties of Darwinism: Explanation, Logic, and Worldview . The Quarterly Review of Biology , 2024; 99 (2): 77 DOI: 10.1086/730667

Cite This Page :

Explore More

• Brain Network Responsible for Stuttering
• When Should You Neuter or Spay Your Dog?
• Why Do Dyeing Poison Frogs Tap Dance?
• Cold Supply Chains for Food: Huge Savings
• Genetic Mosaicism More Common Than Thought
• How Killifish Embryos Survive 8 Month Drought
• Simple Food Swaps to Cut Greenhouse Gases
• Fossil Porcupine in a Prickly Dilemma
• Future Climate Impacts Put Whale Diet at Risk
• Charge Your Laptop in a Minute?

Trending Topics

Strange & offbeat.

Advertisement

Supported by

Ozempic Cuts Risk of Chronic Kidney Disease Complications, Study Finds

A major clinical trial showed such promising results that the drug’s maker halted it early.

• Share full article

By Dani Blum

Dani Blum has reported on Ozempic and similar drugs since 2022.

Semaglutide, the compound in the blockbuster drugs Ozempic and Wegovy , dramatically reduced the risk of kidney complications, heart issues and death in people with Type 2 diabetes and chronic kidney disease in a major clinical trial, the results of which were published on Friday. The findings could transform how doctors treat some of the sickest patients with chronic kidney disease, which affects more than one in seven adults in the United States but has no cure.

“Those of us who really care about kidney patients spent our whole careers wanting something better,” said Dr. Katherine Tuttle, a professor of medicine at the University of Washington School of Medicine and an author of the study. “And this is as good as it gets.” The research was presented at a European Renal Association meeting in Stockholm on Friday and simultaneously published in The New England Journal of Medicine .

The trial, funded by Ozempic maker Novo Nordisk, was so successful that the company stopped it early . Dr. Martin Holst Lange, Novo Nordisk’s executive vice president of development, said that the company would ask the Food and Drug Administration to update Ozempic’s label to say it can also be used to reduce the progression of chronic kidney disease or complications in people with Type 2 diabetes.

Diabetes is a leading cause of chronic kidney disease, which occurs when the kidneys don’t function as well as they should. In advanced stages, the kidneys are so damaged that they cannot properly filter blood. This can cause fluid and waste to build up in the blood, which can exacerbate high blood pressure and raise the risk of heart disease and stroke, said Dr. Subramaniam Pennathur, the chief of the nephrology division at Michigan Medicine.

The study included 3,533 people with kidney disease and Type 2 diabetes, about half of whom took a weekly injection of semaglutide, and half of whom took a weekly placebo shot.

Researchers followed up with participants after a median period of around three and a half years and found that those who took semaglutide had a 24 percent lower likelihood of having a major kidney disease event, like losing at least half of their kidney function, or needing dialysis or a kidney transplant. There were 331 such events among the semaglutide group, compared with 410 in the placebo group.

People who received semaglutide were much less likely to die from cardiovascular issues, or from any cause at all, and had slower rates of kidney decline.

Kidney damage often occurs gradually, and people typically do not show symptoms until the disease is in advanced stages. Doctors try to slow the decline of kidney function with existing medications and lifestyle modifications, said Dr. Melanie Hoenig, a nephrologist at Beth Israel Deaconess Medical Center who was not involved with the study. But even with treatment, the disease can progress to the point that patients need dialysis, a treatment that removes waste and excess fluids from the blood, or kidney transplants.

The participants in the study were extremely sick — the severe complications seen in some study participants are more likely to occur in people the later stages of chronic kidney disease, said Dr. George Bakris, a professor of medicine at the University of Chicago Medicine and an author of the study. Most participants in the trial were already taking medication for chronic kidney disease.

For people with advanced kidney disease, in particular, the findings are promising. “We can help people live longer,” said Dr. Vlado Perkovic, a nephrologist and renal researcher at the University of New South Wales, Sydney, and another author of the study.

While the data shows clear benefits, even the researchers studying drugs like Ozempic aren’t sure how, exactly, they help the kidneys. One leading theory is that semaglutide may reduce inflammation, which exacerbates kidney disease.

And the results come with several caveats: Roughly two-thirds of the participants were men and around two-thirds were white — a limitation of the study, the authors noted, because chronic kidney disease disproportionately affects Black and Indigenous patients. The trial participants taking semaglutide were more likely to stop the drug because of gastrointestinal issues, which are common side effects of Ozempic.

Doctors said they wanted to know whether the drug might benefit patients who have kidney disease but not diabetes, and some also had questions about the potential long-term risks of taking semaglutide.

Still, the results are the latest data to show that semaglutide can do more than treat diabetes or drive weight loss. In March, the F.D.A. authorized Wegovy for reducing the risk of cardiovascular issues in some patients. And scientists are examining semaglutide and tirzepatide, the compound in the rival drugs Mounjaro and Zepbound, for a range of other conditions , including sleep apnea and liver disease.

If the F.D.A. approves the new use, it could drive even more demand for Ozempic, which has faced recurrent shortages .

“I think it’s a game changer,” Dr. Hoenig said, “if I can get it for my patients.”

Dani Blum is a health reporter for The Times. More about Dani Blum

A Close Look at Weight-Loss Drugs

Reduced Disease Complications: Semaglutide, the compound in Ozempic and Wegovy, dramatically reduced the risk of kidney complications , heart issues and death in people with Type 2 diabetes and chronic kidney disease in a major clinical trial.

Supplement Stores: GNC and the Vitamin Shoppe are redesigning displays and taking other steps  to appeal to people who are taking or are interested in drugs like Ozempic and Wegovy.

Senate Investigation: A Senate committee is investigating the prices that Novo Nordisk charges  for Ozempic and Wegovy, which are highly effective at treating diabetes and obesity but carry steep price tags.

A Company Remakes Itself: Novo Nordisk’s factories work nonstop turning out Ozempic and Wegovy , but the Danish company has far bigger ambitions.

Transforming a Small Danish Town: In Kalundborg, population under 17,000, Novo Nordisk is making huge investments to increase production  of Ozempic and Wegovy.

• Patient Care & Health Information
• Diseases & Conditions
• Frontotemporal dementia

Frontotemporal dementia (FTD) is an umbrella term for a group of brain diseases that mainly affect the frontal and temporal lobes of the brain. These areas of the brain are associated with personality, behavior and language.

In frontotemporal dementia, parts of these lobes shrink, known as atrophy. Symptoms depend on which part of the brain is affected. Some people with frontotemporal dementia have changes in their personalities. They become socially inappropriate and may be impulsive or emotionally indifferent. Others lose the ability to properly use language.

Frontotemporal dementia can be misdiagnosed as a mental health condition or as Alzheimer's disease. But FTD tends to occur at a younger age than does Alzheimer's disease. It often begins between the ages of 40 and 65, although it can occur later in life as well. FTD is the cause of dementia about 10% to 20% of the time.

Products & Services

• A Book: Day to Day: Living With Dementia
• A Book: Mayo Clinic on Alzheimer's Disease

Symptoms of frontotemporal dementia differ from one person to the next. Symptoms get worse over time, usually over years.

People with frontotemporal dementia tend to have clusters of symptom types that occur together. They also may have more than one cluster of symptom types.

Behavioral changes

The most common symptoms of frontotemporal dementia involve extreme changes in behavior and personality. These include:

• Increasingly inappropriate social behavior.
• Loss of empathy and other interpersonal skills. For example, not being sensitive to another person's feelings.
• Lack of judgment.
• Loss of inhibition.
• Lack of interest, also known as apathy. Apathy can be mistaken for depression.
• Compulsive behaviors such as tapping, clapping, or smacking lips over and over.
• A decline in personal hygiene.
• Changes in eating habits. People with FTD typically overeat or prefer to eat sweets and carbohydrates.
• Eating objects.
• Compulsively wanting to put things in the mouth.

Speech and language symptoms

Some subtypes of frontotemporal dementia lead to changes in language ability or loss of speech. Subtypes include primary progressive aphasia, semantic dementia and progressive agrammatic aphasia, also known as progressive nonfluent aphasia.

These conditions can cause:

• Increasing trouble using and understanding written and spoken language. People with FTD may not be able to find the right word to use in speech.
• Trouble naming things. People with FTD may replace a specific word with a more general word, such as using "it" for pen.
• No longer knowing word meanings.
• Having hesitant speech that may sound telegraphic by using simple, two-word sentences.
• Making mistakes in sentence building.

Movement conditions

Rare subtypes of frontotemporal dementia cause movements similar to those seen in Parkinson's disease or amyotrophic lateral sclerosis (ALS).

Movement symptoms may include:

• Muscle spasms or twitches.
• Poor coordination.
• Trouble swallowing.
• Muscle weakness.
• Inappropriate laughing or crying.
• Falls or trouble walking.

In frontotemporal dementia, the frontal and temporal lobes of the brain shrink and certain substances build up in the brain. What causes these changes is usually not known.

Some genetic changes have been linked to frontotemporal dementia. But more than half of the people with FTD have no family history of dementia.

Researchers have confirmed that some frontotemporal dementia gene changes also are seen in amyotrophic lateral sclerosis (ALS). More research is being done to understand the connection between the conditions.

Risk factors

Your risk of getting frontotemporal dementia is higher if you have a family history of dementia. There are no other known risk factors.

Frontotemporal dementia care at Mayo Clinic

• Frontotemporal disorders. National Institute of Neurological Disorders and Stroke. https://www.ninds.nih.gov/disorders/all-disorders/frontotemporal-dementia-information-page. Accessed Aug. 30, 2023.
• Loscalzo J, et al., eds. Frontotemporal dementia. In: Harrison's Principles of Internal Medicine. 21st ed. McGraw Hill; 2022. https://accessmedicine.mhmedical.com. Accessed Aug. 30, 2023.
• Ulugut H, et al. Frontotemporal dementia: Past, present and future. Alzheimer's & Dementia. 2023; doi:10.1002/alz.13363.
• Grossman M, et al. Frontotemporal lobar degeneration. Nature Reviews: Disease Primers. 2023; doi:10.1038/s41572-023-00447-0.
• Antonioni A, et al. Frontotemporal dementia, where do we stand? A narrative review. International Journal of Molecular Sciences. 2023; doi:10.3390/ijms241411732.
• Diagnosing FTD. The Association for Frontotemporal Degeneration. https://www.theaftd.org/for-health-professionals/diagnosing-ftd/. Accessed Aug. 30, 2023.
• What are frontotemporal disorders? Causes, symptoms and treatment. National Institute on Aging. https://www.nia.nih.gov/health/what-causes-frontotemporal-disorders. Accessed Aug. 30, 2023.
• Lee SE, et al. Frontotemporal dementia: Treatment. https://www.uptodate.com/contents/search. Accessed Aug. 30, 2023.
• Ferri FF. Frontotemporal dementia. In: Ferri's Clinical Advisor 2024. Elsevier; 2024. https://www.clinicalkey.com. Accessed Aug. 30, 2023.
• The ALLFTD team. ARTFL LEFTDS Longitudinal Frontotemporal Lobar Degeneration. https://www.allftd.org/allftd-executive-team. Accessed Sept. 6, 2023.
• Providing care for a person with a frontotemporal disorder. National Institute on Aging. https://www.nia.nih.gov/health/providing-care-person-frontotemporal-disorder. Accessed Aug. 30, 2023.
• Ami TR. Allscripts EPSi. Mayo Clinic. Sept. 4, 2023.
• Alzheimer's disease research centers. National Institute on Aging. https://www.nia.nih.gov/health/alzheimers-disease-research-centers. Accessed Aug. 30, 2023.
• Participating institutions. Arizona Alzheimer's Consortium. http://azalz.org/about-us/participating-institutions/. Accessed Aug. 30, 2023.
• MRI comparison

Associated Procedures

• Positron emission tomography scan

News from Mayo Clinic

• Global consortium to study Pick's disease, rare form of early-onset dementia April 24, 2024, 03:15 p.m. CDT
• Untangling the threads of early onset dementia March 29, 2024, 03:01 p.m. CDT
• What is frontotemporal dementia? Feb. 23, 2024, 04:15 p.m. CDT
• Symptoms & causes
• Diagnosis & treatment
• Doctors & departments
• Care at Mayo Clinic

Mayo Clinic does not endorse companies or products. Advertising revenue supports our not-for-profit mission.

• Opportunities

Mayo Clinic Press

Check out these best-sellers and special offers on books and newsletters from Mayo Clinic Press .

• Mayo Clinic on Incontinence - Mayo Clinic Press Mayo Clinic on Incontinence
• The Essential Diabetes Book - Mayo Clinic Press The Essential Diabetes Book
• Mayo Clinic on Hearing and Balance - Mayo Clinic Press Mayo Clinic on Hearing and Balance
• FREE Mayo Clinic Diet Assessment - Mayo Clinic Press FREE Mayo Clinic Diet Assessment
• Mayo Clinic Health Letter - FREE book - Mayo Clinic Press Mayo Clinic Health Letter - FREE book

Your gift holds great power – donate today!

Make your tax-deductible gift and be a part of the cutting-edge research and care that's changing medicine.

Transforming the understanding and treatment of mental illnesses.

Información en español

Celebrating 75 Years! Learn More >>

• Health Topics
• Brochures and Fact Sheets
• Help for Mental Illnesses
• Clinical Trials

• Download PDF
• Order a free hardcopy

What is depression?

Everyone feels sad or low sometimes, but these feelings usually pass. Depression (also called major depression, major depressive disorder, or clinical depression) is different. It can cause severe symptoms that affect how a person feels, thinks, and handles daily activities, such as sleeping, eating, or working.

Depression can affect anyone regardless of age, gender, race or ethnicity, income, culture, or education. Research suggests that genetic, biological, environmental, and psychological factors play a role in the disorder.

Women are diagnosed with depression more often than men, but men can also be depressed. Because men may be less likely to recognize, talk about, and seek help for their negative feelings, they are at greater risk of their depression symptoms being undiagnosed and undertreated. Studies also show higher rates of depression and an increased risk for the disorder among members of the LGBTQI+ community.

In addition, depression can co-occur with other mental disorders or chronic illnesses, such as diabetes, cancer, heart disease, and chronic pain. Depression can make these conditions worse and vice versa. Sometimes, medications taken for an illness cause side effects that contribute to depression symptoms as well.

What are the different types of depression?

There are two common types of depression.

• Major depression includes symptoms of depressed mood or loss of interest, most of the time for at least 2 weeks, that interfere with daily activities.
• Persistent depressive disorder (also called dysthymia or dysthymic disorder) consists of less severe depression symptoms that last much longer, usually for at least 2 years.

Other types of depression include the following.

• Seasonal affective disorder comes and goes with the seasons, with symptoms typically starting in the late fall and early winter and going away during the spring and summer.
• Depression with symptoms of psychosis is a severe form of depression in which a person experiences psychosis symptoms, such as delusions or hallucinations.
• Bipolar disorder involves depressive episodes, as well as manic episodes (or less severe hypomanic episodes) with unusually elevated mood, greater irritability, or increased activity level.

Additional types of depression can occur at specific points in a woman’s life. Pregnancy, the postpartum period, the menstrual cycle, and menopause are associated with physical and hormonal changes that can bring on a depressive episode in some people.

• Premenstrual dysphoric disorder is a more severe form of premenstrual syndrome, or PMS, that occurs in the weeks before menstruation.
• Perinatal depression occurs during pregnancy or after childbirth. It is more than the “baby blues” many new moms experience after giving birth.
• Perimenopausal depression affects some women during the transition to menopause. Women may experience feelings of intense irritability, anxiety, sadness, or loss of enjoyment.

What are the signs and symptoms of depression?

Common signs and symptoms of depression include:

• Persistent sad, anxious, or “empty” mood
• Feelings of hopelessness or pessimism
• Feelings of irritability, frustration‚ or restlessness
• Feelings of guilt, worthlessness, or helplessness
• Loss of interest or pleasure in hobbies and activities
• Fatigue, lack of energy, or feeling slowed down
• Difficulty concentrating, remembering, or making decisions
• Difficulty sleeping, waking too early in the morning, or oversleeping
• Changes in appetite or unplanned weight changes
• Physical aches or pains, headaches, cramps, or digestive problems without a clear physical cause that do not go away with treatment
• Thoughts of death or suicide or suicide attempts

Depression can also involve other changes in mood or behavior that include:

• Increased anger or irritability
• Feeling restless or on edge
• Becoming withdrawn, negative, or detached
• Increased engagement in high-risk activities
• Greater impulsivity
• Increased use of alcohol or drugs
• Isolating from family and friends
• Inability to meet responsibilities or ignoring other important roles
• Problems with sexual desire and performance

Not everyone who is depressed shows all these symptoms. Some people experience only a few symptoms, while others experience many. Depression symptoms interfere with day-to-day functioning and cause significant distress for the person experiencing them.

If you show signs or symptoms of depression and they persist or do not go away, talk to a health care provider. If you see signs of depression in someone you know, encourage them to seek help from a mental health professional.

If you or someone you know is struggling or having thoughts of suicide, call or text the 988 Suicide and Crisis Lifeline   at 988 or chat at 988lifeline.org   . In life-threatening situations, call 911 .

How is depression diagnosed?

To be diagnosed with depression, a person must have symptoms most of the day, nearly every day, for at least 2 weeks. One of the symptoms must be a depressed mood or a loss of interest or pleasure in most activities. Children and adolescents may be irritable rather than sad.

Although several persistent symptoms, in addition to low mood, are required for a depression diagnosis, people with only a few symptoms may benefit from treatment. The severity and frequency of symptoms and how long they last vary depending on the person.

If you think you may have depression, talk to a health care provider, such as a primary care doctor, psychologist, or psychiatrist. During the visit, the provider may ask when your symptoms began, how long they have lasted, how often they occur, and if they keep you from going out or doing your usual activities. It may help to take some notes about your symptoms before the visit.

Certain medications and medical conditions, such as viruses or thyroid disorders, can cause the same symptoms as depression. A provider can rule out these possibilities by doing a physical exam, interview, and lab tests.

Does depression look the same in everyone?

Depression can affect people differently depending on their age.

• Children may be anxious or cranky, pretend to be sick, refuse to go to school, cling to a parent, or worry that a parent may die.
• Older children and teens may get into trouble at school, sulk, be easily frustrated‚ feel restless, or have low self-esteem. They may have other disorders, such as anxiety, an eating disorder, attention-deficit/hyperactivity disorder, or substance use disorder. Older children and teens are also more likely to experience excessive sleepiness (called hypersomnia) and increased appetite (called hyperphagia).
• Young adults are more likely to be irritable, complain of weight gain and hypersomnia, and have a negative view of life and the future. They often have other disorders, such as generalized anxiety disorder, social phobia, panic disorder, or substance use disorder.
• Middle-aged adults may have more depressive episodes, decreased libido, middle-of-the-night insomnia, or early morning waking. They often report stomach problems, such as diarrhea or constipation.
• Older adults often feel sadness, grief, or other less obvious symptoms. They may report a lack of emotions rather than a depressed mood. Older adults are also more likely to have other medical conditions or pain that can cause or contribute to depression. Memory and thinking problems (called pseudodementia) may be prominent in severe cases.

Depression can also look different in men versus women, such as the symptoms they show and the behaviors they use to cope with them. For instance, men (as well as women) may show symptoms other than sadness, instead seeming angry or irritable.

For some people, symptoms manifest as physical problems (for example, a racing heart, tightened chest, chronic headaches, or digestive issues). Many men are more likely to see a health care provider about these physical symptoms than their emotional ones. While increased use of alcohol or drugs can be a sign of depression in any person, men are also more likely to use these substances as a coping strategy.

How is depression treated?

Depression treatment typically involves psychotherapy (in person or virtual), medication, or both. If these treatments do not reduce symptoms sufficiently, brain stimulation therapy may be another option.

Choosing the right treatment plan is based on a person’s needs, preferences, and medical situation and in consultation with a mental health professional or a health care provider. Finding the best treatment may take trial and error.

For milder forms of depression, psychotherapy is often tried first, with medication added later if the therapy alone does not produce a good response. People with moderate or severe depression usually are prescribed medication as part of the initial treatment plan.

Psychotherapy

Psychotherapy (also called talk therapy or counseling) can help people with depression by teaching them new ways of thinking and behaving and helping them change habits that contribute to depression. Psychotherapy occurs under the care of a licensed, trained mental health professional in one-on-one sessions or with others in a group setting.

Psychotherapy can be effective when delivered in person or virtually via telehealth. A provider may support or supplement therapy using digital or mobile technology, like apps or other tools.

Evidence-based therapies to treat depression include cognitive behavioral therapy and interpersonal therapy. Using other forms of psychotherapy, such as psychodynamic therapy, for a limited time also may help some people with depression.

• Cognitive behavioral therapy (CBT) : With CBT, people learn to challenge and change unhelpful thoughts and behaviors to improve their depressive and anxious feelings. Recent advances in CBT include adding mindfulness principles and specializing the therapy to target specific symptoms like insomnia.
• Interpersonal therapy (IPT) : IPT focuses on interpersonal and life events that impact mood and vice versa. IPT aims to help people improve their communication skills within relationships, form social support networks, and develop realistic expectations to better deal with crises or other issues that may be contributing to or worsening their depression.

Learn more about psychotherapy .

Antidepressants are medications commonly used to treat depression. They work by changing how the brain produces or uses certain chemicals involved in mood or stress.

Antidepressants take time—usually 4−8 weeks—to work, and problems with sleep, appetite, and concentration often improve before mood lifts. Giving a medication a chance to work is important before deciding whether it is right for you.

Treatment-resistant depression occurs when a person doesn’t get better after trying at least two antidepressants. Esketamine is a medication approved by the U.S. Food and Drug Administration (FDA) for treatment-resistant depression. Delivered as a nasal spray in a doctor’s office, clinic, or hospital, the medication acts rapidly, typically within a couple of hours, to relieve depression symptoms. People will usually continue to take an antidepressant pill to maintain the improvement in their symptoms.

Another option for treatment-resistant depression is to combine an antidepressant with a different type of medication that may make it more effective, such as an antipsychotic or anticonvulsant medication.

All medications can have side effects. Talk to a health care provider before starting or stopping any medication. Learn more about antidepressants .

Note : In some cases, children, teenagers, and young adults under 25 years may experience an increase in suicidal thoughts or behavior when taking antidepressants, especially in the first few weeks after starting or when the dose is changed. The FDA advises that patients of all ages taking antidepressants be watched closely, especially during the first few weeks of treatment.

Information about medication changes frequently. Learn more about specific medications like esketamine, including the latest approvals, side effects, warnings, and patient information, on the FDA website  .

Brain stimulation therapy

Brain stimulation therapy is an option when other depression treatments have not worked. The therapy involves activating or inhibiting the brain with electricity or magnetic waves.

Although brain stimulation therapy is less frequently used than psychotherapy and medication, it can play an important role in treating depression in people who have not responded to other treatments. The therapy generally is used only after a person has tried psychotherapy and medication, and those treatments usually continue. Brain stimulation therapy is sometimes used as an earlier treatment option when severe depression has become life-threatening, such as when a person has stopped eating or drinking or is at a high risk of suicide.

The FDA has approved several types of brain stimulation therapy. The most used are electroconvulsive therapy (ECT) and repetitive transcranial magnetic stimulation (rTMS). Other brain stimulation therapies are newer and, in some cases, still considered experimental. Learn more about brain stimulation therapies .

Natural products

The FDA has not approved any natural products for treating depression. Although research is ongoing and findings are inconsistent, some people report that natural products, including vitamin D and the herbal dietary supplement St. John’s wort, helped their depression symptoms. However, these products can come with risks, including, in some cases, interactions with prescription medications.

Do not use vitamin D, St. John’s wort, or other dietary supplements or natural products without first talking to a health care provider. Rigorous studies must test whether these and other natural products are safe and effective.

How can I take care of myself?

Most people with depression benefit from mental health treatment. Once you begin treatment, you should gradually start to feel better. Go easy on yourself during this time. Try to do things you used to enjoy. Even if you don’t feel like doing them, they can improve your mood.

Other things that may help:

• Try to get physical activity. Just 30 minutes a day of walking can boost your mood.
• Try to maintain a regular bedtime and wake-up time.
• Eat regular, healthy meals.
• Do what you can as you can. Decide what must get done and what can wait.
• Connect with people. Talk to people you trust about how you are feeling.
• Delay making important life decisions until you feel better. Discuss decisions with people who know you well.
• Avoid using alcohol, nicotine, or drugs, including medications not prescribed for you.

How can I find help for depression?

You can learn about ways to get help and find tips for talking with a health care provider on the NIMH website.

The Substance Abuse and Mental Health Services Administration (SAMHSA) also has an online tool to help you find mental health services  in your area.

How can I help a loved one who is depressed?

If someone you know is depressed, help them see a health care provider or mental health professional. You also can:

• Offer support, understanding, patience, and encouragement.
• Invite them out for walks, outings, and other activities.
• Help them stick to their treatment plan, such as setting reminders to take prescribed medications.
• Make sure they have transportation or access to therapy appointments.
• Remind them that, with time and treatment, their depression can lift.

What are clinical trials and why are they important?

Clinical trials are research studies that look at ways to prevent, detect, or treat diseases and conditions. These studies help show whether a treatment is safe and effective in people. Some people join clinical trials to help doctors and researchers learn more about a disease and improve health care. Other people, such as those with health conditions, join to try treatments that aren’t widely available.

NIMH supports clinical trials across the United States. Talk to a health care provider about clinical trials and whether one is right for you. Learn more about  participating in clinical trials .

For more information

Learn more about mental health disorders and topics . For information about various health topics, visit the National Library of Medicine’s MedlinePlus   .

The information in this publication is in the public domain and may be reused or copied without permission. However, you may not reuse or copy images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health NIH Publication No. 24-MH-8079 Revised 2024