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Research Topics – Ideas and Examples

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Research Topic

Definition:

Research topic is a specific subject or area of interest that a researcher wants to investigate or explore in-depth through research. It is the overarching theme or question that guides a research project and helps to focus the research activities towards a clear objective.

How to Choose Research Topic

You can Choose a Research Topic by following the below guide:

Identify your Interests

One of the most important factors to consider when choosing a research topic is your personal interest. This is because you will be spending a considerable amount of time researching and writing about the topic, so it’s essential that you are genuinely interested and passionate about it. Start by brainstorming a list of potential research topics based on your interests, hobbies, or areas of expertise. You can also consider the courses that you’ve enjoyed the most or the topics that have stood out to you in your readings.

Review the Literature

Before deciding on a research topic, you need to understand what has already been written about it. Conducting a preliminary review of the existing literature in your field can help you identify gaps in knowledge, inconsistencies in findings, or unanswered questions that you can explore further. You can do this by reading academic articles, books, and other relevant sources in your field. Make notes of the themes or topics that emerge and use this information to guide your research question.

Consult with your Advisor

Your academic advisor or a mentor in your field can provide you with valuable insights and guidance on choosing a research topic. They can help you identify areas of interest, suggest potential research questions, and provide feedback on the feasibility of your research proposal. They can also direct you towards relevant literature and resources that can help you develop your research further.

Consider the Scope and Feasibility

The research topic you choose should be manageable within the time and resource constraints of your project. Be mindful of the scope of your research and ensure that you are not trying to tackle a topic that is too broad or too narrow. If your topic is too broad, you may find it challenging to conduct a comprehensive analysis, while if it’s too narrow, you may struggle to find enough material to support your research.

Brainstorm with Peers

Discussing potential research topics with your peers or colleagues can help you generate new ideas and perspectives. They may have insights or expertise that you haven’t considered, and their feedback can help you refine your research question. You can also join academic groups or attend conferences in your field to network with other researchers and get inspiration for your research.

Consider the Relevance

Choose a research topic that is relevant to your field of study and has the potential to contribute to the existing knowledge. You can consider the latest trends and emerging issues in your field to identify topics that are both relevant and interesting. Conducting research on a topic that is timely and relevant can also increase the likelihood of getting published or presenting your research at conferences.

Keep an Open Mind

While it’s essential to choose a research topic that aligns with your interests and expertise, you should also be open to exploring new ideas or topics that may be outside of your comfort zone. Consider researching a topic that challenges your assumptions or introduces new perspectives that you haven’t considered before. You may discover new insights or perspectives that can enrich your research and contribute to your growth as a researcher.

Components of Research Topic

A research topic typically consists of several components that help to define and clarify the subject matter of the research project. These components include:

Research problem or question: This is the central issue or inquiry that the research seeks to address. It should be well-defined and focused, with clear boundaries that limit the scope of the research.
Background and context: This component provides the necessary background information and context for the research topic. It explains why the research problem or question is important, relevant, and timely. It may also include a literature review that summarizes the existing research on the topic.
Objectives or goals : This component outlines the specific objectives or goals that the research seeks to achieve. It should be clear and concise, and should align with the research problem or question.
Methodology : This component describes the research methods and techniques that will be used to collect and analyze data. It should be detailed enough to provide a clear understanding of how the research will be conducted, including the sampling method, data collection tools, and statistical analyses.
Significance or contribution : This component explains the significance or contribution of the research topic. It should demonstrate how the research will add to the existing knowledge in the field, and how it will benefit practitioners, policymakers, or society at large.
Limitations: This component outlines the limitations of the research, including any potential biases, assumptions, or constraints. It should be transparent and honest about the potential shortcomings of the research, and how these limitations will be addressed.
Expected outcomes or findings : This component provides an overview of the expected outcomes or findings of the research project. It should be realistic and based on the research objectives and methodology.

Purpose of Research Topic

The purpose of a research topic is to identify a specific area of inquiry that the researcher wants to explore and investigate. A research topic is typically a broad area of interest that requires further exploration and refinement through the research process. It provides a clear focus and direction for the research project, and helps to define the research questions and objectives. A well-defined research topic also helps to ensure that the research is relevant and useful, and can contribute to the existing body of knowledge in the field. Ultimately, the purpose of a research topic is to generate new insights, knowledge, and understanding about a particular phenomenon, issue, or problem.

Characteristics of Research Topic

some common characteristics of a well-defined research topic include:

Relevance : A research topic should be relevant and significant to the field of study and address a current issue, problem, or gap in knowledge.
Specificity : A research topic should be specific enough to allow for a focused investigation and clear understanding of the research question.
Feasibility : A research topic should be feasible, meaning it should be possible to carry out the research within the given constraints of time, resources, and expertise.
Novelty : A research topic should add to the existing body of knowledge by introducing new ideas, concepts, or theories.
Clarity : A research topic should be clearly articulated and easy to understand, both for the researcher and for potential readers of the research.
Importance : A research topic should be important and have practical implications for the field or society as a whole.
Significance : A research topic should be significant and have the potential to generate new insights and understanding in the field.

Examples of Research Topics

Here are some examples of research topics that are currently relevant and in-demand in various fields:

The impact of social media on mental health: With the rise of social media use, this topic has gained significant attention in recent years. Researchers could investigate how social media affects self-esteem, body image, and other mental health concerns.
The use of artificial intelligence in healthcare: As healthcare becomes increasingly digitalized, researchers could explore the use of AI algorithms to predict and prevent disease, optimize treatment plans, and improve patient outcomes.
Renewable energy and sustainable development: As the world seeks to reduce its carbon footprint, researchers could investigate the potential of renewable energy sources such as wind and solar power, and how these technologies can be integrated into existing infrastructure.
The impact of workplace diversity and inclusion on employee productivity: With an increasing focus on diversity and inclusion in the workplace, researchers could investigate how these factors affect employee morale, productivity, and retention.
Cybersecurity and data privacy: As data breaches and cyber attacks become more common, researchers could explore new methods of protecting sensitive information and preventing malicious attacks.
T he impact of mindfulness and meditation on stress reduction: As stress-related health issues become more prevalent, researchers could investigate the effectiveness of mindfulness and meditation practices on reducing stress and improving overall well-being.

Research Topics Ideas

Here are some Research Topics Ideas from different fields:

The impact of social media on mental health and well-being.
The effectiveness of various teaching methods in improving academic performance in high schools.
The role of AI and machine learning in healthcare: current applications and future potentials.
The impact of climate change on wildlife habitats and conservation efforts.
The effects of video game violence on aggressive behavior in young adults.
The effectiveness of mindfulness-based stress reduction techniques in reducing anxiety and depression.
The impact of technology on human relationships and social interactions.
The role of exercise in promoting physical and mental health in older adults.
The causes and consequences of income inequality in developed and developing countries.
The effects of cultural diversity in the workplace on job satisfaction and productivity.
The impact of remote work on employee productivity and work-life balance.
The relationship between sleep patterns and cognitive functioning.
The effectiveness of online learning versus traditional classroom learning.
The role of government policies in promoting renewable energy adoption.
The effects of childhood trauma on mental health in adulthood.
The impact of social media on political participation and civic engagement.
The effectiveness of cognitive-behavioral therapy in treating anxiety disorders.
The relationship between nutrition and cognitive functioning.
The impact of gentrification on urban communities.
The effects of music on mood and emotional regulation.
The impact of microplastics on marine ecosystems and food webs.
The role of artificial intelligence in detecting and preventing cyberattacks.
The effectiveness of mindfulness-based interventions in managing chronic pain.
The relationship between personality traits and job satisfaction.
The effects of social isolation on mental and physical health in older adults.
The impact of cultural and linguistic diversity on healthcare access and outcomes.
The effectiveness of psychotherapy in treating depression and anxiety in adolescents.
The relationship between exercise and cognitive aging.
The effects of social media on body image and self-esteem.
The role of corporate social responsibility in promoting sustainable business practices.
The impact of mindfulness meditation on attention and focus in children.
The relationship between political polarization and media consumption habits.
The effects of urbanization on mental health and well-being.
The role of social support in managing chronic illness.
The impact of social media on romantic relationships and dating behaviors.
The effectiveness of behavioral interventions in promoting physical activity in sedentary adults.
The relationship between sleep quality and immune function.
The effects of workplace diversity and inclusion programs on employee retention.
The impact of climate change on global food security.
The role of music therapy in improving communication and social skills in individuals with autism spectrum disorder.
The impact of cultural values on the development of mental health stigma.
The effectiveness of mindfulness-based stress reduction techniques in reducing burnout in healthcare professionals.
The relationship between social media use and body dissatisfaction among adolescents.
The effects of nature exposure on cognitive functioning and well-being.
The role of peer mentoring in promoting academic success in underrepresented student populations.
The impact of neighborhood characteristics on physical activity and obesity.
The effectiveness of cognitive rehabilitation interventions in improving cognitive functioning in individuals with traumatic brain injury.
The relationship between organizational culture and employee job satisfaction.
The effects of cultural immersion experiences on intercultural competence development.
The role of assistive technology in promoting independence and quality of life for individuals with disabilities.
The impact of workplace design on employee productivity and well-being.
The impact of digital technologies on the music industry and artist revenues.
The effectiveness of cognitive behavioral therapy in treating insomnia.
The relationship between social media use and body weight perception among young adults.
The effects of green spaces on mental health and well-being in urban areas.
The role of mindfulness-based interventions in reducing substance use disorders.
The impact of workplace bullying on employee turnover and job satisfaction.
The effectiveness of animal-assisted therapy in treating mental health disorders.
The relationship between teacher-student relationships and academic achievement.
The effects of social support on resilience in individuals experiencing adversity.
The role of cognitive aging in driving safety and mobility.
The effectiveness of psychotherapy in treating post-traumatic stress disorder (PTSD).
The relationship between social media use and sleep quality.
The effects of cultural competency training on healthcare providers’ attitudes and behaviors towards diverse patient populations.
The role of exercise in preventing chronic diseases such as type 2 diabetes and cardiovascular disease.
The impact of the gig economy on job security and worker rights.
The effectiveness of art therapy in promoting emotional regulation and coping skills in children and adolescents.
The relationship between parenting styles and child academic achievement.
The effects of social comparison on well-being and self-esteem.
The role of nutrition in promoting healthy aging and longevity.
The impact of gender diversity in leadership on organizational performance.
The effectiveness of family-based interventions in treating eating disorders.
The relationship between social media use and perceived loneliness among older adults.
The effects of mindfulness-based interventions on pain management in chronic pain patients.
The role of physical activity in preventing and treating depression.
The impact of cultural differences on communication and conflict resolution in international business.
The effectiveness of eye movement desensitization and reprocessing (EMDR) in treating anxiety disorders.
The relationship between student engagement and academic success in higher education.
The effects of discrimination on mental health outcomes in minority populations.
The role of virtual reality in enhancing learning experiences.
The impact of social media influencers on consumer behavior and brand loyalty.
The effectiveness of acceptance and commitment therapy (ACT) in treating chronic pain.
The relationship between social media use and body image dissatisfaction among men.
The effects of exposure to nature on cognitive functioning and creativity.
The role of spirituality in coping with illness and disability.
The impact of automation on employment and job displacement.
The effectiveness of dialectical behavior therapy (DBT) in treating borderline personality disorder.
The relationship between teacher-student relationships and school attendance.
The effects of mindfulness-based interventions on workplace stress and burnout.
The role of exercise in promoting cognitive functioning and brain health in older adults.
The impact of diversity and inclusion initiatives on organizational innovation and creativity.
The effectiveness of cognitive remediation therapy in treating schizophrenia.
The relationship between social media use and body dissatisfaction among women.
The effects of exposure to natural light on mood and sleep quality.
The role of spirituality in enhancing well-being and resilience in military personnel.
The impact of artificial intelligence on job training and skill development.
The effectiveness of interpersonal therapy (IPT) in treating depression.
The relationship between parental involvement and academic achievement among low-income students.
The effects of mindfulness-based interventions on emotional regulation and coping skills in trauma survivors.
The role of nutrition in preventing and treating mental health disorders.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Accepted Admissions Blog

Everything you need to know to get Accepted

December 8, 2023

How to Write About Your Research Interests

The most common challenge that my master’s and PhD applicant clients face when writing a statement of research interests or a statement of purpose (SOP) is how to describe in concrete terms what their research interests and goals are. This is understandable. Their ideas are still evolving, and some worry that they’ll later be held to the ideas they stated in their applications, as though they were chiseled in stone. Others simply haven’t yet thought those ideas through very much.

Take a deep breath! By the time you begin writing your thesis, I promise that no one will pop up and wave your SOP or research interests statement around, saying, “But that’s not what you said here!” Everyone knows that your knowledge and ideas will develop throughout your grad program.

Here are the two things that a great statement of research interests or SOP will do:

It will clearly illustrate to the admissions committee that you possess a depth of interest and comprehension in your field and that you understand what goes into research. You will sound naïve if you talk about ideas that are too vague or nebulous, or ones that cannot be addressed adequately through your discipline.
It will explain any relevant background you have in this field, why you find it compelling, and why you are well suited for this career track .

Four questions to help you find your statement focus

To narrow your interests into something that is concrete enough for you to be able to write about convincingly, without being overly general, ask yourself these questions:

What are the broad research questions/issues that interest you? Create a summary of your interests that you can work with, and describe your interests in a sentence – or a paragraph, at most.
Within those broad areas of interest, can you begin to focus on more specific questions? If you’re not sure what the current questions/problems are in your field, now is the time to start catching up. Read recent journal publications, and go to conferences if you can. Reading the literature in your field will also give you a sense of how to frame your ideas in the language of your field.
Have you done any research in this field already? If so, do you intend to build on your previous work in grad school or go in a new direction?
How will your research contribute to the field?

Understanding how to present your goals

Some projects described in SOPs are achievable in the short term, while others are big enough to last a career. If your interests/goals fall into this latter category, acknowledge your ambitions, and try to identify some element of your interests that you can pursue as a first step.

Once you have demonstrated your skills (and past experience) in your field, you will be better equipped to define your next steps.

Focusing your interests will also involve doing more detailed research about the programs to which you plan to apply. For example, consider the following questions:

Who might be your research supervisor?
How do your interests relate to the work this scholar or these scholars are doing now?
How would you contribute to the department and to the discipline?

Your SOP will also address your post-degree, longer-term goals. Consider this: do you envision yourself pursuing a career in research/academia? (For many PhD programs, this remains the department’s formal expectation, even though many PhDs find employment outside the academy.) If you’re applying for a master’s degree, be prepared to discuss what your future plans are and how the degree will help you.

Working on your SOP or statement of research interests?

Your SOP needs to be direct, informative, and… well… purposeful! When you choose Accepted, we match you with a dedicated advisor who will help you create an SOP that best reflects your experiences, goals, and intense desire to attend your target graduate school program. And did you know that Accepted’s clients have received millions of dollars in scholarship offers? Don’t delay – get started now by checking out our Graduate School Application Services .

For 25 years, Accepted has helped applicants gain acceptance to top undergraduate and graduate programs. Our expert team of admissions consultants features former admissions directors, PhDs, and professional writers who have advised clients to acceptance at top programs worldwide, including Harvard, Stanford, Yale, Princeton, Penn, Columbia, Oxford, Cambridge, INSEAD, MIT, Caltech, UC Berkeley, and Northwestern. Want an admissions expert to help you get Accepted? Click here to get in touch!

Related Resources:

STEM Applicants: Why Your Statement of Purpose is So Important
Three Must-Have Elements of a Good Statement of Purpose
Writing Your Career Goals Essay

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How to Write About Your Research Interests 101

Wondering how to write about your research interests without loosing all your hair from stress in the process? Don’t worry – you have the power to make it an enjoyable – and enlightening – process! If you’re keen to secure admission into your dream graduate program, then tailoring your application to align with your passion for research is absolutely essential.

In this blog post, we take a deep dive into what exactly goes into writing about one’s research interests and provide invaluable guidance on how to do so to stand out from the competition. By taking the time and putting some thought into crafting this vital component of your application, you will be setting yourself up for success. So get ready because here come our top tips on how to write with flair about your most passionate research pursuits!

Understanding the purpose of your statement of purpose

Many prospective graduate students apply to graduate school without having a clear idea of how to write about their research interests nor having determined which topics or questions they would like to explore during their studies. This is a fairly normal situation. Many of my clients struggle with this challenge. While some people are concerned that they may be held to their still-developing thoughts, others have not yet truly invested time into the thought process.

Yet, no need to panic. The best way to decrease the anxiety related to learning how to write about your research interests is to take a step back and consider the purpose of your statement of purpose.

It’s important to realize that you are applying to graduate school to learn more, and your statement of purpose should never be about what you already know. The purpose of your statement of purpose is to provide a glimpse into your research interests at a particular moment in time . It is meant to demonstrate your research potential and it should not be seen as the presentation of a long-term commitment to research a precise set of ideas or questions.

So take a deep breath and relax! When starting to write your thesis, nobody will suddenly appear out of nowhere with your SOP or research interest statement in hand, accusing you of lying. As you navigate your way through graduate school, your understanding and perspectives will inevitably expand in countless ways. Many prospective students end up working on something entirely different than what they wrote about in their SOP.

And believe us, nobody gets sued or judged for changing their mind. In fact, admissions committees expect applicants’ ideas to take a slightly different or brand-new direction as they take more courses and become more knowledgeable of their target field, so there is no need to worry if you are unsure how committed you are to your current research interests.

(Would you like to know what PhD admissions committees are looking for? Watch this quick video to find out key elements to highlight in an application)

Yet, not being clear on what your research interests are can be problematic, as the research process and field of study that you choose will ideally be an area in which you are passionate about and have at least some knowledge, so it is important to take the time to research and explore various topics before applying. The goal is to commit for the time being to a certain set of questions or a topic .

Keep in mind that admissions committees are more concerned with how the applicant communicates their research interests than with any specific content of the research itself. Furthermore, since many programs require students to pursue individualized study plans or take part in interdisciplinary collaborations during their studies, applicants need to demonstrate their ability to communicate and collaborate effectively.

Thus, admissions committees are looking for applicants that can present their research interests in a compelling way and illustrate how they can add value to the program.

To make a good impression on the admissions committee, you need to emphasize your comprehensive understanding of and passion for your field. Learning how to write about your research interests is all about learning to showcase these qualities in detail, thus demonstrating that you have what it takes to excel in research work. If your statement does not include any pertinent experience or qualifications, then you might come across as inexperienced. To avoid this issue and make a convincing argument for why you are well-suited to the chosen career path, be sure to provide specifics on what makes the field exciting for you and back it up with relevant background information.

What are admissions committees considering when looking at your research interests

Graduate admissions committees consider a variety of factors when evaluating an applicant’s research interest statement. Most notably, they assess the depth and breadth of the student’s knowledge in their chosen field or discipline and their ability to communicate why their research interests are relevant to that particular area.

They also look at how well an applicant understands current literature in the field, the research methods and approaches they plan to take, and their overall commitment to pursuing a graduate degree. In addition, committees may evaluate an applicant’s creativity in developing new research ideas or questions as well as their ability to collaborate with other faculty members or students.

Finally, the committee will consider how well an applicant can articulate a clear vision for their future research plans, indicating their interest in long-term scholarship. Taking these factors into account, graduate admissions committees gain an understanding of how well an applicant is suited to pursue a graduate program and contribute to the university’s overall research strength.

Writing about your research interests might involve… preliminary research!

When writing your statement of purpose, it is important to narrow your research interests as much as possible. Start by researching and familiarizing yourself with the particular field or program you are interested in. Ask yourself questions such as, What kind of research is currently being done? What topics are most commonly discussed? What topics are most relevant to your goals and interests?

Once you have a better understanding of the field, start by focusing on specific topics, ideas, or questions that you are passionate about. You can do this by asking yourself what kind of research requires your unique skillset. What kind of research questions do you find yourself most drawn to? What innovative ideas or solutions can you bring to the field?

If you are still not clear about which tangent to follow in your SOP, take the time to begin familiarizing yourself with the ongoing questions and issues in your field: read recent journal publications, and attend conferences when applicable. Additionally, reading related literature reviews will enable you to construct a language-based framework for expressing your ideas that aligns with prevailing trends and discourse.

By asking yourself these questions, you can narrow your research interests and better define the scope of your research interests. This will help you present yourself as a well-rounded and knowledgeable candidate for the program.

When writing about your research interests for an admissions committee, it is important to be concise and clear. First, create a brief overview of the research topic that you are interested in. When possible, provide examples of how your research interests overlap with the topics being explored by the program or institution for which you are applying. Demonstrate a strong understanding of the research methods and theories that apply to the topic. Additionally, if you have already conducted any research in this area, provide a summary of the findings. Finally, outline your long-term research goals and explain why they fit within the context of the program.

Learning how to write about your research interests is also learning to define your goals

Connecting your research interests to achievable goals is an important part of writing a statement of purpose. It helps to demonstrate that you have thought through the research project and how it can be accomplished in the timeframe of PhD studies. By including realistic, achievable goals, it also shows that you understand what is possible and have considered the potential obstacles that may arise. It is important to avoid being overly ambitious in your statement of purpose as this can lead to unrealistic expectations and a loss of focus, potentially leading to failure to achieve the desired outcomes.

Additionally, presenting achievable goals in your statement of purpose demonstrates that you are confident in what you are proposing, yet also realistic about the challenges that need to be overcome. By doing so, you will provide a strong indication that your research project is well-planned and worth investing in.

It is also important to demonstrate that your research interests are well-aligned with the graduate program you are applying to. This can be done by researching the faculty members and research groups of the university or program and looking for professors whose research focuses on topics related to yours. Once you have identified a few faculty members or research projects of interest, you can begin to explain how your research interests dovetail with their work. In doing so, you can demonstrate that your research is compatible with the program’s offerings and that it will contribute positively to the program’s research goals.

Finally, connecting your research interests to your career goals is essential. Your research will allow you to gain expertise, develop ideas, and build knowledge. This experience can be used to create meaningful connections between courses taken during the program and career paths that may come afterward. Additionally, it can serve as a way to form relationships and build networks that may help you establish a successful career. Make sure to share your short-term and long-term goals after graduation are clearly connected to your interests.

In conclusion

In this blog post, we explored the importance of properly conveying your research interests when writing a graduate school essay. The ability to do so can make all the difference between having your application being accepted and overlooked in the shuffle.

While learning about how to write about your research interests may seem like an especially daunting task, it doesn’t have to be with a little preparation and understanding. We hope you found this post helpful in demystifying the process of writing about your research interests when applying to graduate schools. If after reading our post you are still feeling overwhelmed to write up a stunning graduate school essay that showcases your research interests, fear not! I am here to help and take some of the stress of applying away.

The Admit Lab’s mission is to empower you with the tools needed for success by making sure your story stands out. So don’t waste any more time – check out our graduate essay services today! Got questions? Sign up for a consultation or send us a copy of your draft for an assessment, it’s FREE!

With a Master’s from McGill University and a Ph.D. from New York University, Dr. Philippe Barr is the founder of The Admit Lab . As a tenure-track professor, Dr. Barr spent a decade teaching and serving on several graduate admission committees at UNC-Chapel Hill before turning to full-time consulting. With more than seven years of experience as a graduate school admissions consultant, Dr. Barr has stewarded the candidate journey across multiple master’s and Ph.D. programs and helped hundreds of students get admitted to top-tier graduate programs all over the world .

Follow me on Instagram and TikTok for tips and tricks on navigating the grad school application process and weekly live Q&A sessions!

Selecting a Research Topic: Overview

Refine your topic
Background information & facts
Writing help

Here are some resources to refer to when selecting a topic and preparing to write a paper:

MIT Writing and Communication Center "Providing free professional advice about all types of writing and speaking to all members of the MIT community."
Search Our Collections Find books about writing. Search by subject for: english language grammar; report writing handbooks; technical writing handbooks
Blue Book of Grammar and Punctuation Online version of the book that provides examples and tips on grammar, punctuation, capitalization, and other writing rules.
Select a topic

Choosing an interesting research topic is your first challenge. Here are some tips:

Choose a topic that you are interested in! The research process is more relevant if you care about your topic.
If your topic is too broad, you will find too much information and not be able to focus.
Background reading can help you choose and limit the scope of your topic.
Review the guidelines on topic selection outlined in your assignment. Ask your professor or TA for suggestions.
Refer to lecture notes and required texts to refresh your knowledge of the course and assignment.
Talk about research ideas with a friend. S/he may be able to help focus your topic by discussing issues that didn't occur to you at first.
WHY did you choose the topic? What interests you about it? Do you have an opinion about the issues involved?
WHO are the information providers on this topic? Who might publish information about it? Who is affected by the topic? Do you know of organizations or institutions affiliated with the topic?
WHAT are the major questions for this topic? Is there a debate about the topic? Are there a range of issues and viewpoints to consider?
WHERE is your topic important: at the local, national or international level? Are there specific places affected by the topic?
WHEN is/was your topic important? Is it a current event or an historical issue? Do you want to compare your topic by time periods?

Broaden your topic
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Sources for facts - specific subjects

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Creating a Successful Research Topic Statement (PSY)

In this tutorial, we will identify what makes for a successful research topic.

Most research topics start out as a general and often vague idea that a researcher has an interest in investigating.

Inexperienced researchers, including most doctoral learners, frequently think of topics that are quite interesting, but not narrowly enough focused for a dissertation.

This tutorial will guide you through a set of steps designed to help you come up with a topic, first of all, and secondly to focus it more tightly so that you can begin a meaningful and successful search of the existing literature to discover whether your topic is actually researchable.

This tutorial's primary objective is to prepare you to create a successful research topic that may become the topic of your dissertation. To do that, we'll work through the following issues:

First, what are the characteristics of a well-formed research topic?
Second, how are research topics evaluated?
Third, how can the key concepts and the population be narrowed and focused so that they are researchable?
Fourth, how can the relationship among concepts be named so that the appropriate methodological literature can be accessed in the literature review?

Obviously, in Track 1 you are at the beginning of your studies toward the doctorate, and perhaps your dissertation is far from your thoughts. We are starting the process now, however, because our experience has been that when learners wait to start searching for their topics, it often creates a serious problem for them when they actually start the dissertation. That problem can take many forms, but the most common one is that they have not had sufficient time (and training) in exhaustively searching the relevant literature to discover whether the topic they are interested in is even viable—and without a good topic statement, a good literature search is impossible. So let's begin.

What Is a Research Topic?

A research topic is an area of interest to a researcher that is first of all, researchable. It is focused narrowly enough that its key concepts are quite plain and well integrated. It is a topic or subject that can be found in the existing literature of the researcher's field, which shows that it is of some interest or importance to that field, and has some important characteristics.

Characteristics of a Well-formed Research Topic

The first mark of a well-formed topic is that it clearly states the key concepts to be investigated. Sometimes, only one concept is named—those studies often turn out to be qualitative, but not always. More often, two or more key concepts are named. Next, it identifies the relationship or relationships among those concepts that the researcher intends to explore. Obviously, if only one concept was named, there won't be a relationship, but in that case a word like "describes" or "experiences" will give a clue to the kind of information desired. Third, a research topic specifies the population of interest to be investigated. Finally, a research topic is just a phrase. That is, it is not a full sentence with a verb. However, the well-formed topic statement will embed the actual topic in a complete sentence. Let's look at some examples.

Some Examples of Topic Statements

Here are a few topic statements that eventually lead to successful dissertations:

Elementary age students' needs for family-based counseling services.
Indigenous people's responses to encounters with law enforcement.
Impact of mother's death on daughters in poor, middle class, and wealthy families.
The relationship between assignment strategies to prevent burnout used by managers of first responders and the occurrence of burnout.
Employees' productivity as a function of their managers' management styles.
Strategies used by mainstream classroom teachers to manage children with behavior problems who do not receive special education.

You can see immediately that all six examples, taken from the four schools in Capella University, are phrases, not complete sentences. So far, so good. The first mark of a successful topic statement is that it identifies the key concepts to be investigated, right? Let's see how the examples do that.

Evaluating the Form of the Examples: Key Concepts

In the first example, we seem to have two key concepts: "needs" and "family-based counseling services." Are they stated clearly? Probably not clearly enough: what is meant by "needs" and "family-based counseling services" is not immediately transparent. This topic will need some work, but most topics start out this way.

Let's try another: Indigenous people’s responses to encounters with law enforcement. Here, there seem to be two key concepts: "responses" and "encounters with law enforcement." These concepts are quite broad and will have to be narrowed considerably to support a researchable topic, but they provide a good start.

Let's do one more: Employees' productivity as a function of their managers' management styles.

Here, there are two key concepts, right? Productivity and management styles.

Evaluating the Form of Topics: Relationship(s) among the Key Concepts

The second mark of a successful topic is that it identifies any relationship to be investigated between or among the key concepts. Let's look at the third example to see about this.

This topic meets our criterion of being a phrase. It seems to state at least two concepts (but with multiple levels): "death" and "socio-economic status of daughters." What about the relationship? Well, it is captured in that word "impact."

An "impact" in research jargon means the effect that one concept—death—has on another concept, in this case, the daughters. One can, in fact, replace the word impact with the word effect without changing the meaning at all. So the topic is proposing a cause-and-effect kind of relationship.

Let's look at another example: The relationship between assignment strategies to prevent burnout used by managers of first responders and the occurrence of burnout

This seems complicated, but it really isn't. First, let's check the key concepts: "Assignment strategies to prevent burnout" would seem to be one key concept, and "occurrence of burnout" would be the other. These are reasonably clear, or probably would be to someone in the human resources or management worlds. No doubt they will be further clarified as the researcher works on the topic's wording. But what about the relationship? It is in the word "relationship," obviously. And in research jargon, a "relationship" between A and B is a particular kind of relationship, called a correlation.

Now, play with the other topics to see if you can identify the relationship—if any.

Evaluating the Form of Topics: Target Population

The third sign of a successful topic is that it names the target population, the group of people or organizations or groups that the researcher is interested in. Let's evaluate some of our examples on this point.

Elementary age students' needs for family-based counseling services : The population here is stated: Students of elementary school age.
Indigenous people's responses to encounters with law enforcement: Here as well, the population is indigenous people.
Impact of mother's death on daughters in poor, middle class, and wealthy families: The population is daughters in three socio-economic groups.
The relationship between assignment strategies to prevent burnout used by managers of first responders and the occurrence of burnout: You determine who the population is in this one.

Is It Managers or Is It First Responders?

The population is managers of first responders. Or is it? The awkward wording of the topic makes this a bit hard to digest. The burnout occurs in the first responders, so maybe they are the population. But the first responders' managers are the ones using the management strategies, so are they the population?

Well, the two key concepts are management strategies (used by managers) and rate of burnout (in first responders), so the researcher will have to get information from both groups of people, so both are the target population: first responders and their managers.

Take a minute and try to figure out the rest of our examples.

Summing Up the Characteristics of a Successful Topic

We've seen in action the three chief marks of a successful research topic.

The topic states the key concepts to be investigated.
It states what relationship between or among the concepts will be explored. Remember, if there is only one concept (which often is the case in qualitative studies), there won't be a relationship. But if there are two or more key concepts, look for the relationship between or among them.
The successful topic names the population of interest for the study.

A well-formed research topic will have these characteristics, but simply having them is not sufficient. The elements also need to be well-focused and narrowed down to a point where the research becomes feasible. Let's take a look at a simple method for doing this.

Narrowing the Focus

Take a look at this grid. You'll see that one of our topics has been broken out into the first column. The population is first—indigenous people—followed by two concepts: responses and law enforcement. Now look at the central column, labeled "Narrower term." Notice how the very broad population has been narrowed. Similarly, "law enforcement" has been narrowed to police (there are many other types of law enforcement, such as FBI, Homeland Security, TSA, Customs and Immigration, sheriff's departments, and so on). Similarly, there are many kinds of behaviors and experiences that could be considered "responses," but the researcher is most interested in emotional responses. Now move to the third column. Can you see how each term is being narrowed yet again?

If we restated the topic now, after having narrowed it down a bit, it would look like this: Cherokee Indians' tolerance for stress when meeting traffic officers.

Let's work through another example, this time using the topic "Employees' productivity as a function of their managers' management styles."

You can see the key terms lined up in the first column. The other two columns are blank.

What would you ask yourself, if this were your topic, in order to narrow this down?

Questions to Ask for Narrowing a Topic

There are many questions you can ask yourself when you are narrowing your topic. A good opener is "So what do I really want to know about the concept?"

Another quite good question is to ask about your real interest or passion is about the concept or the population.

You can also find helpful terms by performing controlled vocabulary searches in library databases. You can find a nice tutorial on that method of searching in the Capella library at but whatever you ask yourself, keep your focus on what you truly most want to know and care about regarding the concept.

Now, let's get back to our example.

When the researcher asked herself what sort of employees and managers she was actually interested in, she realized it was service employees and managers. The more she pondered, and was helped by a quick check of the literature in her specialization, she realized that she was most interested in call center personnel. Then she tackled productivity . From her courses in management measurement, she knew that one way to think about productivity was days at work. But that seemed too dependent on factors outside the manager-employee relationship. She wanted a more fine-grained way to look at productivity, so she narrowed it to a specific measure, calls completed times minutes per call.

Then she took on management styl e. Knowing that there are many types, her first attempt at focusing this term was authoritarian style. That didn't satisfy her, and when she looked again at her topic, she realized that that word "function" was important. It implied to her that she was really interested in knowing how different management styles related to different degrees of productivity. At first, she put together a list of known management styles, but that felt intimidating. She decided to narrow it down to just two: authoritarian vs. flexible management style.

After all this, her topic now looked like this: Productivity as measured by calls completed times minutes per call in call center employees supervised by authoritarian managers compared to productivity in call center employees supervised by flexible managers.

She knew the wording was clunky and would need to be crafted better, but she had a much more focused topic. So far, we've been looking at two things about good research topics: what they should contain (concepts, relationships, and population), and how to narrow each element. In these narrowing exercises, we've focused on the concepts and the population. Now, let's turn our attention to the relationship . This is a very important element, because it offers an important clue about the nature of the study that might ensue.

Evaluating the Relationship Named in the Topic

Research asks all kinds of questions, and the relationship named in the research topic clues us into what kind of question the ensuing study will likely ask. Here are some questions you might ask in order to choose the right word to describe the relationship you're looking for.

What do you envision really doing?

Looking at comparisons between variables or groups of people?
Looking at relationships between two or more concepts?
Looking at effects of one or more concept on another concept or group?
Looking at outcomes of some process or treatment or condition?
Looking at experiences?
Developing a theory to explain some phenomenon?

For each of these (and there are other sorts of questions you can ask yourself), specific words can specify the relationship. Let's look at them.

If your topic compares two or more things compared with or some similar phrase indicates the relationship you want to know about. For instance, student retention rates in large urban school districts compared with small rural districts.

If your interest is about relationships between two or more concepts, try using words like relationship, in relation to, or other similar constructions. Here's an example: the frequency of church attendance in relation to socioeconomic status.

Suppose your interest is to see if one thing has an effect on something else. In that case, you can use that word, effect, or other words such as influence, impact, cause, predict, and the like. For example, the influence of tax policy on employment patterns in Midwestern communities.

An outcome is another version of a cause-and-effect relationship, specifically when you are interested in the final condition after some kind of process. For instance, the outcome of a training program. That word is excellent to use for the relationship, as in the outcome of training program A as measured by employee comprehension of corporate policies.

Are you interested in describing a certain experience, such as falling in love or being laid off work or having a baby or starting a new company? Having experiences is a very subjective thing, and the actual experience is a single thing—not one of a few variables. So there is no relationship to specify in such a topic, but the only way to learn about people's experiences is to ask them to describe them. So, words like descriptions of, accounts of, reports of, and the like can be very helpful. For instance, men's descriptions of their spiritual transformations when recovering from alcoholism.

Okay, we've covered the basics of how to craft a well-formed research topic. We've seen the marks of a good topic. They are:

The key concepts are clearly stated and well-focused so that they can be profitably found in the literature.
Second, the relationship, if any, between or among them is clearly stated. Even if there is no relationship, what you're really looking for (descriptions? accounts? reports?) can be seen in the wording.
Third, the people you want to study, your population, is clearly stated and narrowed down to a workable point. You have all these points covered in a single phrase, and if after narrowing it down that phrase is awkward, you will work on crafting it into a more graceful form.

In a minute, you'll get to work crafting your own research topic, but first I want to show you why we emphasize the importance of narrowing and focusing the key concepts, relationships, and populations.

What Do You Do With the Research Topic?

The research topic is step 1 in the sequential process of research design. Once you have your topic in hand, step 2 is to take it to the library and begin searching for existing research and theory on the topic. Here's where your key concepts need to be well-defined and narrowly focused. You will be looking for all the existing research on those key concepts when you start.

At first, you'll investigate each of your key concepts individually, to find out what the existing literature has to say about them in and of themselves. Later, after you have developed a good working knowledge of the background concepts, you'll dig deeper into research linking the key concepts together.

At the third level, you'll follow the "breadcrumbs" all the way back to the earliest studies on your topic so that you will, ultimately, master that literature fully.

So your topic statement is the foundation. It organizes your various literature reviews. Searching on the key concepts (translated into various key words) will help you organize the content of your study.

Searching on the existing methodological literature about the relationship named in your topic will prepare you for your methodological decisions in later steps of research design.

There is an old Chinese proverb found in the I Ching and many other places: “Patience in the beginning brings success.” If you are careful and attentive, and work patiently to write your research topic, then rewrite it, then rewrite it again and again, you will have a solid foundation on which to start building your literature review. The topic is your beginning.

Remain patient and steady, and you will succeed.

Doc. reference: phd_t1_u04s1_mpsuccess.html

Research Process Guide

Step 1 - Identifying and Developing a Topic
Step 2 - Narrowing Your Topic
Step 3 - Developing Research Questions
Step 4 - Conducting a Literature Review
Step 5 - Choosing a Conceptual or Theoretical Framework
Step 6 - Determining Research Methodology
Step 6a - Determining Research Methodology - Quantitative Research Methods
Step 6b - Determining Research Methodology - Qualitative Design
Step 7 - Considering Ethical Issues in Research with Human Subjects - Institutional Review Board (IRB)
Step 8 - Collecting Data
Step 9 - Analyzing Data
Step 10 - Interpreting Results
Step 11 - Writing Up Results

Step 1: Identifying and Developing a Topic

Whatever your field or discipline, the best advice to give on identifying a research topic is to choose something that you find really interesting. You will be spending an enormous amount of time with your topic, you need to be invested. Over the course of your research design, proposal and actually conducting your study, you may feel like you are really tired of your topic, however, your interest and investment in the topic will help you persist through dissertation defense. Identifying a research topic can be challenging. Most of the research that has been completed on the process of conducting research fails to examine the preliminary stages of the interactive and self-reflective process of identifying a research topic (Wintersberger & Saunders, 2020). You may choose a topic at the beginning of the process, and through exploring the research that has already been done, one’s own interests that are narrowed or expanded in scope, the topic will change over time (Dwarkadas & Lin, 2019). Where do I begin? According to the research, there are generally two paths to exploring your research topic, creative path and the rational path (Saunders et al., 2019). The rational path takes a linear path and deals with questions we need to ask ourselves like: what are some timely topics in my field in the media right now?; what strengths do I bring to the research?; what are the gaps in the research about the area of research interest? (Saunders et al., 2019; Wintersberger & Saunders, 2020).The creative path is less linear in that it may include keeping a notebook of ideas based on discussion in coursework or with your peers in the field. Whichever path you take, you will inevitably have to narrow your more generalized ideas down. A great way to do that is to continue reading the literature about and around your topic looking for gaps that could be explored. Also, try engaging in meaningful discussions with experts in your field to get their take on your research ideas (Saunders et al., 2019; Wintersberger & Saunders, 2020). It is important to remember that a research topic should be (Dwarkadas & Lin, 2019; Saunders et al., 2019; Wintersberger & Saunders, 2020):

Interesting to you.
Realistic in that it can be completed in an appropriate amount of time.
Relevant to your program or field of study.
Not widely researched.

Dwarkadas, S., & Lin, M. C. (2019, August 04). Finding a research topic. Computing Research Association for Women, Portland State University. https://cra.org/cra-wp/wp-content/uploads/sites/8/2019/04/FindingResearchTopic/2019.pdf

Saunders, M. N. K., Lewis, P., & Thornhill, A. (2019). Research methods for business students (8th ed.). Pearson.

Wintersberger, D., & Saunders, M. (2020). Formulating and clarifying the research topic: Insights and a guide for the production management research community. Production, 30 . https://doi.org/10.1590/0103-6513.20200059

Last Updated: Jun 29, 2023 1:35 PM
URL: https://libguides.kean.edu/ResearchProcessGuide

TODAY'S HOURS:

Research Topic Ideas

Getting started, 1. brainstorming for a topic, 2. read general background information, 3. focus your topic, more research help.

Area & Interdisciplinary Studies
Behavioral & Social Sciences
Business, Economics, & Management
Current Events and Controversial Issues
Education & Social Work
Health Sciences
Natural and Physical Sciences

This guide provides you with a list of topic ideas (by subject or academic discipline) which could be developed into a research paper or project. It is not an all-inclusive list, but a list developed over time with input from faculty and students.

It is intended to offer suggestions only.

This is NOT a guide to help you research a topic. It is only intended to provide ideas for a paper.

The ability to develop a good research topic is an important skill. An instructor may assign you a specific topic, but most often instructors require you to select your own topic of interest. When deciding on a topic, there are a few things that you will need to do:

Brainstorm for ideas.
Choose a topic that will enable you to read and understand the articles and books you find.
Ensure that the topic is manageable and that material is available.
Make a list of key words.
Be flexible. You may have to broaden or narrow your topic to fit your assignment or the sources you find.

Selecting a good topic may not be easy. It must be narrow and focused enough to be interesting, yet broad enough to find adequate information. Before selecting your final topic, make sure you know what your final project should look like. Each class or instructor will likely require a different format or style of research project.

Choose a topic that interests you. Use the following questions to help generate topic ideas.

Do you have a strong opinion on a current social or political controversy?
Did you read or see a news story recently that has piqued your interest or made you angry or anxious?
Do you have a personal issue, problem, or interest that you would like to know more about?
Is there an aspect of a class that you are interested in learning more about?

Write down any key words or concepts that may be of interest to you. These terms can be helpful in your searching and used to form a more focused research topic.

Be aware of overused ideas when deciding a topic. You may wish to avoid topics such as abortion, gun control, teen pregnancy, or suicide unless you feel you have a unique approach to the topic. Ask the instructor for ideas if you feel you are stuck or need additional guidance.

Sometimes using a Concept Map can help you come up with directions to take your research.

Topic Concept Map Download and print this PDF to create a concept map for your topic. Put your main topic in the middle circle and then put ideas related to your topic on the lines radiating from the circle.

Read a general encyclopedia article on the top two or three topics you are considering.

Reading a broad summary enables you to get an overview of the topic and see how your idea relates to broader, narrower, and related issues. It also provides a great source for finding words commonly used to describe the topic. These keywords may be very useful to your later research.

If you can't find an article on your topic, try using broader terms and ask for help from a librarian.

The databases listed below are good places to find general information. The library's print reference collection can also be useful and is located on the third floor of the library.

Authoritative coverage of thousands of topics in all areas of study.

Encyclopaedia Britannica's latest article database (including hundreds of articles not found in the print edition), Merriam-Webster's Collegiate Dictionary and Thesaurus, and the Britannica Book of the Year (1994-present), with thousands of web links selected by editors. Updated daily.

Fully indexed, cross-searchable database of over 400 dictionary, language reference, and subject reference works published by Oxford University Press. Includes subject reference works in the humanities, social sciences, and science--both "Quick Reference" titles (concise dictionaries, etc.) and larger "Reference Library" titles (multi-volume encyclopedias, etc.).

Covers anthropology, communication, education, geography, health, history, law, management, politics, psychology, and sociology.

Concise introductions to a diverse range of subject areas in the sciences, social sciences, and arts and humanities.

Keep it manageable and be flexible. If you start doing more research and not finding enough sources that support your thesis, you may need to adjust your topic.

A topic will be very difficult to research if it is too broad or narrow. One way to narrow a broad topic such as "the environment" is to limit your topic. Some common ways to limit a topic are:

by geographic area

Example: What environmental issues are most important in the Southwestern United States?

by time frame:

Example: What are the most prominent environmental issues of the last 10 years?

by discipline

Example: How does environmental awareness effect business practices today?

by population group

Example: What are the effects of air pollution on senior citizens?

Remember that a topic may be too difficult to research if it is too:

locally confined - Topics this specific may only be covered in local newspapers and not in scholarly articles.

Example: What sources of pollution affect the Genesee County water supply?

recent - If a topic is quite recent, books or journal articles may not be available, but newspaper or magazine articles may. Also, websites related to the topic may or may not be available.
broadly interdisciplinary - You could be overwhelmed with superficial information.

Example: How can the environment contribute to the culture, politics and society of the Western United States?

popular - You will only find very popular articles about some topics such as sports figures and high-profile celebrities and musicians.

Putting your topic in the form of a question will help you focus on what type of information you want to collect.

If you have any difficulties or questions with focusing your topic, discuss the topic with your instructor, or with a librarian.

For more help with the research help, please see our Research Help Guides:

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Understanding Journals: Peer-Reviewed, Scholarly, & Popular by Liz Svoboda Last Updated Jan 10, 2024 1100 views this year
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Next: Area & Interdisciplinary Studies >>
Last Updated: Mar 1, 2024 1:06 PM
URL: https://libguides.umflint.edu/topics

How To Find A High-Quality Research Topic

6 steps to find & evaluate high-quality dissertation/thesis topics.

By: Caroline Osella (PhD, BA) and Derek Jansen (MBA) | July 2019

So, you’re finally nearing the end of your degree and it’s now time to find a suitable topic for your dissertation or thesis. Or perhaps you’re just starting out on your PhD research proposal and need to find a suitable area of research for your application proposal.

In this post, we’ll provide a straightforward 6-step process that you can follow to ensure you arrive at a high-quality research topic . Follow these steps and you will formulate a well-suited, well-defined core research question .

There’s a helpful clue already: your research ‘topic’ is best understood as a research question or a problem . Your aim is not to create an encyclopedia entry into your field, but rather to shed light on an acknowledged issue that’s being debated (or needs to be). Think research questions , not research topics (we’ll come back to this later).

Overview: How To Find & Choose A Research Topic

Get an understanding of the research process
Review previous dissertations from your university
Review the academic literature to start the ideation process
Identify your potential research questions (topics) and shortlist
Narrow down, then evaluate your research topic shortlist
Make the decision (and stick with it!)

Step 1: Understand the research process

It may sound horribly obvious, but it’s an extremely common mistake – students skip past the fundamentals straight to the ideation phase (and then pay dearly for it).

Start by looking at whatever handouts and instructions you’ve been given regarding what your university/department expects of a dissertation. For example, the course handbook, online information and verbal in-class instructions. I know it’s tempting to just dive into the ideation process, but it’s essential to start with the prescribed material first.

There are two important reasons for this:

First , you need to have a basic understanding of the research process , research methodologies , fieldwork options and analysis methods before you start the ideation process, or you will simply not be equipped to think about your own research adequately. If you don’t understand the basics of quantitative , qualitative and mixed methods BEFORE you start ideating, you’re wasting your time.

Second , your university/department will have specific requirements for your research – for example, requirements in terms of topic originality, word count, data requirements, ethical adherence, methodology, etc. If you are not aware of these from the outset, you will again end up wasting a lot of time on irrelevant ideas/topics.

So, the most important first step is to get your head around both the basics of research (especially methodologies), as well as your institution’s specific requirements . Don’t give in to the temptation to jump ahead before you do this. As a starting point, be sure to check out our free dissertation course.

Free Webinar: How To Find A Dissertation Research Topic

Step 2: Review past dissertations/theses

Unless you’re undertaking a completely new course, there will be many, many students who have gone through the research process before and have produced successful dissertations, which you can use to orient yourself. This is hugely beneficial – imagine being able to see previous students’ assignments and essays when you were doing your coursework!

Take a look at some well-graded (65% and above) past dissertations from your course (ideally more recent ones, as university requirements may change over time). These are usually available in the university’s online library. Past dissertations will act as a helpful model for all kinds of things, from how long a bibliography needs to be, to what a good literature review looks like, through to what kinds of methods you can use – and how to leverage them to support your argument.

As you peruse past dissertations, ask yourself the following questions:

What kinds of topics did these dissertations cover and how did they turn the topic into questions?
How broad or narrow were the topics?
How original were the topics? Were they truly groundbreaking or just a localised twist on well-established theory?
How well justified were the topics? Did they seem important or just nice to know?
How much literature did they draw on as a theoretical base? Was the literature more academic or applied in nature?
What kinds of research methods did they use and what data did they draw on?
How did they analyse that data and bring it into the discussion of the academic literature?
Which of the dissertations are most readable to you – why? How were they presented?
Can you see why these dissertations were successful? Can you relate what they’ve done back to the university’s instructions/brief?

Seeing a variety of dissertations (at least 5, ideally in your area of interest) will also help you understand whether your university has very rigid expectations in terms of structure and format , or whether they expect and allow variety in the number of chapters, chapter headings, order of content, style of presentation and so on.

Some departments accept graphic novels; some are willing to grade free-flow continental-philosophy style arguments; some want a highly rigid, standardised structure. Many offer a dissertation template , with information on how marks are split between sections. Check right away whether you have been given one of those templates – and if you do, then use it and don’t try to deviate or reinvent the wheel.

Step 3: Review the academic literature

Now that you (1) understand the research process, (2) understand your university’s specific requirements for your dissertation or thesis, and (3) have a feel for what a good dissertation looks like, you can start the ideation process. This is done by reviewing the current literature and looking for opportunities to add something original to the academic conversation.

Kick start the ideation process

So, where should you start your literature hunt? The best starting point is to get back to your modules. Look at your coursework and the assignments you did. Using your coursework is the best theoretical base, as you are assured that (1) the literature is of a high enough calibre for your university and (2) the topics are relevant to your specific course.

Start by identifying the modules that interested you the most and that you understood well (i.e. earned good marks for). What were your strongest assignments, essays or reports? Which areas within these were particularly interesting to you? For example, within a marketing module, you may have found consumer decision making or organisation trust to be interesting. Create a shortlist of those areas that you were both interested in and academically strong at. It’s no use picking an area that does not genuinely interest you – you’ll run out of motivation if you’re not excited by a topic.

Understand the current state of knowledge

Once you’ve done that, you need to get an understanding of the current state of the literature for your chosen interest areas. What you’re aiming to understand is this: what is the academic conversation here and what critical questions are yet unanswered? These unanswered questions are prime opportunities for a unique, meaningful research topic . A quick review of the literature on your favourite topics will help you understand this.

Grab your reading list from the relevant section of the modules, or simply enter the topics into Google Scholar . Skim-read 3-5 journal articles from the past 5 years which have at least 5 citations each (Google Scholar or a citations index will show you how many citations any given article has – i.e., how many other people have referred to it in their own bibliography). Also, check to see if your discipline has an ‘annual review’ type of journal, which gathers together surveys of the state of knowledge on a chosen topic. This can be a great tool for fast-tracking your understanding of the current state of the knowledge in any given area.

Start from your course’s reading list and work outwards. At the end of every journal article, you’ll find a reference list. Scan this reference list for more relevant articles and read those. Then repeat the process (known as snowballing) until you’ve built up a base of 20-30 quality articles per area of interest.

Absorb, don’t hunt

At this stage, your objective is to read and understand the current state of the theory for your area(s) of interest – you don’t need to be in topic-hunting mode yet. Don’t jump the gun and try to identify research topics before you are well familiarised with the literature.

As you read, try to understand what kinds of questions people are asking and how they are trying to answer them. What matters do the researchers agree on, and more importantly, what are they in disagreement about? Disagreements are prime research territory. Can you identify different ‘schools of thought’ or different ‘approaches’? Do you know what your own approach or slant is? What kinds of articles appeal to you and which ones bore you or leave you feeling like you’ve not really grasped them? Which ones interest you and point towards directions you’d like to research and know more about?

Once you understand the fundamental fact that academic knowledge is a conversation, things get easier.

Think of it like a party. There are groups of people in the room, enjoying conversations about various things. Which group do you want to join? You don’t want to be that person in the corner, talking to themself. And you don’t want to be the hanger-on, laughing at the big-shot’s jokes and repeating everything they say.

Do you want to join a large group and try to make a small contribution to what’s going on, or are you drawn to a smaller group that’s having a more niche conversation, but where you feel you might more easily find something original to contribute? How many conversations can you identify? Which ones feel closer to you and more attractive? Which ones repel you or leave you cold? Are there some that, frankly, you just don’t understand?

Now, choose a couple of groups who are discussing something you feel interested in and where you feel like you might want to contribute. You want to make your entry into this group by asking a question – a question that will make the other people in the group turn around and look at you, listen to you, and think, “That’s interesting”.

Your dissertation will be the process of setting that question and then trying to find at least a partial answer to that question – but don’t worry about that now. Right now, you need to work out what conversations are going on, whether any of them are related or overlapping, and which ones you might be able to walk into. I’ll explain how you find that question in the next step.

Need a helping hand?

Step 4: Identify potential research questions

Now that you have a decent understanding of the state of the literature in your area(s) of interest, it’s time to start developing your list of possible research topics. There are (at least) three approaches you can follow here, and they are not mutually exclusive:

Approach 1: Leverage the FRIN

Towards the end of most quality journal articles, you will find a section labelled “ further research ” or something similar. Generally, researchers will clearly outline where they feel further research is needed (FRIN), following on from their own research. So, essentially, every journal article presents you with a list of potential research opportunities.

Of course, only a handful of these will be both practical and of interest to you, so it’s not a quick-fix solution to finding a research topic. However, the benefit of going this route is that you will be able to find a genuinely original and meaningful research topic (which is particularly important for PhD-level research).

The upside to this approach is originality, but the downside is that you might not find something that really interests you , or that you have the means to execute. If you do go this route, make sure that you pay attention to the journal article dates, as the FRIN may already have been “solved” by other researchers if the article is old.

Use the FRIN for dissertation topics ideas

Approach 2: Put a context-based spin on an existing topic

The second option is to consider whether a theory which is already well established is relevant within a local or industry-specific context. For example, a theory about the antecedents (drivers) of trust is very well established, but there may be unique or uniquely important drivers within a specific national context or industry (for example, within the financial services industry in an emerging market).

If that industry or national context has not yet been covered by researchers and there is a good reason to believe there may be meaningful differences within that context, then you have an opportunity to take a unique angle on well-established theory, which can make for a great piece of research. It is however imperative that you have a good reason to believe that the existing theory may not be wholly relevant within your chosen context, or your research will not be justified.

The upside to this approach is that you can potentially find a topic that is “closer to home” and more relevant and interesting to you , while still being able to draw on a well-established body of theory. However, the downside is that this approach will likely not produce the level of originality as approach #1.

Approach 3: Uncensored brainstorming

The third option is to skip the FRIN, as well as the local/industry-specific angle and simply engage in a freeform brainstorming or mind-mapping session, using your newfound knowledge of the theory to formulate potential research ideas. What’s important here is that you do not censor yourself . However crazy, unfeasible, or plain stupid your topic appears – write it down. All that matters right now is that you are interested in this thing.

Next, try to turn the topic(s) into a question or problem. For example:

What is the relationship between X, Y & Z?
What are the drivers/antecedents of X?
What are the outcomes of Y?
What are the key success factors for Z?

Re-word your list of topics or issues into a list of questions . You might find at this stage that one research topic throws up three questions (which then become sub-topics and even new separate topics in their own right) and in so doing, the list grows. Let it. Don’t hold back or try to start evaluating your ideas yet – just let them flow onto paper.

Once you’ve got a few topics and questions on paper, check the literature again to see whether any of these have been covered by the existing research. Since you came up with these from scratch, there is a possibility that your original literature search did not cover them, so it’s important to revisit that phase to ensure that you’re familiar with the relevant literature for each idea. You may also then find that approach #1 and #2 can be used to build on these ideas.

Try use all three approaches

As mentioned earlier, the three approaches discussed here are not mutually exclusive. In fact, the more, the merrier. Hopefully, you manage to utilise all three, as this will give you the best odds of producing a rich list of ideas, which you can then narrow down and evaluate, which is the next step.

Mix different approaches to find a topic

Step 5: Narrow down, then evaluate

By this stage, you should have a healthy list of research topics. Step away from the ideation and thinking for a few days, clear your mind. The key is to get some distance from your ideas, so that you can sit down with your list and review it with a more objective view. The unbridled ideation phase is over and now it’s time to take a reality check .

Look at your list and see if any options can be crossed off right away . Maybe you don’t want to do that topic anymore. Maybe the topic turned out to be too broad and threw up 20 hard to answer questions. Maybe all the literature you found about it was 30 years old and you suspect it might not be a very engaging contemporary issue . Maybe this topic is so over-researched that you’ll struggle to find anything fresh to say. Also, after stepping back, it’s quite common to notice that 2 or 3 of your topics are really the same one, the same question, which you’ve written down in slightly different ways. You can try to amalgamate these into one succinct topic.

Narrow down to the top 5, then evaluate

Now, take your streamlined list and narrow it down to the ‘top 5’ that interest you the most. Personal interest is your key evaluation criterion at this stage. Got your ‘top 5’? Great! Now, with a cool head and your best analytical mind engaged, go systematically through each option and evaluate them against the following criteria:

Research questions – what is the main research question, and what are the supporting sub-questions? It’s critically important that you can define these questions clearly and concisely. If you cannot do this, it means you haven’t thought the topic through sufficiently.

Originality – is the topic sufficiently original, as per your university’s originality requirements? Are you able to add something unique to the existing conversation? As mentioned earlier, originality can come in many forms, and it doesn’t mean that you need to find a completely new, cutting-edge topic. However, your university’s requirements should guide your decision-making here.

Importance – is the topic of real significance, or is it just a “nice to know”? If it’s significant, why? Who will benefit from finding the answer to your desired questions and how will they benefit? Justifying your research will be a key requirement for your research proposal , so it’s really important to develop a convincing argument here.

Literature – is there a contemporary (current) body of academic literature around this issue? Is there enough literature for you to base your investigation on, but not too much that the topic is “overdone”? Will you be able to navigate this literature or is it overwhelming?

Data requirements – What kind of data would you need access to in order to answer your key questions? Would you need to adopt a qualitative, quantitative or mixed-methods approach to answer your questions? At this stage, you don’t need to be able to map out your exact research design, but you should be able to articulate how you would approach it in high-level terms. Will you use qual, quant or mixed methods? Why?

Feasibility – How feasible would it be to gather the data that would be needed in the time-frame that you have – and do you have the will power and the skills to do it? If you’re not confident with the theory, you don’t want something that’s going to draw you into a debate about the relative importance of epistemology and ontology. If you are shy, you won’t want to be doing ethnographic interviews. If you feel this question calls for a 100-person survey, do you have the time to plan, organise and conduct it and then analyse it? What will you do if you don’t get the response rate you expect? Be very realistic here and also ask advice from your supervisor and other experts – poor response rates are extremely common and can derail even the best research projects.

Personal attraction – On a scale of 1-10, how excited are you about this topic? Will addressing it add value to your life and/or career? Will undertaking the project help you build a skill you’ve previously wanted to work on (for example, interview skills, statistical analysis skills, software skills, etc.)?

The last point is particularly important. You will have to engage with your dissertation in a very sustained and deep way, face challenges and difficulties, and get it to completion. If you don’t start out enthusiastic about it, you’re setting yourself up for problems like ‘writer’s block’ or ‘burnout’ down the line. This is the reason personal interest was the sole evaluation criterion when we chose the top 5. So, don’t underestimate the importance of personal attraction to a topic – at the same time, don’t let personal attraction lead you to choose a topic that is not relevant to your course or feasible given your resources.

A strong research topic must tick all three boxes – original, relevant and feasible. If not, you're going to run into problems sooner or later.

Narrow down to 3, then get human feedback

We’re almost at the finishing line. The next step is to narrow down to 2 or 3 shortlisted topics. No more! Write a short paragraph about each topic, addressing the following:

Firstly, WHAT will this study be about? Frame the topic as a question or a problem. Write it as a dissertation title. No more than two clauses and no more than 15 words. Less than 15 is better (go back to good journal articles for inspiration on appropriate title styles).

Secondly, WHY this is interesting (original) and important – as proven by existing academic literature? Are people talking about this and is there an acknowledged problem, debate or gap in the literature?

Lastly, HOW do you plan to answer the question? What sub-questions will you use? What methods does this call for and how competent and confident are you in those methods? Do you have the time to gather the data this calls for?

Show the shortlist and accompanying paragraphs to a couple of your peers from your course and also to an expert or two if at all possible (you’re welcome to reach out to us ), explaining what you will investigate, why this is original and important and how you will go about investigating it.

Once you’ve pitched your ideas, ask for the following thoughts :

Which is most interesting and appealing to them?
Why do they feel this way?
What problems do they foresee with the execution of the research?

Take advice and feedback and sit on it for another day. Let it simmer in your mind overnight before you make the final decision.

Step 6: Make the decision (and stick with it!)

Then, make the commitment. Choose the one that you feel most confident about, having now considered both your opinion and the feedback from others.

Once you’ve made a decision, don’t doubt your judgement, don’t shift. Don’t be tempted by the ones you left behind. You’ve planned and thought things through, checked feasibility and now you can start. You have your research topic. Trust your own decision-making process and stick with it now. It’s time to get started on your research proposal!

Let’s recap…

In this post, I’ve proposed a straightforward 6-step plan to finding relevant research topic ideas and then narrowing them down to finally choose one winner. To recap:

Understand the basics of academic research, as well as your university’s specific requirements for a dissertation, thesis or research project.
Review previous dissertations for your course to get an idea of both topics and structure.
Start the ideation process by familiarising yourself with the literature.
Identify your potential research questions (topics).
Narrow down your options, then evaluate systematically.
Make your decision (and don’t look back!)

If you follow these steps, you’ll find that they also set you up for what’s coming next – both the proposal and the first three chapters of your dissertation. But that’s for future posts!

Psst… there’s more (for free)

This post is part of our dissertation mini-course, which covers everything you need to get started with your dissertation, thesis or research project.

You Might Also Like:

How to choose a research topic: full video tutorial

23 Comments

I would love to get a topic under teachers performance. I am a student of MSC Monitoring and Evaluations and I need a topic in the line of monitoring and evaluations

I just we put for some full notes that are payable

Thank you very much Dr Caroline

I need a project topics on transfer of learning

m a PhD Student I would like to be assisted inn formulating a title around: Internet of Things for online education in higher education – STEM (Science, technology, engineering and Mathematics, digital divide ) Thank you, would appreciate your guidance

Well structured guide on the topic… Good materials for beginners in research writing…

Hello Iam kindly seeking for help in formulating a researchable topic for masters degree program in line with teaching GRAPHIC ART

I read a thesis about a problem in a particular. Can I use the same topic just referring to my own country? Is that being original? The interview questions will mostly be the same as the other thesis.

Hi, thanks I managed to listen to the video so helpful indeed. I am currently an MBA student looking for a specific topic and I have different ideas that not sure they can be turned to be a study.

I am doing a Master of Theology in Pastoral Care and Counselling and I felt like doing research on Spiritual problem cause by substance abuse among Youth. Can I get help to formulate the Thesis Title in line with it…please

Hello, I am kindly seeking help in formulating a researchable topic for a National diploma program

As a beginner in research, I am very grateful for this well-structured material on research writing.

Hello, I watched the video and its very helpful. I’m a student in Nursing (degree). May you please help me with any research problems (in Namibian society or Nursing) that need to be evaluate or solved?

I have been greatly impacted. Thank you.

more than useful… there will be no justification if someone fails to get a topic for his thesis

I watched the video and its really helpful.

How can i started discovery

Analysing the significance of Integrated reporting in Zimbabwe. A case of institutional investors. this is my topic for PHD Accounting sciences need help with research questions

Excellent session that cleared lots of doubts.

Excellent session that cleared lots of doubts

It was a nice one thank you

Wow, This helped a lot not only with how to find a research topic but inspired me to kick it off from now, I am a final year student of environmental science. And have to complete my project in the coming six months.

I was really stressed and thinking about different topics that I don’t know nothing about and having more than a hundred topics in the baggage, couldn’t make the tradeoff among them, however, reading this scrubbed the fuzzy layer off my head and now it seems like really easy.

Thanks GRADCOACH, you saved me from getting into the rabbit hole.

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Identify your research interests.

As an undergraduate student, you are not expected to know exactly what your area of focus will be. Most likely, you are still discovering and developing your interests and that's okay. However, without having some ideas about what you're interested in, you'll quickly find that searching for opportunities can be overwhelming.

Map Out Your Interests

To figure out what your interests are, take some time and write down 3-5 responses to each of these questions:

What subjects covered in my field(s) of study interest me the most? (do this for each major/minor you have)
Which class or classes have been the most interesting, what specifically made them interesting, and what questions did I still have after the class finished?
What questions or problems am I most interested in exploring and/or solving?
What other topics, areas, or fields am I interested in outside of my major/minor?
What research topics relate to that field or sector I want to end up in and/or what interests me in that field?
What (if any) research topics relate to my hobbies, personal interests, or extracurricular activities?
What skills am I interested in developing which aren't addressed by my major/minor?

Now, look over all of your responses and see if there are any common themes. Did the same topic come up more than once? Are any of the topics closely related or linked? Make a note these to help focus your search for a research opportunity.

Lastly, think a little bit about the things you know you don't want to do or are not interested in. Make a note of them in order to help you identify opportunities that won't be a good fit.

Think About How You Want To Get Involved

The next thing you'll want to think about is how you might want to get involved in research. Below are some questions to help guide you:

What kind of experience do you want: do you want to work in a lab or do you want to work in the field?
Are you ok working on a team as part of a larger research topic/question or do you want to do your own original research?
Do you want to be part of a big team, do you want to work on a smaller project, or would you prefer to work one-on-one with a faculty member / graduate student?
Do you want to do research related to your field(s) of study and deepen your understanding / experience or do you want to do research outside your field of study and broaden your understanding / experience?

With this information, you should have a better idea of what you're looking for which will make searching for and finding a research opportunity a bit easier.

Next, visit our Finding Research Opportunities page to learn about searching for a research opportunity.

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The Research Process
1. Define Your Topic
2. Gather Background Information
3. Find Books & More
4. Find Articles & More
5. Find Web Sources
6. Evaluate Your Sources
7. Cite Your Sources

The Research Process is a nonlinear process, meaning you may have to revisit steps once or twice during your research to get the best results.

If you are having trouble defining your topic, you might benefit from looking into several topics before choosing or narrowing down your scope for one.

Gathering background information from reference sources on a broader idea, subject, etc. may spark your curiosity or interest to further explore it.

Choose a Topic

Are there any specific guidelines to follow?
What are some of the current trends or issues in this area?

To find a topic of interest to you, you may want to consult:

Course materials (Textbook, handouts, etc.)
Instructor and/or peers
Personal interests

BE CURIOUS! Whatever topic you decide to focus on should be something your excited to learn more about.

Narrow Your Topic

Be sure that your topic is of an appropriate size for your assignment.

You could write a whole book on the cognitive behavioral therapy (CBT), so narrowing your topic will help you help keep your research and writing manageable.

Any easy way to narrow your topic is to ask yourself some questions:

What? Think about the topic from different viewpoints (historically, socially, medically, legally, ethically, etc.) Do you want to focus on the history of CBT or on the effectiveness of CBT?

Who? Think about individuals but also groups of people or population. Do you want to focus on CBT's use with children? With adolescents?

Where? Think about location, environment, and setting. Do you want to look at how it's been used in group therapy? In schools? In the United States?

When? Think about time period and/or after a specific event or milestone. Do you want to explore using CBT after a patient has a experienced trauma? Or do you want to explore the use of CBT in the last ten years?

Construct a Research Question

Once you've narrowed your topic by answering some of the questions above, it's good to formulate a research question to help guide your research and possibly generate a thesis statement.

Start by using "how," "what," or "why."
Incorporate the limiters (population, location, time, etc.) you outlined when narrowing your topic.

Some examples:

How effective is the use of cognitive behavioral therapy to treat depression in group therapy with adults?

What ethical implications might arise when using cognitive behavior therapy as a guidance counselor for elementary school children?

Why has cognitive behavioral therapy become the preferred method for treating Iraq veterans with PTSD over psychotherapy?

Research Question Generator Tool from the University of Michigan Libraries that guides users through the formulation of a research question.
Research Question Generator Worksheet A worksheet from the ACRL, UConn, and the University of Michigan libraries.
<< Previous: The Research Process
Next: 2. Gather Background Information >>
Last Updated: May 14, 2020 1:49 PM
URL: https://libguides.lr.edu/researchprocess

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Developing a conception of research

Defining the research topic

Improving reading and writing skills
Developing Transferable Skills
Presenting at seminars and conferences
Publishing during graduate studies
Comprehensive exams
Dissertation and thesis exams
Practical advice
Ideas for reflection

Conceptualizing your research topic

Conceptualizing a research topic entails formulating a “defensible and researchable” research question . Conducting a literature search as one of the first steps in a graduate degree is often quite helpful as published peer-reviewed research articles are key to identify knowledge gaps in current literature. Thus, students can design and phrase their research projects to aim to address these research gaps.

Elements of a good research topic

Interesting: topic represents an area of deep interest for the researcher
Original : for PhD students, the topic can produce an original contribution to knowledge
Manageable: research question could be answered within the degree’s recommended time frame (see time limitation ).

At McGill, PhD students are usually expected to have a sufficiently defined research topic by the time of the comprehensive exam .

Seminar presentations can help with topic definition and project planning

Many experienced supervisors and successful PhD students suggest that preparing a research proposal for presentation at a seminar within six months of commencement helps with focusing on the topic. Here are some suggested questions:

What is it that you want to find answers for?
Why is it important that this be researched?
What impact will this research have?
How will you go about researching this?

Read critically to identify gaps in the field and understand different research methods

Critical reading involves developing an understanding of the knowledge and gaps in the field and being able to critique different research methods, methodologies and epistemologies.

Try concept mapping to visualize and organize links between ideas

Concept mapping: a practical strategy for students and researchers starting a project. It helps to identify areas of importance as well as possibilities for the exploration and analysis of such areas.

Concept maps are helpful as a means of focusing discussion on the topic or research question because they offer a visual approach to creating relationships among concepts . More information about concept mapping can be found at the Institute for Human and Machine Cognition's page on Constructing your first concept map .

A concept map showing the main components of a concept map , from Novak & Canas (2008) .

If the student makes a concept map, this can form the basis of different discussions between the student and supervisor.

How important is motivation for topic selection?

Most graduate students have a general idea about what they would like to research. Depending on supervisors and disciplines, a student may be "given" a specific research topic or a list of topics to choose from or be asked to generate a topic based on her or his prior knowledge and experience. In either situation, it is a good idea to talk with others – supervisors, students, colleagues, peers, even friends and family – about possible choices, since a research topic is something most students will commit to for the rest of their degree.

Point to reflect on

What questions, topics or methodologies are you passionate about? Why are you passionate about them (e.g., personal interest or curiosity, potential applications to help others or the environment)?
Is it possible to answer your desired question within the time frame of a graduate degree? If not, is it possible to choose a portion of this topic to investigate during your graduate studies?
Do you get more motivated from knowing exactly what you’re going to do, or from the excitement of unexpected discoveries or research trajectories? How can you select a topic and plan your project to better suit your sources of motivation See Staying motivated for additional resources

Steps to refine the research focus

Identify the boundaries of the research areas and the gaps in the field .
Make a list of possible research ideas within a topic.
Discuss these ideas with others (e.g., peers, colleagues, professors, mentors). This can provide opportunities for receiving advice based on past experiences, additional ideas, or opportunities for collaboration.
Reduce the list to two ideas : a first choice and a backup. Having a backup is useful in the event that the first choice is found to be inappropriate for the time restriction, require unattainable resources, or be otherwise not feasible.
Brainstorm as many ideas, questions, possible problems, and any other thoughts relevant to the first choice.
Narrow down these ideas into a more precise focus by considering feasibility (e.g., time, requires resources), interest, and significance. The resulting idea should complete the sentence “The purpose of this project is…”
Refer back to the brainstorming and remove anything not relevant to the purpose statement. Add any new relevant ideas. Use these ideas as well as the purpose statement to create a list of researchable questions . Be sure to define key terms and consider required resources, including the characteristics of the participants if applicable.
Create a project outline. Consider what information or data will be needed and how it can be obtained.

Adapted from Wisker (2005, p. 83) and Bell & Waters (2014)

Bell, J., & Waters, S. (2014). Doing your research project: A guide for first-time researchers . New York, NY: McGraw-Hill Education.

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them. Institute for Human and Machine Cognition . Retrieved from http://cmap.ihmc.us/docs/theory-of-concept-maps

Wisker, G. (2005). The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations . Basingstoke: Palgrave Macmillan.

This work is licensed under a Creative Commons Attribution Non-Commercial 4.0 International License . Graduate and Postdoctoral Studies, McGill University .

Department and University Information

Graduate and postdoctoral studies.

Choose Your Test

Sat / act prep online guides and tips, 113 great research paper topics.

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
Analyze the impact a famous artist had on the world.
How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
How has the music of slaves brought over from Africa shaped modern American music?
How has rap music evolved in the past decade?
How has the portrayal of minorities in the media changed?

Current Events

What have been the impacts of China's one child policy?
How have the goals of feminists changed over the decades?
How has the Trump presidency changed international relations?
Analyze the history of the relationship between the United States and North Korea.
What factors contributed to the current decline in the rate of unemployment?
What have been the impacts of states which have increased their minimum wage?
How do US immigration laws compare to immigration laws of other countries?
How have the US's immigration laws changed in the past few years/decades?
How has the Black Lives Matter movement affected discussions and view about racism in the US?
What impact has the Affordable Care Act had on healthcare in the US?
What factors contributed to the UK deciding to leave the EU (Brexit)?
What factors contributed to China becoming an economic power?
Discuss the history of Bitcoin or other cryptocurrencies (some of which tokenize the S&P 500 Index on the blockchain) .
Do students in schools that eliminate grades do better in college and their careers?
Do students from wealthier backgrounds score higher on standardized tests?
Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
Do students who attend charter schools score higher on standardized tests than students in public schools?
Do students learn better in same-sex classrooms?
How does giving each student access to an iPad or laptop affect their studies?
What are the benefits and drawbacks of the Montessori Method ?
Do children who attend preschool do better in school later on?
What was the impact of the No Child Left Behind act?
How does the US education system compare to education systems in other countries?
What impact does mandatory physical education classes have on students' health?
Which methods are most effective at reducing bullying in schools?
Do homeschoolers who attend college do as well as students who attended traditional schools?
Does offering tenure increase or decrease quality of teaching?
How does college debt affect future life choices of students?
Should graduate students be able to form unions?

What are different ways to lower gun-related deaths in the US?
How and why have divorce rates changed over time?
Is affirmative action still necessary in education and/or the workplace?
Should physician-assisted suicide be legal?
How has stem cell research impacted the medical field?
How can human trafficking be reduced in the United States/world?
Should people be able to donate organs in exchange for money?
Which types of juvenile punishment have proven most effective at preventing future crimes?
Has the increase in US airport security made passengers safer?
Analyze the immigration policies of certain countries and how they are similar and different from one another.
Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
Do tariffs increase the number of domestic jobs?
Which prison reforms have proven most effective?
Should governments be able to censor certain information on the internet?
Which methods/programs have been most effective at reducing teen pregnancy?
What are the benefits and drawbacks of the Keto diet?
How effective are different exercise regimes for losing weight and maintaining weight loss?
How do the healthcare plans of various countries differ from each other?
What are the most effective ways to treat depression ?
What are the pros and cons of genetically modified foods?
Which methods are most effective for improving memory?
What can be done to lower healthcare costs in the US?
What factors contributed to the current opioid crisis?
Analyze the history and impact of the HIV/AIDS epidemic .
Are low-carbohydrate or low-fat diets more effective for weight loss?
How much exercise should the average adult be getting each week?
Which methods are most effective to get parents to vaccinate their children?
What are the pros and cons of clean needle programs?
How does stress affect the body?
Discuss the history of the conflict between Israel and the Palestinians.
What were the causes and effects of the Salem Witch Trials?
Who was responsible for the Iran-Contra situation?
How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
What events led to the fall of the Roman Empire?
What were the impacts of British rule in India ?
Was the atomic bombing of Hiroshima and Nagasaki necessary?
What were the successes and failures of the women's suffrage movement in the United States?
What were the causes of the Civil War?
How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
Which factors contributed to the colonies winning the American Revolution?
What caused Hitler's rise to power?
Discuss how a specific invention impacted history.
What led to Cleopatra's fall as ruler of Egypt?
How has Japan changed and evolved over the centuries?
What were the causes of the Rwandan genocide ?

Why did Martin Luther decide to split with the Catholic Church?
Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
How did the sexual abuse scandal impact how people view the Catholic Church?
How has the Catholic church's power changed over the past decades/centuries?
What are the causes behind the rise in atheism/ agnosticism in the United States?
What were the influences in Siddhartha's life resulted in him becoming the Buddha?
How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

How has the earth's climate changed in the past few decades?
How has the use and elimination of DDT affected bird populations in the US?
Analyze how the number and severity of natural disasters have increased in the past few decades.
Analyze deforestation rates in a certain area or globally over a period of time.
How have past oil spills changed regulations and cleanup methods?
How has the Flint water crisis changed water regulation safety?
What are the pros and cons of fracking?
What impact has the Paris Climate Agreement had so far?
What have NASA's biggest successes and failures been?
How can we improve access to clean water around the world?
Does ecotourism actually have a positive impact on the environment?
Should the US rely on nuclear energy more?
What can be done to save amphibian species currently at risk of extinction?
What impact has climate change had on coral reefs?
How are black holes created?
Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
How will the loss of net neutrality affect internet users?
Analyze the history and progress of self-driving vehicles.
How has the use of drones changed surveillance and warfare methods?
Has social media made people more or less connected?
What progress has currently been made with artificial intelligence ?
Do smartphones increase or decrease workplace productivity?
What are the most effective ways to use technology in the classroom?
How is Google search affecting our intelligence?
When is the best age for a child to begin owning a smartphone?
Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

What's Next?

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Graduate School

Research Interest Statement Samples That Worked

A good research interest statement sample can be hard to find. Still, it can also be a beneficial tool for writing one and preparing for a grad school application or post-graduate position. Your research interest statement is one of the key components of your application to get into grad school . In a few cases, admissions committees have used it instead of an interview, so it is important to write a strong essay. We’ve provided research interest statement samples for you in this blog post. We have also included several tips that will help you write a strong statement to help improve your chances of getting accepted into your dream program.

>> Want us to help you get accepted? Schedule a free strategy call here . <<

Article Contents 13 min read

What is a research interest statement.

A research interest statement is essential for most graduate school, post-graduate, and academic job applications. Sometimes, it may be referred to it as a " statement of intent " or "description of research interests." While they are similar, research interest statement may require some additional information. Generally, your statement will pride a brief overview of your research background, including your past research experience, the current state of your research, and the future research you'd like to complete, including any required equipment and collaborations. It is usually written in the form of a short essay. Still, of course, different graduate programs can have specific requirements, so make sure to check the program you are applying to and read the particular instructions that they give to ensure your research interest statement meets their requirements.

Your research statement plays a big role in the committee's decision. Ultimately, they are trying to figure out if you, as a person, and your research, would be a good fit for their program. A strong statement can help you convince them of this by showing your passion for research, your research interests and experience, the connection between your interests and the program, and the extent of your writing skills which is really important for paper and grant writing, and thus for earning money for your research!

Undergraduate programs are centered around classes, but graduate and post-graduate programs are all about your research and what your research contributes to your discipline of choice. That is why a research interest statement is so important, because it is essentially a way for you to share this information with the program that you have chosen.

Writing a strong statement can be helpful to you, as well. Having to explain your research and talk about your goals coherently will give you a chance to define your future research and career plans, as well as academic interests.

What Should Your Research Interest Statement Include?

The exact requirements of the research interest statement can vary depending on where you are applying and for what position. Most faculty positions will need you to produce a separate file for your statement, and most of the time, for an academic program, you can simply include your statement within your CV for graduate school .

Need to prepare your grad school CV? This video has helpful advice for you:

Unless otherwise stated by the program or faculty that you are applying to, your statement should be one to two pages long or between 600 and 1000 words. If you are including your description of interest statements on your resume, then it would be ideal to keep it between 400 and 600 words. Most programs will give you guidelines for the research interest statement so make sure you follow those. They rarely include a specific question or prompt but they might ask for a particular detail to be included in your interest statement. For example, a university’s requirements may look something like this: “In your statement of interest, you should detail your study and/or research interests and reasons for seeking admission. You must identify a faculty member from the Anthropology of Department with whom you are interested in being your advisor. The length of a statement of intent should be 2 pages in length (single-spaced, Times New Roman font size 12 point)”

Your statement should include a brief history of your past research. It should tell the committee what you have previously set out to answer with your research projects, what you found, and if it led to any academic publications or collaborations. It should also address your current research. What questions are you actively trying to solve? You will need to tell the committee if you’ve made any progress, what you have found, if you are connecting your research to the larger academic conversation and what the larger implications of your work actually are. Finally, you want to talk about the future of your research. What further questions do you want to solve? How do you intend to find answers to these questions? What are the broader implications of your potential results, and how can the institution you are applying to help you?

Before we show you some examples, let's go over a few essential things that you need to keep in mind while writing your research interest statement to make sure it is strong.

Preparation

Give Yourself Ample Time: Much like with other components of your application, like your CV or a graduate school interview question , preparation is the key to success. You should give yourself enough time to thoroughly research the program or faculty you are applying to, gather all the information or documents that can aid you in writing, and then write and rewrite as many times as you need to. Give yourself at least 6 weeks to draft, redraft, and finalize your statement. You may also want to consider investing in a graduate school admissions consultant as they have more experience writing these types of essays and may see things that you can’t.

Research the Program/Faculty: The purpose of your research interest statement is to tell the committee all about your research plans, how it will contribute to the field and convince them that not only is their institution is the best place for it, but that you will be an asset to them as a candidate. To do this, you need to know what kind of candidate they are looking for, what kind of research they have been interested in in the past, and if there is anything particular that they require in the research interest statement. Remember, expectations for research statements can vary among disciplines and universities, so it is essential that you write for the right audience.

The Format / Writing Style

Your research statement should be in an academic essay format. It needs to be concise, well-organized, and easy to read. For graduate school, PhD or post-doc positions, your research interest statement will usually be a part of your resume. We recommend that you stick to the following things when it comes to the format:

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The Content

Introduction: This is a functional academic document, unlike college essays or personal statements, so you want to go straight to the point and focus on the key information that needs to be conveyed. You want to use this paragraph to tell the committee why you are writing this statement. In other words, you should clearly state what kind of research you are interested in pursuing at the institution in question and explain why you are drawn to the subject.

Body: This is your “why and how” paragraphs. In 2 or 3 paragraphs, you should expand on your interest, background, accomplishments, and plans in the field of research. Depending on your level of experience, you may use this time to talk about your previous or current research. If you do not have much experience, then you may use this paragraph to talk about any skills or academic achievements that could be relevant.

Conclusion: To conclude, you should restate your interest and tie it back to the research you intend to continue at the university. Be specific about the direction you’d like to take the research in, who you’d like to work with, and what the institution has that would help you. We also suggest including a concise statement that reiterates your unique suitability for the program, and what you can contribute to it and your chosen field.

Common Pitfalls to Avoid

Being Too Personal: Often, students will confuse the statement of purpose and the research interest statement or letter of intent. It is essential to understand the difference between these two documents because some programs will ask for both of these documents. There is quite a bit of overlap between the two essays, so they are very easy to mix up. Both documents ask applicants to focus on their research interests, relevant past academic & professional experiences, and their long-term goals in the field. However, a statement of purpose is more of a personal statement that describes your journey and overall suitability for a program. In contrast, a research interest statement is a more formal academic document specific to the research you intend to pursue in a program. It will include many details such as the faculty members you want to work with, the program facilities and resources you wish to use, etc.

Not Following Guidelines: As mentioned earlier, these statements can vary depending on the discipline and the faculty. It is crucial that you review all the institution's guidelines and follow them. Some schools will have a specific word count, others may simply give you a maximum and minimum word count. Others may even have a specific prompt or question that you will need to answer with your essay. You want to make sure that you are following the instructions provided by the program.

Using Too Much Jargon: Your statement will be read by people who are most likely knowledgeable, but they might not be from your specific field or specialty. We understand that it may not be possible to be clear about your research without using a few niche words, but try to keep them at a minimum and avoid using acronyms that are not well known outside of your specialty.

Having One Generic Statement: The requirements of your research statement are different from one school to another, and you should tailor your letter to the program you are writing to. We know that the research and experience you are talking about are still the same, but the qualities and aspects of that experience you play up should help you appeal to the school you are applying to. For example, if you are applying to a very collaborative program, you should highlight your collaborations and your experience working as part of a team.

Looking for tips on getting into grad school? This infographic is for you:

Research of Interest Statement Samples

Below are sample research interest statements for reference:

Research Statement of Interest 1

Jennifer Doe

As the child of an immigrant, I have always been fascinated by the relationship between identity, geographic territory, and economic development. With the rise of globalization, there is a broader effort in the social sciences to study the link between cultural identity, human mobility, and economic development in the contemporary world. I hope that my research will contribute to this as well. I am applying to the X University Global Anthropology program, as it is the best place for me to explore my research interests and channel them towards my long-term goals. I believe that my undergraduate education and the research experience it gave me have prepared me to undertake advanced research projects, thus making me an excellent candidate for this program.

I spent the first two years of undergraduate studies taking psychology courses. I went to university knowing that I wanted to learn about human behavior and culture. I was thirsty for information, but I did not know what kind of information just yet. It wasn’t until I took an elective anthropology class in my second year and started discussing identity in anthropology that something clicked. Unlike many other social sciences, anthropology explores the different ways that cultures affect human behavior and that connected right away with my experience as an immigrant. I have been passionate about the subject ever since, and I intend on spending my career exploring this topic further.

In the long run, I am interested in understanding how geography affects the construction of one’s cultural identity, especially when it comes to immigrants. Literature already exists on the topic, but most of it examines the upper levels of this process of social reproduction, concentrating on the roles of governments and associations in promoting ties between migrants and their homelands. Prof. Jane Doe Smith is one of the anthropologists researching the transnational migration experience, and I hope to have the opportunity to work with her at X University.

I was fortunate to be part of a summer research experience as an undergraduate, which took place in several west African countries, including Mali, Senegal, and Nigeria. Dr. Sam Smith was leading the research, and my time on his team allowed me to gain hands-on experience in research while living abroad. One of the things that I did almost daily was interview the subjects in a controlled environment, and sometimes I got to be a part of traditional ceremonies. I learnt how to observe without being intrusive and how to interact with clinical subjects. The experience only strengthened my curiosity and conviction that today more than ever, we need to understand what identity is and the different factors that can affect it.

I enrolled in several challenging research-oriented courses such as Applied Statistical Inference for the Behavioral Sciences, Principles of Measurement, and more throughout my degree. I was also able to work as a research lab assistant for one of my mentors, Mr. Jonathan Smith. I worked with him while he studied the relationship between identity, culture and “self.” My main duties were to assist in the creating of surveys and other assessment materials, administer written and verbal tests to participants, create literature reviews for potential resources, create summaries of findings for analysis and other office duties such as reserving testing rooms. This particular experience allowed me to get some hands-on experience with data collection, data analysis, report preparation and the creation of data summaries.

I know that there is a lot more that I can learn from the X University. I have seen the exemplary work in anthropology and other social studies done by the staff and alumni of this school. It has inspired and convinced me beyond the shadow of a doubt that pursuing my graduate studies in your program meets my personal, academic, and professional goals objectives.

My advanced research skills, passion for anthropology and clinical research, as well as my academic proficiency make me the ideal candidate for X University's Clinical Global Anthropology Master’s program. I believe that X University’s rigorous curriculum and facilities make it the perfect place for me, my long-term career goals and my research commitments.

Jamie Medicine

I am applying to the brain and development master's program of X university because it is one of the few universities that not only has a program that combines the two disciplines that I majored in my undergraduate studies: Psychology and Linguistics; but also because it is a program that I know would allow me to grow as a researcher, contribute to my chosen fields and achieve my long-term career goals. My research is motivated by two of my favorite things: language and music. To be more specific, hip-hop music. In 20xx, Rollingstone magazine published an article stating that hip hop was now more popular than rock and roll. The rise in popularity of this initially very niche genre has sparked a conversation in specific academic fields such as psychology, sociology, linguistics, and English about the use of language within it but also the effects that it can have on those who listen to it. I hope to one day contribute to that conversation by studying the relationship between hip-hop music and vocabulary development, and I believe that pursuing this particular research interest at X university is the best way for me to do that.

There are many potential places this research may lead me and many potential topics I may explore. Furthermore, there are many things that it would allow us to learn about the effect that music has on our brains and society at large.

I was fortunate enough to work under Dr. Jane D. Smith at the University of X for two years while conducting her recently published study on vocabulary instruction for children with a developmental language disorder. During my time in her lab, I interviewed participants and put together evaluation materials for them. I was also responsible for data entry, analysis, and summarizing. This experience gave me the skills and the knowledge that allowed me to exceed expectations for my final research project in undergraduate school.

One of my undergraduate degree requirements was to complete a small independent study under the supervision of a professor. I chose to study music's effect on children's vocabulary development. Several studies look for ways to decrease the million-word gap, and I wanted to see if this thing that I am so passionate about, music, had any effect at all. I compiled multiple literature reviews and analyzed their results, and I found that there is indeed a correlation between the number of words that a child spoke and the amount of music that they were exposed to.

This research is currently being explored on a larger scale by Prof. John Doe at X university and learning from him is one of the many reasons I have applied to this program. I took several research methodology courses throughout my degree, and I would love to enroll in the Applied Statistics for Psychology course he is currently teaching to build upon the foundational knowledge I already have. There are several other faculty members in the brain and language department with whom learning from would be a dream come true. In addition to that, working with them is a real possibility because the research they are currently doing and the research I hope to pursue are greatly matched.

I genuinely believe that X university has the curriculum and facilities that I need to meet my long-term goals and research commitments. I also believe that my academic achievements, eagerness to learn, and passion make me the perfect candidate for your program.

Interested in some tips to help you manage grad school once you're there? Check out this video :

It is essentially an essay that provides a brief overview of your research experience and goals. This includes your past research experience, the current state of your research, and the future research you'd like to complete. It is also sometimes referred to as a "statement of intent" or "description of research interests."

This statement tells the admissions committee more about you as an applicant. It gives you the opportunity to tell them more about your research (past, present, and future) and show them that you are a good fit for their institution.

No. Some graduate school programs might ask for a statement of purpose and a writing sample instead, or they could ask for none of the above. You should always check the requirements of the specific program that you’re applying to.

Generally, your statement should be 400 to 1000 words or about two pages long. That said, most programs will give you guidelines so make sure you check those and follow them.

You certainly can but we do not recommend it. You should always tailor your statement to the program you are applying to. Remember that the aim is to convince the admissions committee that you are a good fit for their school so make sure you highlight the qualities and values that they care about.

We recommend that you doublecheck the information provided by your chosen program as they often have specific instructions for the format of the letter. If none exist, make sure that the format of your document is pleasing to the eye. Stick to easily legible fonts, a decent font size, spacing, margins, etc. Also, it is best to keep the content of the letter concise and professional.

We recommend giving yourself at least 6 weeks to write your statement. This will give you ample time to brainstorm, write a strong letter, read it again and edit it as many times as necessary. It also gives you enough time to get expert eyes on your letter and work with them to improve it if you wish.

No. Research interest statements are often required for post-graduate school applications and for other positions in academic faculties.

Absolutely! You can always reach out to admissions professionals, such as graduate school admissions consultants or grad school essays tutors .

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Sadia Sultana

hello, thanks for providing guide line for Research Interest statement, the important aspect of scholarship application. Kindly guide me, What should be the title of the Research Statement. Thanks

Hi Sadia! Check the requirements of your school first. They might provide some info on whether a title is even needed.

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How to Define a Research Problem | Ideas & Examples

How to Define a Research Problem | Ideas & Examples

Published on November 2, 2022 by Shona McCombes and Tegan George. Revised on May 31, 2023.

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 .

Why is the research problem important, step 1: identify a broad problem area, step 2: learn more about the problem, other interesting articles, 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.

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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 organization. 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 organization 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 organization 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 organization 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 .

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

Methodology

Sampling methods
Simple random sampling
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Null hypothesis
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Research bias

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

All research questions should be:

Focused on a single problem or issue
Researchable using primary and/or secondary sources
Feasible to answer within the timeframe and practical constraints
Specific enough to answer thoroughly
Complex enough to develop the answer over the space of a paper or thesis
Relevant to your field of study and/or society more broadly

Research questions anchor your whole project, so it’s important to spend some time refining them.

In general, they should be:

Focused and researchable
Answerable using credible sources
Complex and arguable
Feasible and specific
Relevant and original

Your research objectives indicate how you’ll try to address your research problem and should be specific:

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

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10 creative research topics for students (2024)

Last updated

25 November 2023

Reviewed by

Miroslav Damyanov

Research is a key part of student life, but deciding which topic to research can take time and effort. The right research topic typically aligns with your skills and interests, has current relevance, and can positively impact the world.

In this article, you’ll find some helpful examples to help you get started.

What is a research topic, and what is it for?

Research topics enable students to drill down into a specific aspect of a subject to broaden their knowledge and share learnings with others. They are typically used to make discoveries or develop fresh viewpoints.

A research topic defines the specific theme that research will be conducted around. It’s essential for providing a key focus for the work to be completed. Ultimately, it defines a core problem or knowledge gap that needs to be solved.

A clear topic helps define what is being studied and how that information will be communicated to others.

Research topic vs. research question

A research topic is a broad theme of focus that requires further investigation. It’s the project’s overall subject—an aspect of which will be studied.

A research topic example could be “The effects of meditation on stress reduction.”

A research question is a specific inquiry that researchers want to investigate and answer to broaden their knowledge and make new discoveries. Research questions are much more specific, focusing on a very small aspect of the overall topic.

The right research question will specifically set out what is being researched so there is no ambiguity.

Here’s an example of a research question within the topic: “How does meditation impact stress, anxiety, and burnout in the workplace?”

What makes a good research paper topic?

Here are the characteristics that make some topics more favorable and useful than others:

Clarity: a helpful research topic should be clearly understood to ensure the integrity of the research. It should be clear to the student and mentor/professor what the topic is and how it will be explored.

Originality: answering questions that have already been researched and answered many times before could be a waste of resources. Answering original questions is key to getting the most out of research. This might involve researching topics that have already been covered from a different angle or exploring an entirely new topic.

Relevance: it’s helpful to ensure that a research topic is related to your expertise and your access to resources. This will ensure that the research topic is relevant to you.

Ethical : ethics should always be considered when conducting research. Your research shouldn’t cause physical or mental harm to any participants. You should also consider animal and environmental ethics.

How can I choose a good topic for my research paper?

With so many topics to choose from, selecting a topic for your research paper can be overwhelming. That’s why it’s a good idea to consider these three points to make the best choice:

1. Lean into personal interest

Being interested and experienced in a particular field will make the research more interesting, relevant, and straightforward to conduct.

Your interest will mean you’re committed and motivated to discover the answer to your research question. Being personally engaged also makes the process more enjoyable.

One caveat to keep in mind is the potential for bias. If you are invested in the research having a particular result, you must ensure it’s accurate, double-checked, and reviewed by an impartial party.

2. Choose a topic with enough information

Your research project might fail if you don’t have access to sufficient information and resources. There needs to be enough information to gain deep insights into the research at hand.

Consider the resources you have within your project limits. If your research has funding, carefully work out what that funding could be used for. If not, you may need to consider research that you’ll be able to complete with access to public records and other free resources.

Timings, finances, access to participants, and publicly accessible information will all need to be considered before choosing the final topic to research.

3. Consider the guidelines

You’ll need to adhere to the specific guidelines that your school, mentor, or professor have laid out. They may request that the topic be related to public interest, a currently challenging topic for the environment, or another parameter.

When considering those guidelines, make ethical considerations. Your school or university is unlikely to permit unethical research.

How to find research topics to write about

Even though there’s an endless range of topics to research, you might not know where to begin. Starting with background reading, mind mapping, and speaking with mentors can help mold general ideas into useful topics and questions.

Extensive reading: completing background reading of educational databases, journals, and scientific studies can help provide a good working knowledge of what is currently being researched and identify key gaps.

Social problems: current challenges on both a local and global scale can make excellent research questions. Whether it’s investigating climate change, human health, or the impact of pandemics, there’s likely to be large human interest if you research social problems and challenges. The research you conduct may even have a positive impact on the world around you.

Mind mapping: brainstorming different ideas inspired by your background reading and personal interests can lead to ideal research topics. Create a large mind map, whether in a notebook or on a whiteboard, to get all your ideas down on paper. You may be surprised at what unique ideas you come up with.

Speak to mentors: running topics over with your professor or mentor could prove very helpful. They may be able to help you refine your ideas, provide feedback on research questions, and offer useful suggestions to ensure the topic you pick is appropriate.

The top 10 research topics for students

Here are some of the top 10 research topics and research areas for students. Whether in high school, senior high school, or college, these topics are important and relevant for students today.

You might use these ideas as starting points for your own original research topics and research questions.

1. High school research paper topic ideas

Research topics in high school can promote critical thinking , personal growth, and problem-solving skills.

Some of the most relevant research topics for high schoolers revolve around social and political issues, as those are often core topics within the school curriculum. Also, students are often interested in how they can positively impact the world around them, so topics within social change and social issues are particularly relevant.

The impacts of bullying

Bullying and its impacts are an interesting and relevant topic for high school students. Students may want to consider ways to mitigate bullying or explore whether bullying can affect people long-term.

Some specific research questions within the bullying topic are:

What is the evidence that parental support can alleviate the impact of bullying in schools?

What are the effects of bullying and victimization on short-term mental health?

How can we predict adolescents’ bullying participation and understand the participant roles of bullying in different grades?

Social media in high schools

With social media use prolific in the modern world, students may be particularly interested to learn about how it impacts humans. Students may want to research the effects of different social media types, ways to reduce social media use, or how social media is impacting people around the world.

Some topics within social media could be:

Is there a correlation between social media use and academic performance?

What are the effects of social media use on mental health in people aged 12–18?

How does social media use affect self-esteem in students?

2. Psychology research paper topics

Psychology is a broadly studied topic with many possible avenues for exploration. Whether you’d like to understand how the human brain works, ways to boost mental health, or treatment options in psychology, there are endless options.

Here are some of the top 10 research topics for college students in psychology:

Increasing happiness

Some specific research questions related to happiness include the following:

What are the factors driving the fear of leaning into happiness in American society?

How can practicing vulnerability reduce stress and boost happiness?

What impact does forest bathing have on overall mood scores?

Mitigating anxiety

With 37% of US adults more anxious in 2023 than in 2022, anxiety as a research topic is very relevant.

Below are some example research questions:

How does chronic anxiety impact people’s day-to-day lives?

What is the impact of meditation interventions on anxiety?

Is there data to support physical exercise interventions for anxiety disorders?

3. Science research paper topics

Scientific research covers many study fields. From biology and chemistry to physics and biochemistry, science helps researchers discover critical information about humans and our world.

Here are a few potential topics for exploration:

Reducing pandemic risk

Given the impact of COVID-19, mitigating the risk of a future pandemic is of significant human interest. A student may look at ways to improve pandemic responses, identify future pandemics, boost vaccine adoption, and reduce the spread of misinformation.

Specific research questions include the following:

How can AI help predict future pandemics?

How does animal breeding contribute to zoonotic disease risk?

What are the key ways to identify and control a potential future pandemic before it becomes widespread?

Renewable energy

With climate change and the planet’s health a major concern for many scientists, investigations into more environmentally friendly and renewable energy sources are of great social interest.

Here are some research questions about renewable energy to consider:

What is the economic feasibility of widespread renewable energy use across the US?

How could wind, water, and solar energy reduce global emissions?

What are the core factors preventing the widespread use of renewable energy?

4. Good environmental research topics

Climate change impacts every person on the planet, so it can make an excellent research topic. Particularly for the younger generation, climate change is an interesting and often concerning discussion topic. Gen Z, for example, speaks much more actively about climate change both on and offline.

Climate change on a global scale

Some specific research questions within the climate change topic are:

What is the impact of climate change on biodiversity in the Amazon rainforest?

What impact could the use of solar power have in the US in relation to carbon emissions?

How do carbon dioxide emissions affect ocean acidity levels?

5. Argumentative research paper topics

Setting out a specific argument and exploring the topic can make for interesting research. Argumentative research topics are typically related to human interest, issues that impact us on a global scale, or challenges that particular social groups face.

Affirmative action

With rising interest in equality, researching affirmative action—designed to prevent the impacts of discrimination—is a relevant research topic for high school and college students.

Some specific questions relating to affirmative action could be:

Does affirmative action promote equality in the workplace?

What is the evidence that affirmative action is helpful in university admissions?

How has the affirmative action ban impacted the tech industry?

The ethical use of AI

AI use is expanding rapidly across the globe, so there’s growing interest in its impacts and the need for ethical usage.

Some research questions relating to AI include the following:

Could AI lead to more global conflict?

Can ethical legislation reduce the risk of AI and its implementation?

How many jobs could be impacted by AI in 2025?

6. Human rights paper topics

Human rights impact everyone on the planet, so it’s a topic that’s of continual interest.

Research in this area could cover human rights in the workplace, privacy rights, gender equality, and much more.

International human rights

International human rights is a complex yet critical area of global interest. Human rights help protect people’s freedom and safety around the world.

What are ways to reduce human rights violations in conflict zones?

What is the impact of organizations such as Amnesty International on international human rights?

In what ways can governments enforce human rights globally?

LGBTQI+ rights

With LGBTQI+ issues gaining a brighter spotlight in mainstream media, research into this area can be very beneficial, not just for those impacted by discrimination but for society as a whole.

Here are some potential research questions:

How can gender dysphoria impact transgender and gender-diverse (TGD) adolescents’ mental health and quality of life?

What are ways to boost mental health for those who experience discrimination due to their sexual orientation or gender identity?

How could genderless bathrooms increase access and safety for LGBTQI+ people?

7. US history research paper topics

The US has a vast and interesting history, which forms part of the curriculum in many high schools and colleges. Different aspects of this history can make relevant fields of research, such as the following:

What factors that led to the abolishment of slavery in the US are relevant in politics today?

How did the Founding Fathers shape the US political system, and what can be learned?

Why did the Louisiana Purchase have such a significant impact on US history?

8. Law enforcement research topics

Maintaining law and order in society is highly complex. Exploring how law enforcement can benefit society as a whole can be a rewarding field of study.

Some possible law enforcement topics include the following:

How can data analysis and intelligence-led policing reduce crime?

What is the role of Crisis Intervention Training in policing?

How can data improve the enforcement of cybersecurity laws?

9. Business research paper topics

Business is a broad area of study with many possible directions for research papers. Business drives the economy, providing jobs and industry. It’s the cornerstone of society, so research in this area is always of social interest.

Here are some possible business research topics to consider:

How can data analysis impact consumer purchasing decisions?

What are some of the key dilemmas in ethical business practices?

How can diversity and inclusion be boosted in the workforce?

10. Economics research paper topics

Whether you choose to focus on microeconomics, macroeconomics, or applied fields, economics research can take you in many directions.

Below are some general economics paper topics:

What are the widespread impacts of the gig economy?

How can investing in female-founded businesses impact economies in developing countries?

How does progressive taxation impact income inequality?

It all starts with the right research question

Successful research starts with the right question, regardless of your chosen topic.

Taking time to pose a relevant and clear research question will help you discover new insights, learnings, and evidence.

Research is the very thing that drives human knowledge. Remember, your research might not just impact you but also the world and people around you.

How can I get research ideas?

To come up with research ideas, you might find it helpful to do some background reading, consider current social issues, lean into your skills and interests, and speak to a mentor or professor. Brainstorming and mind mapping can also help.

What is a good research question?

A good research question should be clear, relevant, original, and ethical. You should also have access to the necessary resources to perform the research thoroughly.

How do I create a title for my research topic?

The right title for a research topic is clear and relevant to your field of study. Ideally, it’s an original idea and refers to the specific question you’re posing.

What are some good qualitative research topics?

Qualitative research involves analyzing people’s attitudes, perceptions, and behaviors.

There are qualitative research topics across almost every field of study, including psychology, education, social sciences, human resources, technology, and healthcare.

What qualitative research topics can be good for STEM students?

For STEM (science, technology, engineering, and mathematics) students, qualitative research topics could revolve around social impacts and perceptions of science and technology.

Here are some examples:

How the general population views climate change

The potential social impacts of AI

How to use Big Data ethically

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Pursue Your Doctorate: DBA Program Admission

If you’re pursuing admission to a Doctor of Business Administration program, you should understand the necessary qualifications and prepare the appropriate application materials to have your best chance of getting admitted to this prestigious doctoral program.

We'll share everything you need to know about DBA admission to increase your appeal as an applicant, including techniques for writing an impactful personal statement and managing financial aspects associated with enrollment in a business administration doctorate program—key strategies designed to aid you in securing your spot within a DBA program.

Navigating the DBA Program Application

A strategic approach is crucial when applying for a doctoral program such as a business administration program. The application process for a DBA program is more complicated than applying for a master's degree in business; it's a two-phase journey that starts with a preliminary application and may advance to additional materials submission and interviews.

Here's an overview of what's required in each phase of the application process for the Executive Doctor of Business Administration at Pepperdine Graziadio Business School:

Personal Statement/Essay
Resume
Research topic proposal (one-page essay)
Intellectual contributions (optional)
Online application
Official transcripts
TOEFL, PTE, IELTS Score, if applicable
Bachelor’s degree from an accredited institution
Graduate degree from an accredited institution*
Time management plan
Research Proposal (3 pages)
Optional: Recommendation letters

You'll also need a minimum of 10 years of full-time work experience as well as a business-related master's degree.

Preparing Your Phase 1 Application Materials

To make a strong case for your admission, you need to prepare your Phase 1 application materials meticulously and submit them before the application deadline.

Crafting a Personal Statement That Resonates

Your personal statement is a narrative that tells your unique story. It's where you connect your past experiences with your future ambitions, all through the lens of seeking a DBA. This document should weave together your motivations for pursuing a doctor of business administration, how it aligns with your career goals, and why you've chosen a particular institution.

Start by reflecting on your journey: what drives you, how have your experiences shaped your aspirations, and how will a DBA propel you forward? Be specific about the aspects of the DBA program that excite you and how they align with your professional development plans. It’s also beneficial to express why the chosen institution stands out to you, whether it's their innovative approach, faculty members, or the impact of its alumni network.

Showcasing Your Professional Journey With a Solid Resume

Your resume is a representation of your professional life and should highlight your achievements, leadership roles, and contributions to your field. For a DBA application, focus on experiences that underscore your managerial and leadership skills and any accomplishments that demonstrate your capacity for critical thinking and strategic decision-making. Tailor your resume to emphasize relevance to the DBA program, showcasing how your background equips you for the challenges and rigor of doctoral-level study.

Choosing a Research Topic

The research topic proposal is your chance to show the admissions committee your areas of interest and potential research directions. This one-page essay should clearly articulate a research question or area you’re passionate about, its relevance to contemporary business challenges, and how it aligns with the DBA program’s strengths. Your proposal doesn’t have to be a commitment to a specific dissertation topic but should demonstrate your ability to think critically and identify areas ripe for scholarly inquiry.

Showcasing Intellectual Contributions

Though optional, detailing your intellectual contributions can significantly bolster your application. This includes published works, presentations, or any projects that demonstrate your scholarly engagement and contributions to your field. Including these accomplishments shows the admissions committee your commitment to academic excellence and your potential as a researcher.

Completing The Online Application

The online application is where all the components of your application come together. It’s essential to ensure that every section is completed accurately and thoroughly. Pay close attention to application deadlines as well as the admissions requirements of each section, adhere to word limits, and recheck for any errors or omissions. The online application is also an opportunity to express your interest in the program and articulate your professional and academic goals succinctly.

Essential Qualifications for DBA Admission

DBA applicants are required to have a master’s degree, which comes after obtaining a business administration degree, such as a bachelor’s degree, from an accredited U.S. university or its international equivalent. An MBA or related graduate degree with a significant focus on business administration is often considered essential. The previous graduate coursework must be closely related to business administration to align with DBA program expectations.

In addition to academic qualifications, professional experience is given considerable weight, with a minimum requirement of ten years of full-time business or management experience. DBA programs, in essence, evaluate overall readiness for a doctoral program, encompassing factors such as previous graduate coursework, GPA, professional experience, and personal qualities.

Advancing Your Academic Credentials

An MBA or a graduate degree in a related field is often seen as evidence of the necessary academic foundation for DBA studies. Holding an MBA is a common entry requirement for DBA programs, positioning candidates with this qualification favorably. Discussing any relevant educational background helps establish the continuity and progression of the applicant’s academic journey towards the DBA program.

Demonstrating Professional Experience

Demonstrating professional experience is a significant aspect of the DBA application process. DBA programs often seek candidates with significant work experience, with a preference for those possessing substantial experience in business or management positions and a history in senior management or executive-level roles.

Highlighting managerial or executive roles, along with the influential impact made in these positions, showcases the applicant’s preparedness for doctoral-level business studies. Demonstrating leadership skills and the ability to lead transformational changes within organizations is a critical attribute that DBA admissions committees look for.

Financial Considerations for Pepperdine University's DBA Applicants

The prestigious DBA program at Pepperdine University, located in Malibu, California, promises not only a transformative educational experience but also entails specific financial planning due to its unique structure and offerings.

Pepperdine University's DBA program stands out not only for its rigorous curriculum and esteemed faculty but also for its comprehensive cost structure designed to support students throughout their academic journey. The program's tuition is calculated at $3,275 per unit, encompassing a total of 55 units throughout the three-year program. This pricing model is inclusive, covering more than just the tuition; it extends to fees, all meals during the six residential sessions, access to cutting-edge online course content and research resources, and software licenses necessary for a fruitful learning experience.

Paying For Your DBA at Pepperdine University

Pepperdine University is committed to supporting students through a range of financial aid opportunities, including scholarships, loans, and grants designed to make your doctoral journey more accessible and affordable.

Federal Loans : For U.S. citizens or permanent residents, federal loans can be a viable option to fund your DBA studies. The Federal Direct Grad PLUS Loan, requiring credit approval, provides the opportunity to borrow up to the cost of attendance minus any other financial aid, at a fixed interest rate of 8.05% for the same period. Federal loans come with various repayment terms and options, including income-based repayment plans and the Public Service Loan Forgiveness Program.

Private Loans: Students also have the freedom to explore private loans from any lender of their choice. While Pepperdine Graziadio Business School does not endorse any specific lenders, various online resources can help you review the terms and conditions of private loans favored by other students at the school.

The Yellow Ribbon Program : For veterans, the Yellow Ribbon GI Education Enhancement Program offers additional financial support for tuition and certifiable fees that exceed the benefits payable under the Post-9/11 GI Bill®. This program allows eligible veterans, active service members, and spouses of active service members to receive matching contributions from Pepperdine and the Department of Veterans Affairs towards their unmet costs. It's a valuable resource for those who have served our country and are now pursuing advanced education in business administration.

Language Requirements for International Students

International applicants aspiring to join DBA programs must demonstrate English proficiency for admission, typically by providing TOEFL or IELTS scores. If your native language is not English or if you haven’t earned a degree from an institution where English is the language of instruction, you need to submit a TOEFL, PTE, or IELTS score.

The minimum TOEFL scores accepted are 80 for the iBT and 550 for the pBT, while the minimum IELTS requirement is an overall score of 7 with no individual module score below 6. TOEFL and IELTS scores that are two years old or older are generally not acceptable for application purposes. Getting a firm grasp on the language requirements is a key step for international applicants aiming for DBA program admission.

Contacting the Admissions Office for Assistance

While preparing your DBA application, it’s natural to have questions or require clarifications. Prospective students are encouraged to directly reach out to the admissions office with any questions they might have to gain clearer insights about the DBA program.

Keeping the lines of communication open with the admissions office and the admissions committee can contribute to being well-prepared and informed throughout the application process, including the admissions review process.

The Decision Process and Next Steps After Acceptance

At Pepperdine University's Graziadio Business School, each DBA application undergoes a comprehensive review by our admissions committee. This process involves a holistic assessment of your application materials, including your academic qualifications, professional experience, personal statement, and potential for research and leadership in the field of business administration. We aim to identify candidates who not only meet the program's academic standards but also demonstrate a strong alignment with our values and the potential to contribute significantly to the business community.

Admissions decisions are made with careful consideration and deliberation to ensure that selected candidates are well-suited to thrive in and contribute to our DBA program.

Next Steps After Acceptance

Being accepted into Pepperdine University's DBA program is an achievement that marks the beginning of an exciting and challenging academic journey. Here are the critical next steps you should take after receiving your acceptance:

Confirm Your Enrollment: Upon receiving your offer of admission, you will be asked to confirm your intent to enroll in the DBA program. This step usually involves submitting a completed Intent to Enroll form and making a non-refundable deposit to secure your place in the program. The deposit amount and due date will be clearly stated in your acceptance letter.
Plan Your Finances: Review the financial aid options available to you, including scholarships, loans, and grants. If you haven't already, now is the time to finalize your financial planning for your DBA studies. The financial aid office at Pepperdine Graziadio Business School can provide guidance and support in exploring the various financial resources available to you.
Prepare for Residency Sessions: The DBA program at Pepperdine includes immersive residency sessions that are integral to the learning experience. Begin making arrangements for travel and accommodation if necessary, and mark your calendar for these important dates. The program office will provide detailed information about the schedule and expectations for these sessions.
Engage with the Pepperdine DBA Community: Start connecting with your future classmates, faculty, and the broader Pepperdine community. Engaging early can help you build a supportive network and ease the transition into the doctoral program. Look out for invitations to pre-program workshops, networking events, and other opportunities to get involved.
Set Personal and Professional Goals: Finally, take a moment to reflect on your goals for pursuing a DBA at Pepperdine. Consider how you plan to leverage this opportunity to advance your career, contribute to the field of business administration, and achieve your personal and professional aspirations.

Pursue an Executive Doctor of Business Administration Program at Pepperdine University

Pursuing a DBA program is a significant step in your academic and professional journey. With the right preparation and understanding of the admissions process, you can improve your chances of securing a spot in a prestigious DBA program like the one offered at Pepperdine University. Remember, the journey to a DBA degree is not just about meeting the DBA admission requirements, but also about demonstrating your unique value and potential contributions to the field of business administration.

Learn more about how to achieve your career goals with a degree from Pepperdine Graziadio Business School.

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Interest Matters: The Importance of Promoting Interest in Education

Judith m. harackiewicz.

1 University of Wisconsin–Madison, USA

Jessi L. Smith

2 Montana State University, Bozeman, MT, USA

Stacy J. Priniski

Interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success. Interest is both a psychological state of attention and affect toward a particular object or topic, and an enduring predisposition to reengage over time. Integrating these two definitions, the four-phase model of interest development guides interventions that promote interest and capitalize on existing interests. Four interest-enhancing interventions seem useful: attention-getting settings, contexts evoking prior individual interest, problem-based learning, and enhancing utility value. Promoting interest can contribute to a more engaged, motivated, learning experience for students.

Discover 4 interventions that promote interest, the science behind them, and policies that put student interest at front of the class

Introduction

Whether it be a “race to the top” or “no child left behind” or “every student succeeds,” U.S. educational policies focus on elevating students’ performance, with much less focus on sustaining students’ interest. Yet, when students are interested in an academic topic, they are more likely to go to class, pay attention, become engaged, take more courses, as well as process information effectively and ultimately perform well ( Hidi & Harackiewicz, 2000 ). Students who discover academic interests in high school and college are better prepared for satisfying careers. Interest is a powerful motivational process that energizes learning and guides academic and career trajectories ( Renninger & Hidi, 2016 ). Can policies help instructors harness this motivation and thus help students develop interest?

Defining Interest

The term interest can describe two distinct (though often co-occurring) experiences: an individual’s momentary experience of being captivated by an object as well as more lasting feelings that the object is enjoyable and worth further exploration. Interest is, therefore, both a psychological state characterized by increased attention, effort, and affect, experienced in a particular moment ( situational interest ), as well as an enduring predisposition to reengage with a particular object or topic over time ( individual interest ; Hidi & Renninger, 2006 ). This duality not only highlights the richness of the interest concept but also contributes to the complexity of defining interest precisely. Situational interest combines affective qualities, such as feelings enjoyment and excitement, with cognitive qualities, such as focused attention and perceived value, all fostered by features of the situation ( Hidi & Renninger, 2006 ). For example, a student might enjoy an entertaining lecture about tsunamis, become fascinated by their power, engage more in the class, and appreciate the subject’s personal relevance. Thus, being in a state of interest means that affective reactions, perceived value, and cognitive functioning intertwine, and that attention and learning feel effortless ( Ainley, 2006 ; Dewey, 1913 ; Hidi, 2006 ). Situational interest relates to self-regulation, task engagement, and persistence ( Sansone & Thoman, 2005 ; Smith, Wagaman, & Handley, 2009 ; Thoman, Smith, & Silvia, 2011 ).

Experiencing situational interest can directly promote learning by increasing attention and engagement. A student who sees a painting by Monet for the first time in an art history class may be captivated by the bright colors and unusual brushstrokes, and as a result, will pay more attention and engage more deeply. If that interest develops into an individual interest, the student will more likely reengage with the material overtime and explore the topic further ( Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008 ). Interest, therefore, predicts traditional measures of educational success, including future course taking and performance.

Individual interest highlights individuals’ stable preferences for specific content. Here, the immediate experience of interest reflects a well-developed personal preference to enjoy and value a particular subject or activity across situations. Individual interest is, therefore, a stable, underlying disposition activated in particular situations. For example, students interested in geophysics might be especially likely to be in a state of interest during a lecture on tsunamis, whether the lecture is entertaining or not, because their interest is more developed and less dependent on situational factors.

How Situational Interest Becomes Individual Interest

The four-phase model of interest development ( Hidi & Renninger, 2006 ; Renninger & Hidi, 2016 ) integrates these two perspectives and their development: Particular situations trigger interest, which can then develop across situations and over time to become more enduring. First, features of the environment (e.g., novelty, ambiguity, surprise) catch the person’s attention. This situational interest can last longer, beyond a single situation, if tasks seem meaningful and involving (i.e., if the student perceives the task as valuable or enjoyable). Over time, repeated experiences of triggered and maintained situational interest can develop into an emerging individual interest, such that the individual seeks opportunities to reengage with the object. For example, if the student who was originally fascinated by the Monet painting also enjoys the teacher’s lecture about the Impressionist movement and then notices and appreciates the Monet reproductions on display at the dentist’s office, the student may decide to Google Monet’s paintings and order his biography from the library. Finally, this emerging individual interest can develop into a self-sustaining, well-developed, individual interest (e.g., the student visits art museums and majors in art history).

Progress through these phases requires an environment that supports individual pursuit of interests. For example, a school field trip to an art museum can foster a student’s developing interest in art. As individuals progress through these developmental phases, their connection to the object of interest becomes more stable and generalizable. Interest development begins in a specific situation, but by the time those interests are well developed, individuals make conscious choices and pursue their interests autonomously ( Renninger & Hidi, 2016 ). Indeed, as interest deepens across these four phases, individuals become increasingly aware of their own interest, as an important part of themselves (e.g., consider themselves Monet enthusiasts).

The four-phase model of interest development has implications for teaching practices. First, the model contends that interest develops gradually and that external support (e.g., engaging lectures, school field trips) can foster interest. This also implies that, without external support, interest can go dormant or even be abandoned. Second, the model indicates that students at different stages of interest development may benefit from different types of external support. When students are unfamiliar with a topic, teachers may be able to create environments that catch their attention (e.g., by beginning a chemistry class with a demonstration of a chemical reaction). When students enter a situation with some pre-existing interest, however, teachers may be able to maintain those interests with interventions to expand their knowledge of the topic and solidify its perceived value. Thus, teachers can stimulate students’ developing new interests in the first two phases (triggered and maintained situational interest), and maintain or strengthen interests for students in the second two phases (emerging and well-developed individual interest). In so doing, teachers can foster students’ motivation and achievement.

Interventions to Promote Motivation

Cultivating interest should not be an afterthought to the typical learning situation: Interest is essential to academic success. Interventions to develop students’ interest matter in any educational context, but may be most needed in academic domains that many students do not find initially interesting or those domains in which interest typically declines over time. For example, in middle school and high school, students’ academic interests decline, particularly in science, technology, engineering, and mathematics (STEM) subjects ( Brophy, 2008 ; Eccles et al., 1993 ).

There is no silver-bullet motivational intervention, and what works for one type of student or classroom context may not generalize (we return to this point later). With that said, interest theory informs two intervention approaches:

Trigger and maintain situational interest: Provide activities that use structural features (i.e., problems, challenges, surprise) to stimulate attention and engagement for all students.
Build on emerging and well-developed individual interest: Provide content and academic tasks that facilitate connecting academic topics with existing interests.

As Figure 1 summarizes, these interventions target motivational processes expected to influence critical educational outcomes, and take the learner’s phase of interest development into account.

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Conceptual model showing how interventions promote interest development and subsequent educational outcomes.

Triggering Students’ Situational Interest: Structural Features

One way to trigger interest is to structure learning activities in ways that catch students’ attention. Dewey (1913) argued that educational activities should awaken and excite the immediate needs of the individual. Berlyne (1970) identified a number of task features, called collative variables, which affect attention and arousal. In a series of studies, he varied the novelty, complexity, surprisingness, and incongruity of visual stimuli, and found that each of these collative variables increased attention, arousal, and interest. More broadly, these principles underlie many interventions intended to promote situational interest in educational contexts, which Renninger and Hidi (2016) refer to as “triggers for interest.” For example, various factors triggered situational interest in a college biology class, such as hands-on activities, novelty, surprise, and group work ( Palmer, 2009 ). Similar factors were important in ninth-grade biology classes, where novelty proved most important, but choice, physical activity, and social involvement were also triggers.

Triggering Students’ Situational Interest: Context Personalization

Another way to trigger students’ interest in a new subject is to leverage their existing individual interests by presenting instruction in the context of those interests. For example, to teach math to a musician, talk about the mathematical principles inherent in music. Building content around existing interests is an intuitive approach for educators. To be sure, taking stock of each student’s interests and adjusting the content accordingly is not without its practical challenges, particularly for instructors of large classes ( Walkington & Bernacki, 2014 ). Indeed, catering to the personal interests of a heterogeneous group of students who differ in their interests can be challenging and time-consuming ( Hidi & Harackiewicz, 2000 ).

However, advanced learning technologies that adjust content based on student preferences can provide feasible and scalable solutions for tailoring instruction to learners’ needs and interests, as in context personalization ( Collins & Halverson, 2009 ; Walkington & Bernacki, 2014 ). This practice matches instructional tasks with characters, objects, and themes of students’ out-of-school interests ( Cordova & Lepper, 1996 ; Høgheim & Reber, 2015 ). For example, in a physics class, a learner interested in extreme sports might be given a task that involves sky diving, to learn about gravity and air resistance. Even with content constraints about what students are expected to learn, the context of that content may be flexible. Personalized contexts connect new content to learner’s pre-existing individual interests. Students given personalized math problems work harder and perform better ( Walkington, 2013 ), with the most pronounced positive effects for students struggling with mathematics and among learners with low individual interest in the content area.

Personalization interventions can be characterized along three dimensions: depth, grain size , and ownership ( Walkington & Bernacki, 2014 ). Depth refers to the quality of the connections to learners’ existing interests. Here, interventions range from simple insertions of surface-level information about students’ interests (e.g., a favorite movie) to elaborate contextualized tasks that relate to students’ interests and hobbies. Grain size refers to the size of the reference group: It differentiates between tasks that are tailored to the interest of an individual learner or to groups of learners such as a certain age group. Here, the intervention depends upon the homogeneity of the class and whether broad categories of personalization are relevant to a wide audience or smaller subgroups of students who would benefit from more individualized personalization. Ownership refers to the degree of autonomy in generating the personalization. Novel topics might require support from the instructor or peers to give ideas for personalization, but students can also play a role in personalizing their learning, which can create the deepest connections ( Walkington & Bernacki, 2014 ).

For example, some groups of students (Native Americans and Latinos) benefit when the presentation of a science topic emphasizes giving back to their community, an important interest for these students ( Brown, Smith, Thoman, Allen, & Muragishi, 2015 ; Smith, Cech, Metz, Huntoon, & Moyer, 2014 ; Thoman, Brown, Mason, Harmsen, & Smith, 2015 ). An intervention designed to integrate topics of giving back to the community in a science course would be a deep, large-grained personalization intervention because it targets the well-developed interests of a group of students. Furthermore, this intervention could be implemented with little ownership (e.g., if the instructor provides information about how science can be used to address community issues) or with a great deal of ownership (e.g., if the instructor tasks students with proposing community outreach activities). What combination of grain, depth, and ownership best connects with students’ existing interests is unclear, but these concepts must inform the design of personalization interventions.

Triggering and Maintaining Situational Interest: Problem-Based Instruction

Problem-based learning is an instructional method that creates a need to solve an authentic dilemma ( Belland, Kim, & Hannafin, 2013 ; Hung, Jonassen, & Liu, 2008 ). From an interest theory perspective, problem-based learning provides a learning environment that can trigger and maintain situational interest. First, the problem presented to students highlights a lack of critical knowledge needed to solve the problem, which can trigger situational interest. Second, the search for answers to the problem stimulates curiosity questions—self-generated questions that can promote the development of deeper interest—while requiring students to acquire and organize new knowledge about the topic, which can promote both interest and learning ( Renninger & Hidi, 2016 ).

Previous research on problem-based learning provides insights into how to create problems that promote interest. Work with Singaporean students suggests that intriguing problems (e.g., why the Japanese were able to conquer Singapore during World War II despite being highly outnumbered) can be effective for eliciting situational interest, but that interest may decline once students discover the answer to the problem ( Rotgans & Schmidt, 2014 ). Thus, a stimulating problem in and of itself may not be enough to promote maintained interest. In a meta-analysis, complex problems were more effective for promoting student learning than were well-structured problems ( Walker & Leary, 2009 ). Indeed, a problem (climate change) that increased in complexity as students learned more about potential solutions repeatedly triggered situational interest across the 15-lesson unit, rather than dropping off once a potential solution was discovered ( Knogler, Harackiewicz, Gegenfurtner, & Lewalter, 2015 ). Thus, complex problems that build on themselves and continually lead students to ask additional questions can repeatedly trigger situational interest ( Walker & Leary, 2009 ).

Utility-Value Interventions: Integrating Situational and Individual Interest Processes

Interest theory suggests that another route to capturing and sustaining students’ motivation is helping students find meaning and value in their courses ( Harackiewicz & Hulleman, 2010 ). Extensive experimental and longitudinal survey studies have documented the importance of value-related beliefs , defined as perceived usefulness and relevance to the student’s identity and both short- and long-term goals ( Eccles, 2009 ; Harackiewicz, Tibbetts, Canning, & Hyde, 2014 ). When students perceive value in course topics, they develop greater interest, work harder, perform better, persist longer, take additional courses, and complete their degree programs ( Harackiewicz et al., 2008 ; Hulleman, Durik, Schweigert, & Harackiewicz, 2008 ). Students who see the value of a field of study experience greater involvement, more positive task attitudes, and greater identification with the domain ( Brown et al., 2015 ; Smith, Brown, Thoman, & Deemer, 2015 ).

Value perceptions play a key role in another prominent theory of motivation: expectancy-value theory ( Eccles et al., 1983 ). According to this theory, people choose challenging tasks—such as persisting in a college physics course—if they (a) value the task and (b) expect that they can succeed (based on self-beliefs). Beliefs about the self and beliefs about the value of the task both predict interest, course choices, and major choice. Task value includes intrinsic value (the enjoyment an individual experiences from performing a task), attainment value (the personal importance of doing well on a task), and utility value (how useful or relevant the task is for the individual’s current and future goals). Intrinsic value is of course closely aligned with situational interest, and both intrinsic and attainment values predict academic interest and persistence ( Eccles & Wigfield, 2002 ). Utility value, however, is an ideal target for interest interventions, because it is the task value most amenable to external influence ( Harackiewicz & Hulleman, 2010 ).

Intervening to communicate the utility of a topic improves motivation. For example, convincing parents of the utility value of math and science for their high school–aged teens should motivate parents to talk to their teens about their courses, which would promote their teens’ interest in STEM topics, and lead them to take more elective math and science courses. Indeed, when utility-value information was communicated to parents (using two brochures and a website), their teens took, on average, an extra semester of math or science in their last 2 years of high school, relative to a control group whose parents did not receive the utility-value information ( Harackiewicz, Rozek, Hulleman, & Hyde, 2012 ). A 5-year follow-up of these students found that students whose parents were in the intervention condition were also more likely to take STEM courses in college and have STEM career aspirations ( Rozek, Svoboda, Harackiewicz, Hulleman, & Hyde, 2016 ). Parents can promote interest, as well as customize utility-value information on an individual basis. Parents know their teens’ interests and can make specific, personal connections in a way that teachers, who work with multiple students, cannot ( Hyde et al., 2016 ).

Instructors can, however, harness the power of deep, specific utility-value connections by asking their students to generate these connections for themselves. To do this requires revising existing course assignments, as well as infusing new opportunities into the curriculum. Utility-value interventions aim to influence students’ perceptions of value by using writing activities focused on course content (e.g., a homework assignment that asks students to reflect on how what they are learning might be useful in their lives). On their own and in their own terms, students generate connections between course topics and their lives—helping them appreciate the value of their coursework and promoting a deeper level of engagement. The key is having students actively work to find the value for themselves. Indeed, self-generated utility-value connections are more powerful than externally provided utility-value information (as when teachers simply tell students that material is useful) in promoting interest and performance ( Canning & Harackiewicz, 2015 ). A utility-value intervention can help spark situational interest in a topic, and it may help students connect that topic to their own interests, which can build on individual interest.

The efficacy of the intervention for promoting interest and performance was first demonstrated in ninth-grade science classes, with the strongest benefits for less confident students ( Hulleman & Harackiewicz, 2009 ); the intervention improved performance for these at-risk students by nearly two thirds of a letter grade, and enhanced their interest in science. Moreover, interest predicted students’ science-related career plans, suggesting that this simple intervention promotes important academic outcomes.

The Special Case of Introductory Courses in Higher Education

Introductory college courses are ripe with possibility: Here, students test the waters in different fields, assess their fit, and gauge their interest in pursuing majors and careers. However, these courses also present unique challenges. For instructors, these courses are populated by large, diverse groups of students with varied levels of knowledge, interest, and motivation in the field, making it difficult to promote interest for all students. For students, introductory courses are often critical gateways to majors and careers, requiring high grades to continue in a field. Structurally, they are often large, impersonal, and overwhelming for students who may be new to the college environment. Particularly among first-year students, introductory courses may be the yardstick by which they measure their fit in college, not just in a particular field. Thus, for many students, introductory courses present high-pressure tests of their academic belonging in a particular field and college more generally, and these pressures are exacerbated for certain groups of at-risk students (e.g., first-generation and underrepresented minority students) who are more likely to doubt their belonging in college, become disengaged in large-lecture courses, or both.

What are the logistics of implementing an interest intervention in a large introductory class? Use of collative factors (novelty, surprise, humor) can grab students’ attention, but can also appear gimmicky and rub college students the wrong way. In contrast, context personalization interventions meet individual students where they are and create interest in course topics by association to their own unique personal interests. At first glance, the logistics of context personalization may not seem feasible in a large-lecture setting. As coursework moves online, however, advances in adaptive learning technologies may help college professors individualize some instructional activities. Similarly, problem-based learning strategies may be ideal for middle school or high school instruction, but are not as easily implemented in large-lecture courses. These approaches might be usefully applied in smaller laboratory sections, which allow more flexibility ( Freeman et al., 2014 ).

The utility-value intervention is well suited for introductory college courses. For example, in introductory undergraduate psychology classes, using brief utility-value writing assignments promoted interest for students who were performing poorly in the class, relative to a control group that wrote summaries of course material ( Hulleman, Godes, Hendricks, & Harackiewicz, 2010 ). Indeed, the utility-value intervention is flexible, can reach students at varying levels of interest, and may even help underrepresented students connect what they are learning to their unique set of interests and values, with the potential to close persistent achievement gaps. As a case in point, a utility-value intervention implemented in a large introductory biology course (with three short writing assignments during the semester) was effective for all students and particularly for students who tended to struggle the most in the course: first-generation underrepresented minority students ( Harackiewicz, Canning, Tibbetts, Priniski, & Hyde, 2015 ). In fact, these students, performed about half a grade point higher in the intervention condition than in the control condition. In addition, they became more engaged in the utility-value assignment, writing longer essays despite identical length requirements. The utility-value intervention is an essential tool, especially for undergraduate instructors, to impact student success with far-reaching positive benefits.

One Size Fits Some

No interest intervention is one size fits all. Considering students’ pre-existing interest and level of competence for a given topic is imperative. Indeed, some interest triggers merely distract students who already have a well-developed interest in a topic, whereas these same triggers promote situational interest for students in the earlier phases of interest. For example, visually stimulating, catchy features such as adding color, varied fonts, and vivid pictures to math tasks enhanced situational interest for students who were low in individual interest, but had a negative effect for students who had more developed interest in math ( Durik & Harackiewicz, 2007 ).

On the whole, utility-value interventions often improve motivation for all students ( Brown et al., 2015 ; Harackiewicz et al., 2015 ; Harackiewicz et al., 2012 ), and the benefits are often largest for the most at-risk students ( Harackiewicz et al., 2015 ; Hulleman et al., 2010 ). Yet, students who feel more competent sometimes benefit more from the most direct utility-value communications ( Durik & Harackiewicz, 2007 ; Durik, Shechter, Noh, Rozek, & Harackiewicz, 2015 ). The way that utility value is communicated also differentially impacts students in different phases of interest development. Directly communicated utility value is most beneficial for students with well-developed interests, but self-generated utility value is more effective for those who are initially low in interest ( Durik, Hulleman, & Harackiewicz, 2015 ). These nuances should inform selection of an intervention, which requires considering the specific goals of the educator, the instructional setting, and the needs of the students.

Interest Matters in Educational Policy

With the passage of the Every Student Succeeds Act (ESSA) in December 2015 ( U.S. Department of Education, 2015 ), more autonomy is granted to local and state agencies to set educational assessment standards. What is more, the ESSA prioritizes use of evidence-based educational interventions. The time is thus ripe to consider the contribution of interest theory to new and existing K-12 and higher education policies, accreditation standards, and teacher licensure requirements. Teacher preparation, incentivizing, and accountability policies each may contribute to a more engaged learning experience for our nation’s student body, as follows.

To get to a place where student motivation is a valued process and outcome, policies should inform the training of our next generation of educators. National accreditation boards (e.g., Council for the Accreditation of Educator Preparation), state accrediting agencies, and teacher licensing systems might want to consider tighter alignment with lessons learned from motivational science when they set teacher preparation policies and standards. One possible policy action is the pro-active design of teacher preparation programs based on the principles of interest theory and the interventions that trigger and maintain students’ situational interest or build on their emerging and well-developed individual interests. For example, teacher preparation policy could mandate courses on how to evaluate and adopt interest interventions in curricular, co-curricular, and even extracurricular efforts ( Diekman, Weisgram, & Belanger, 2015 ). One promising route is to implement a core teacher-education course, and continuing education courses, on student interest development processes. Such a course could emphasize different types of interest-triggering structural features ( Durik & Harackiewicz, 2007 ), techniques for context personalization ( Walkington & Bernacki, 2014 ), strategies for problem-based instruction ( Knogler et al., 2015 ), procedures for optimal communication of utility-value information ( Brown et al., 2015 ; Canning & Harackiewicz, 2015 ), and optimal implementation of utility-value interventions ( Harackiewicz et al., 2015 ). Such a course would necessarily emphasize how interest triggers foster connections and deeper processing ( Walkington & Bernacki, 2014 ), as well as lay out the science behind how struggling and at-risk students can benefit from the different types of interest interventions ( Harackiewicz et al., 2014 ).

Teacher preparation policies and practices are useful only insofar as they translate to action in the classroom, which suggests incentivizing the design and adoption of interest interventions and rewarding faculty for the downstream benefits of their efforts toward enhancing student motivation. Getting down into the weeds of creating instructional opportunities that promote and sustain students’ interest or facilitate utility-value connections is time-consuming and requires careful attention to intervention implementation details ( Yeager et al., 2016 ). Various evaluation policies could reward educators who use evidence-based motivational science to inform their curricula and instructional methods, for example, by providing professional development funds, creating organizational teaching awards, and other meritorious recognition for such efforts.

Finally, policies should go beyond strict performance standards and consider multiple indicators of student success that include student interest. The next step is revising existing policies that already hold administrators and instructors accountable for student learning, and expanding those policies to include fostering interest. This could begin, for example, by mandatory inclusion of ratings of the degree of interest in, or utility of, course content in student and peer evaluations of teaching that are factored into annual faculty reviews and promotion decisions. Other options are to create policies that require faculty to outline the utility value of their course content, include interest interventions as a preferred requirement for faculty job candidates, and mandate that promotion and retention dossiers include evidence of efforts toward enhancing student motivation. Such accountability policies would set a new norm for the central role of student interest in education.

The U.S. educational system must respond to the ever-changing needs of our nation’s students. Just as the medical school curriculum was revolutionized by adding a core medical ethics course in the late 1970s ( Lakhan, Hamlat, McNamee, & Laird, 2009 ) and is now integrating coursework to help students navigate the legal and business realities of medical practice ( Shah, 2008 ), teacher-education stakeholders should consider providing future teachers with the skill set to promote and sustain students’ developing interests. Using interest theory to inform educational policy and practice is one step toward creating a future generation of students with a love for learning ( Hidi & Harackiewicz, 2000 ; Renninger, Sansone, & Smith, 2004 ).

Interest is both increased attention, effort, and affect toward a particular object or topic and an enduring predisposition to reengage over time.
Integrating these two definitions guides interventions that develop or maintain interest.
Interest interventions include attention-getting situations, contexts evoking prior individual interest, problem-based learning, and enhancing utility value.
Student interest is essential to academic success.
Teacher preparation, incentivizing interest interventions, and accountability for interest contribute to an engaged, motivated learning experience.

Acknowledgments

We thank Max Knogler, Ann Renninger, and Lynda Ransdell for helpful comments on an earlier version of this article.

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research for and writing of this article were funded by the National Institutes of Health, General Medical Sciences (Grant R01GM102703, PI: Harackiewicz; Grant R01GM098462, PI: Smith).

Any opinions, findings, conclusions, or recommendations expressed in this material are our own and do not necessarily reflect the views of the National Institutes of Health.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, … Dweck CS. Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology. 2016; 108 :374–391. doi: 10.1037/edu0000098. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

Future Students
Parents and Families

Human Development and Family Science

College of health sciences.

Outreach & Research
HDF Highlights

Meet Dr. Sammy Ahmed, PhD

Dr. Sammy Ahmed HDF Assistant Professor

Dr. Sammy Ahmed is an Assistant Professor for the Human Development and Family Science department. Dr. Ahmed conducts a very active and exciting research agenda related to youth cognitive development.

“Take advantage of all the great experiential learning opportunities in our department – and don’t hesitate to reach out to faculty about research and employment opportunities.”

Where are you from?

I was born and raised in New York City.

Where did you go to school and what did you study?

I received a B.S. in Applied Psychology from New York University, and a Ph.D. in Psychology from the University of Michigan.

When did you start working at URI?

I started in the Fall of 2022.

Do you do any research? If not, which topics interest you the most?

My research lab studies the cognitive mechanisms that support learning and social functioning across the lifespan as well as the social contexts that promote cognitive development during childhood and adolescence. To do this, we use longitudinal and experimental methods in school settings and draw on large-scale data sets to understand children’s development. We also collaborate with educational research foundations to develop, implement, and evaluate school-based interventions designed to promote young children’s cognitive, social, and academic development. Across our lines of research, we employ advanced quantitative methodology and develop novel assessments to understand children’s development and well-being.

In your opinion, what sets URI’s HDF program apart from other universities’ HDF programs?

The strong ties to the community across the state of Rhode Island. Our faculty work with several state agencies and policy organizations with the goal of applying research to improve the lives of children and families across the state. Students in our department have the opportunity to gain experience working on applied research and community outreach – and many of our students go on to work at different state agencies after graduating.

What do you like most about the HDF program?

It’s a whole list of things: The applied and translational nature of our research; the focus on lifespan development; the commitment to working with children, families, and communities across RI; the talented students and expert faculty.

Do you have any words of wisdom for undergrads?

Get involved in research early and gain experience working with families and communities. Take advantage of all the great experiential learning opportunities in our department – and don’t hesitate to reach out to faculty about research and employment opportunities.

Learn more about Sammy Ahmed Learn more about the Applied Cognitive Development Lab

Transition Center 2 Lower College Road, Kingston, RI 02881 View Map [email protected] [email protected] P: 401.874.2150 | F: 401.874.4020

April 11, 2024

Related Announcements

February 2, 2024 - Notice of Special Interest (NOSI): RNA Delivery Technologies to Allow Specific Tissue Target Homing (RNA-DASH). See NOSI NOT-AI-24-007 .

The purpose of this Notice is to inform potential applicants that effective immediately the National Heart, Lung, and Blood Institute ( NHLBI ) will participate in NOT-AI-24-007 “Notice of Special Interest (NOSI): RNA Delivery Technologies to Allow Specific Tissue Target Homing (RNA-DASH)".

The following text has been added in bold and italics to reflect NHLBI's participation:

National Institute of Allergy and Infectious Diseases ( NIAID )

National Center for Advancing Translational Sciences ( NCATS )

National Cancer Institute ( NCI )

National Heart, Lung, and Blood Institute ( NHLBI )

Research Topics of Interest

The NHLBI provides global leadership for research, training, and education programs to promote the prevention, diagnosis and treatment of heart, lung, blood, and sleep (HLBS) diseases and enhance the health of all individuals so that they can live healthy and lead productive and fulfilling lives. The NHLBI invites SBIR/STTR applications focused on targeted delivery to specific tissue types that can enhance the therapeutic outcome while minimizing adverse effects on healthy tissues, such as immunogenicity, for HLBS diseases or conditions. Fast-Track and Phase II applications should include a regulatory plan if applicable to the proposed product commercialization.

Examples of topics of interest within the scope of this NOSI include but are not limited to:

Targeted delivery approaches for addressing cardiovascular diseases such as atherosclerosis , hypertension and heart failure
Targeted delivery approaches to treat damaged heart tissue
Non-viral delivery of gene editing systems (such as CRISPR/Cas9) for genetic HLBS disorders editing of hematopoietic stem cells ( HSCs ) etc.
Targeted RNA delivery and CRSPR/Cas gene editing for the selected inhibition of genes such as PCSK9
Targeted RNA therapeutics for lung diseases including idiopathic pulmonary fibrosis (IPF), asthma, chronic obstructive pulmonary disease (COPD), alpha-1 anti-trypsin deficiency, primary ciliary dyskinesia, cystic fibrosis and inborn errors of autoimmunity with pulmonary manifestations
Targeted therapeutics to selectively modulate gene expression to correct underlying genetic abnormalities in blood disorders such as Sickle Cell Disease (SCD), hemophilia or promote the production of healthy blood cells
Novel delivery approaches for lung delivery that can target any of the diverse cell types within the lung with high precision
Non-viral therapeutic delivery systems for cardiopulmonary diseases that may be delivered via inhalation
AI/ML approaches for optimizing targeted nanoparticles, delivery strategies, and for personalized predictions for accelerating the pre-clinical development of targeted RNA therapeutics for HLBS areas

Please direct all inquiries to the contacts in Section VII of the listed notice of funding opportunity with the following additions/substitutions:

Scientific/Research Contact(s)

Jain Krotz, Ph.D. Innovation and Commercialization Office Division of Extramural Research Activities National Heart Lung and Blood Institute (NHLBI) Telephone: 301-435-7677 Email: [email protected]

All other aspects of the NOSI remain the same.

Please direct all inquiries regarding this Notice to:

Financial/Grants Management Contact(s)

Andre Walker National Heart, Lung, and Blood Institute (NHLBI) Telephone: 301-827-8061 Email: [email protected]

Note: For help accessing PDF, RTF, MS Word, Excel, PowerPoint, Audio or Video files, see Help Downloading Files .

Even the simplest marine organisms tend to be individualistic

Sport junkie or couch potato? Always on time or often late? The animal kingdom, too, is home to a range of personalities, each with its own lifestyle. In a study just released in the journal PLOS Biology , a team led by Sören Häfker and Kristin Tessmar-Raible from the Alfred Wegener Institute, Helmholtz Centre for Polar and Marine Research (AWI) and the University of Vienna report on a surprising discovery: even simple marine polychaete worms shape their day-to-day lives on the basis of highly individual rhythms. This diversity is of interest not just for the future of species and populations in a changing environment, but also for medicine.

At first glance, the star of the new study may not seem particularly impressive: only a few centimetres long, Platynereis dumerilii is a species of polychaete worm that can be found in temperate to tropical coastal waters around the globe; if your goal is to find outstanding animal personalities, surely there are better suited candidates. But that wasn't the primary goal of the study, which experts from the AWI, the Max Perutz Labs in Vienna, the Universities of Vienna and Oldenburg, and the Katholieke Universiteit Leuven in Belgium contributed to. First and foremost, the researchers were interested in the internal clocks that dictate countless organisms' daily rhythms.

"Biological timing is important at a number of levels," explains Kristin Tessmar-Raible, a biologist at the AWI. "The ecological ties between species depend just as much on it as they do on biochemical processes at the cellular level." But how do organisms' internal clocks react when human beings warm the climate or use artificial light to turn night into day? "When it comes to marine organisms, we still know very little," says Sören Häfker, the study's main author. In this regard, rhythms are especially important in their lives: temperature, available light and food, and various other factors change throughout the day, and the organisms have to respond accordingly. They adapt their behaviour, metabolism, and genetic activity to these external rhythms.

However, it remains unclear whether they'll be equally successful at doing so in the future. And when their internal clocks no longer match their environment, it can become a matter of survival. "As such, we need a much better understanding of how the rhythms of the oceans are changing and what it will mean for individual species and populations," the biologist stresses -- which means there's a wealth of reasons to take a closer look at the daily behaviour of Platynereis dumerilii . In fact, for chronobiology, which focuses on organisms' internal clocks, this distant relative of the dew worm has become one of the most important model species.

In past experiments, the team had noticed how the worms had quite disparate daily rhythms. Among human beings, it's a familiar phenomenon: early birds rarely turn into night owls, and vice versa. But what about in marine polychaete worms? Are their behavioural differences just random variations or do they also have a personal tact? To find out, the group systematically observed the worms' daily activities when there was a new moon. What they saw: some individuals became active at exactly the same time every night. In turn, others appeared to be arrhythmic "couch potatoes" that were only occasionally active -- plus, there were various "shades of grey" between these two extremes. When the same worms were observed again several weeks later, their behaviour remained largely unchanged: once a couch potato, always a couch potato. "We were very surprised to see how reproducible the individual behavioural rhythms were," says Tessmar-Raible. "This shows us that even worms have tiny, rhythmic personalities, so to speak."

More individuality = more resiliency

To gain further insights into these behavioural differences, the group systematically compared the genetic activity in the heads of worms prone to particularly rhythmic and arrhythmic behaviour. Surprisingly, they found that the daily internal clock worked perfectly fine in all specimens, even the arrhythmic "couch potatoes," and that the number of genes with rhythmic activity was nearly as high as in the "punctual" worms. The wide range of strategies they employ could offer the worms an evolutionary edge, as the experts surmise. After all, they live in a coastal environment with highly variable conditions; as such, lifestyle A might be the best choice for a given spot, while not far away, lifestyle B might be a better fit. In addition, this form of individuality could make them more resilient to major anthropogenic changes -- in a transforming world, this diversity increases the chances of at least some worms being able to cope with their new circumstances.

But the study doesn't just offer new insights into marine rhythms; it also underscores the fact that the processes at work within a given organism aren't necessarily reflected in its behaviour: even among the couch potato worms, the genetic activity follows a daily rhythm, even if it's not externally recognisable. And that's likely true not just for worms, but for human beings as well. "That's why such findings are also exciting for fields like chronomedicine," says Tessmar-Raible.

In recent years, there have been intensified and successful efforts to bear patients' individual daily rhythms in mind in the context of treating them. But, just as with the worms observed, they consist of various components, ranging from behaviour to genetic activity, which can react differently to medications and the timing of when they are administered. Accordingly, especially when it comes to human beings, it is important for chronomedical analyses to consider several different levels -- if even worms can be so individualistic, our species is likely no exception.

New Species
Evolutionary Biology
Behavioral Science
Human Evolution
Early Humans
Origin of Life
Biodiversity
Conservation status
Temperature record of the past 1000 years
Deadly nightshade and related plants
Timeline of evolution

Story Source:

Materials provided by Alfred Wegener Institute, Helmholtz Centre for Polar and Marine Research . Note: Content may be edited for style and length.

Journal Reference :

N. Sören Häfker, Laurenz Holcik, Audrey M. Mat, Aida Ćorić, Karim Vadiwala, Isabel Beets, Alexander W. Stockinger, Carolina E. Atria, Stefan Hammer, Roger Revilla-i-Domingo, Liliane Schoofs, Florian Raible, Kristin Tessmar-Raible. Molecular circadian rhythms are robust in marine annelids lacking rhythmic behavior . PLOS Biology , 2024; 22 (4): e3002572 DOI: 10.1371/journal.pbio.3002572

Cite This Page :

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Biden admin agrees to provide $6.4 billion to Samsung for making computer chips

The Biden administration has reached an agreement to provide up to $6.4 billion in direct funding for Samsung Electronics to develop a computer chip manufacturing and research cluster in Texas

WASHINGTON -- The Biden administration has reached an agreement to provide up to $6.4 billion in direct funding for Samsung Electronics to develop a computer chip manufacturing and research cluster in Texas.

The funding announced Monday by the Commerce Department is part of a total investment in the cluster that, with private money, is expected to exceed $40 billion. The government support comes from the CHIPS and Science Act, which President Joe Biden signed into law in 2022 with the goal of reviving the production of advanced computer chips domestically.

“The proposed project will propel Texas into a state of the art semiconductor ecosystem,” Commerce Secretary Gina Raimondo said on a call with reporters. “It puts us on track to hit our goal of producing 20% of the world’s leading edge chips in the United States by the end of the decade.”

Raimondo said she expects the project will create at least 17,000 construction jobs and more than 4,500 manufacturing jobs.

Samsung's cluster in Taylor, Texas, would include two factories that would make four- and two-nanometer chips. Also, there would be a factory dedicated to research and development, as well as a facility for the packaging that surrounds chip components.

The first factory is expected to be operational in 2026, with the second being operational in 2027, according to the government.

The funding also would expand an existing Samsung facility in Austin, Texas.

Lael Brainard, director of the White House National Economic Council, said Samsung will be able to manufacture chips in Austin directly for the Defense Department as a result. Access to advanced technology has become a major national security concern amid competition between the U.S. and China.

In addition to the $6.4 billion, Samsung has indicated it also will claim an investment tax credit from the U.S. Treasury Department.

The government has previously announced terms to support other chipmakers including Intel and Taiwan Semiconductor Manufacturing Co. in projects spread across the country.

Theresa Nist of 'Golden Bachelor' shares message following divorce from Gerry Turner

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Research: How to Close the Gender Gap in Startup Financing

Malin Malmström,
Barbara Burkhard,
Charlotta Sirén,
Dean Shepherd,
Joakim Wincent

Three ways policymakers, financiers, and other stakeholders can mitigate gender bias in entrepreneurial funding.

A global analysis of previous research over the last three decades shows that women entrepreneurs face a higher rate of business loan denials and increased interest rates in loan decisions made by commercial bankers. Interestingly, the data also reveals that the formal and informal standing of women in a particular society can provide clues to some of the true hurdles to positive change. This article reviews these hurdles, and offers three recommendations for change.

Gender disparities persist in entrepreneurship and statistics reveal the severity of the issue. Globally, only one in three businesses is owned by women . In 2019, the share of startups with at least one female founding member was a mere 20% .

MM Malin Malmström is a professor of entrepreneurship and innovation at Luleå University of Technology, and a director of the research center Sustainable Finance Lab in Sweden.
BB Barbara Burkhard is a postdoctoral researcher of entrepreneurship at the Institute of Responsible Innovation at the University of St.Gallen.
CS Charlotta Sirén is an associate professor of management at the Institute of Responsible Innovation at the University of St.Gallen.
DS Dean Shepherd is a professor of entrepreneurship, management, and organization at The Mendoza College of Business, University of Notre Dame.
JW Joakim Wincent is a professor of entrepreneurship and management at the Hanken School of Economics and the Global Center for Entrepreneurship and Innovation at the University of St.Gallen.

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Research Topics
Research Topic. Definition: Research topic is a specific subject or area of interest that a researcher wants to investigate or explore in-depth through research. It is the overarching theme or question that guides a research project and helps to focus the research activities towards a clear objective.
How to Write About Your Research Interests
Here are the two things that a great statement of research interests or SOP will do: It will clearly illustrate to the admissions committee that you possess a depth of interest and comprehension in your field and that you understand what goes into research. You will sound naïve if you talk about ideas that are too vague or nebulous, or ones ...
How to Write About Your Research Interests 101
This will help you present yourself as a well-rounded and knowledgeable candidate for the program. When writing about your research interests for an admissions committee, it is important to be concise and clear. First, create a brief overview of the research topic that you are interested in. When possible, provide examples of how your research ...
Overview
Select a topic. Choosing an interesting research topic is your first challenge. Here are some tips: Choose a topic that you are interested in! The research process is more relevant if you care about your topic. Narrow your topic to something manageable. If your topic is too broad, you will find too much information and not be able to focus.
1000+ Research Topics For Your Dissertation Or Thesis
1000+ FREE Research Topics & Ideas. If you're at the start of your research journey and are trying to figure out which research topic you want to focus on, you've come to the right place. Select your area of interest below to view a comprehensive collection of potential research ideas. AI & Machine Learning. Blockchain & Cryptocurrency.
A Beginner's Guide to Starting the Research Process
Step 1: Choose your topic. First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you're interested in—maybe you already have specific research interests based on classes you've taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose.
Creating a Successful Research Topic Statement (PSY)
A research topic is an area of interest to a researcher that is first of all, researchable. It is focused narrowly enough that its key concepts are quite plain and well integrated. It is a topic or subject that can be found in the existing literature of the researcher's field, which shows that it is of some interest or importance to that field ...
Step 1
Over the course of your research design, proposal and actually conducting your study, you may feel like you are really tired of your topic, however, your interest and investment in the topic will help you persist through dissertation defense. Identifying a research topic can be challenging.
Picking a Topic
The ability to develop a good research topic is an important skill. An instructor may assign you a specific topic, but most often instructors require you to select your own topic of interest. When deciding on a topic, there are a few things that you will need to do: Brainstorm for ideas.
How To Choose A Research Topic For A Dissertation
Step 5: Narrow down, then evaluate. By this stage, you should have a healthy list of research topics. Step away from the ideation and thinking for a few days, clear your mind. The key is to get some distance from your ideas, so that you can sit down with your list and review it with a more objective view.
Identify Your Research Interests
Map Out Your Interests. To figure out what your interests are, take some time and write down 3-5 responses to each of these questions: What subjects covered in my field (s) of study interest me the most? (do this for each major/minor you have)
PDF Identifying Your Research Interests
Identifying Your Research Interests. This five-step activity is designed to help direct your thinking about research topics in higher education. Your goal in this ongoing process is to identify, synthesize, and eventually narrow your research interests. Remember, this is a process, not a product, that often takes times.
1. Identify an area of interest
1. Identify an area of interest. The first step in the research process is choosing an area of interest. Psychological research can be quite varied and therefore, it can be difficult to narrow down your interests to find a specific topic to focus your research on. Selecting a research topic can be daunting at first, but it is a great ...
Relevance of Your Dissertation Topic
Revised on May 31, 2023. A relevant dissertation topic means that your research will contribute something worthwhile to your field in a scientific, social, or practical way. As you plan out your dissertation process, make sure that you're writing something that is important and interesting to you personally, as well as appropriate within your ...
LibGuides: The Research Process: 1. Define Your Topic
Once you've narrowed your topic by answering some of the questions above, it's good to formulate a research question to help guide your research and possibly generate a thesis statement. Start by using "how," "what," or "why." Incorporate the limiters (population, location, time, etc.) you outlined when narrowing your topic.
PDF Developing a research topic
In general, the characteristics of a good research topic include the following: • your topic is achievable; • your topic is specific; • your topic is relevant; • your topic satisfies project guidelines; and • your topic is of interest to you. Your topic is achievable Previous modules studied during your course should provide some ...
Defining the research topic
Elements of a good research topic. Interesting: topic represents an area of deep interest for the researcher Original: for PhD students, the topic can produce an original contribution to knowledge; Manageable: research question could be answered within the degree's recommended time frame (see time limitation). At McGill, PhD students are usually expected to have a sufficiently defined ...
113 Great Research Paper Topics
113 Great Research Paper Topics. One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily ...
Research Interest Statement Samples That Worked
A good research interest statement sample can be hard to find. Still, it can also be a beneficial tool for writing one and preparing for a grad school application or post-graduate position. Your research interest statement is one of the key components of your application to get into grad school.In a few cases, admissions committees have used it instead of an interview, so it is important to ...
How to Define a Research Problem
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.
Top 10 Research Topics for Students
Argumentative research topics are typically related to human interest, issues that impact us on a global scale, or challenges that particular social groups face. Affirmative action With rising interest in equality, researching affirmative action—designed to prevent the impacts of discrimination—is a relevant research topic for high school ...
Pursue Your Doctorate: DBA Program Admission
The research topic proposal is your chance to show the admissions committee your areas of interest and potential research directions. This one-page essay should clearly articulate a research question or area you're passionate about, its relevance to contemporary business challenges, and how it aligns with the DBA program's strengths.
What's the difference between 'research topic' and 'research area'?
A research area is what a research topic is placed into, but is much broader than the scope of the topic. For example a research area can be human physiology, computer science (as you mentioned) or even relate to a specific field within these broader terms such as cardiac electrophysiology or machine learning respectively.
Interest Matters: The Importance of Promoting Interest in Education
Interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success. Interest is both a psychological state of attention and affect toward a particular object or topic, and an enduring predisposition to reengage over time. Integrating these two definitions, the four ...
Meet Dr. Sammy Ahmed, PhD
If not, which topics interest you the most? My research lab studies the cognitive mechanisms that support learning and social functioning across the lifespan as well as the social contexts that promote cognitive development during childhood and adolescence. To do this, we use longitudinal and experimental methods in school settings and draw on ...
NOT-HL-24-012: Notice of NHLBI Participation in NOT-AI-24-007 "Notice
Research Topics of Interest. NHLBI. The NHLBI provides global leadership for research, training, and education programs to promote the prevention, diagnosis and treatment of heart, lung, blood, and sleep (HLBS) diseases and enhance the health of all individuals so that they can live healthy and lead productive and fulfilling lives. The NHLBI ...
Shaping the future of behavioral and social research at NIA
Innovating and supporting large-scale observational studies, mechanistic investigations, and translational research to better understand how social and behavioral factors shape biological aging, well-being, and health. We hope you will stay informed about NIA's BSR-focused research and join us on that journey by signing up for the BSR ...
Even the simplest marine organisms tend to be individualistic
At first glance, the star of the new study may not seem particularly impressive: only a few centimetres long, Platynereis dumerilii is a species of polychaete worm that can be found in temperate ...
Biden admin agrees to provide $6.4 billion to Samsung for making
The Biden administration has reached an agreement to provide up to $6.4 billion in direct funding for Samsung Electronics to develop a computer chip manufacturing and research cluster in Texas
Research: How to Close the Gender Gap in Startup Financing
A global analysis of previous research over the last three decades shows that women entrepreneurs face a higher rate of business loan denials and increased interest rates in loan decisions made by ...