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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 .

Table of contents

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 .

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
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

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

Research bias

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

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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What is a Research Problem? Characteristics, Types, and Examples

A research problem is a gap in existing knowledge, a contradiction in an established theory, or a real-world challenge that a researcher aims to address in their research. It is at the heart of any scientific inquiry, directing the trajectory of an investigation. The statement of a problem orients the reader to the importance of the topic, sets the problem into a particular context, and defines the relevant parameters, providing the framework for reporting the findings. Therein lies the importance of research problem s.  

The formulation of well-defined research questions is central to addressing a research problem . A research question is a statement made in a question form to provide focus, clarity, and structure to the research endeavor. This helps the researcher design methodologies, collect data, and analyze results in a systematic and coherent manner. A study may have one or more research questions depending on the nature of the study.   

Identifying and addressing a research problem is very important. By starting with a pertinent problem , a scholar can contribute to the accumulation of evidence-based insights, solutions, and scientific progress, thereby advancing the frontier of research. Moreover, the process of formulating research problems and posing pertinent research questions cultivates critical thinking and hones problem-solving skills.   

Table of Contents

What is a Research Problem ?  

Before you conceive of your project, you need to ask yourself “ What is a research problem ?” A research problem definition can be broadly put forward as the primary statement of a knowledge gap or a fundamental challenge in a field, which forms the foundation for research. Conversely, the findings from a research investigation provide solutions to the problem .  

A research problem guides the selection of approaches and methodologies, data collection, and interpretation of results to find answers or solutions. A well-defined problem determines the generation of valuable insights and contributions to the broader intellectual discourse.  

Characteristics of a Research Problem  

Knowing the characteristics of a research problem is instrumental in formulating a research inquiry; take a look at the five key characteristics below:  

Novel : An ideal research problem introduces a fresh perspective, offering something new to the existing body of knowledge. It should contribute original insights and address unresolved matters or essential knowledge.   

Significant : A problem should hold significance in terms of its potential impact on theory, practice, policy, or the understanding of a particular phenomenon. It should be relevant to the field of study, addressing a gap in knowledge, a practical concern, or a theoretical dilemma that holds significance.  

Feasible: A practical research problem allows for the formulation of hypotheses and the design of research methodologies. A feasible research problem is one that can realistically be investigated given the available resources, time, and expertise. It should not be too broad or too narrow to explore effectively, and should be measurable in terms of its variables and outcomes. It should be amenable to investigation through empirical research methods, such as data collection and analysis, to arrive at meaningful conclusions A practical research problem considers budgetary and time constraints, as well as limitations of the problem . These limitations may arise due to constraints in methodology, resources, or the complexity of the problem.  

Clear and specific : A well-defined research problem is clear and specific, leaving no room for ambiguity; it should be easily understandable and precisely articulated. Ensuring specificity in the problem ensures that it is focused, addresses a distinct aspect of the broader topic and is not vague.  

Rooted in evidence: A good research problem leans on trustworthy evidence and data, while dismissing unverifiable information. It must also consider ethical guidelines, ensuring the well-being and rights of any individuals or groups involved in the study.

Types of Research Problems  

Across fields and disciplines, there are different types of research problems . We can broadly categorize them into three types.  

• Theoretical research problems

Theoretical research problems deal with conceptual and intellectual inquiries that may not involve empirical data collection but instead seek to advance our understanding of complex concepts, theories, and phenomena within their respective disciplines. For example, in the social sciences, research problem s may be casuist (relating to the determination of right and wrong in questions of conduct or conscience), difference (comparing or contrasting two or more phenomena), descriptive (aims to describe a situation or state), or relational (investigating characteristics that are related in some way).  

Here are some theoretical research problem examples :   

• Ethical frameworks that can provide coherent justifications for artificial intelligence and machine learning algorithms, especially in contexts involving autonomous decision-making and moral agency.  
• Determining how mathematical models can elucidate the gradual development of complex traits, such as intricate anatomical structures or elaborate behaviors, through successive generations.  
• Applied research problems

Applied or practical research problems focus on addressing real-world challenges and generating practical solutions to improve various aspects of society, technology, health, and the environment.  

Here are some applied research problem examples :   

• Studying the use of precision agriculture techniques to optimize crop yield and minimize resource waste.  
• Designing a more energy-efficient and sustainable transportation system for a city to reduce carbon emissions.  
• Action research problems

Action research problems aim to create positive change within specific contexts by involving stakeholders, implementing interventions, and evaluating outcomes in a collaborative manner.  

Here are some action research problem examples :   

• Partnering with healthcare professionals to identify barriers to patient adherence to medication regimens and devising interventions to address them.  
• Collaborating with a nonprofit organization to evaluate the effectiveness of their programs aimed at providing job training for underserved populations.  

These different types of research problems may give you some ideas when you plan on developing your own.  

How to Define a Research Problem  

You might now ask “ How to define a research problem ?” These are the general steps to follow:   

• Look for a broad problem area: Identify under-explored aspects or areas of concern, or a controversy in your topic of interest. Evaluate the significance of addressing the problem in terms of its potential contribution to the field, practical applications, or theoretical insights.
• Learn more about the problem: Read the literature, starting from historical aspects to the current status and latest updates. Rely on reputable evidence and data. Be sure to consult researchers who work in the relevant field, mentors, and peers. Do not ignore the gray literature on the subject.
• Identify the relevant variables and how they are related: Consider which variables are most important to the study and will help answer the research question. Once this is done, you will need to determine the relationships between these variables and how these relationships affect the research problem . 
• Think of practical aspects : Deliberate on ways that your study can be practical and feasible in terms of time and resources. Discuss practical aspects with researchers in the field and be open to revising the problem based on feedback. Refine the scope of the research problem to make it manageable and specific; consider the resources available, time constraints, and feasibility.
• Formulate the problem statement: Craft a concise problem statement that outlines the specific issue, its relevance, and why it needs further investigation.
• Stick to plans, but be flexible: When defining the problem , plan ahead but adhere to your budget and timeline. At the same time, consider all possibilities and ensure that the problem and question can be modified if needed.

Key Takeaways  

• A research problem concerns an area of interest, a situation necessitating improvement, an obstacle requiring eradication, or a challenge in theory or practical applications.   
• The importance of research problem is that it guides the research and helps advance human understanding and the development of practical solutions.  
• Research problem definition begins with identifying a broad problem area, followed by learning more about the problem, identifying the variables and how they are related, considering practical aspects, and finally developing the problem statement.  
• Different types of research problems include theoretical, applied, and action research problems , and these depend on the discipline and nature of the study.  
• An ideal problem is original, important, feasible, specific, and based on evidence.  

Frequently Asked Questions  

Why is it important to define a research problem?  

Identifying potential issues and gaps as research problems is important for choosing a relevant topic and for determining a well-defined course of one’s research. Pinpointing a problem and formulating research questions can help researchers build their critical thinking, curiosity, and problem-solving abilities.   

How do I identify a research problem?  

Identifying a research problem involves recognizing gaps in existing knowledge, exploring areas of uncertainty, and assessing the significance of addressing these gaps within a specific field of study. This process often involves thorough literature review, discussions with experts, and considering practical implications.  

Can a research problem change during the research process?  

Yes, a research problem can change during the research process. During the course of an investigation a researcher might discover new perspectives, complexities, or insights that prompt a reevaluation of the initial problem. The scope of the problem, unforeseen or unexpected issues, or other limitations might prompt some tweaks. You should be able to adjust the problem to ensure that the study remains relevant and aligned with the evolving understanding of the subject matter.

How does a research problem relate to research questions or hypotheses?  

A research problem sets the stage for the study. Next, research questions refine the direction of investigation by breaking down the broader research problem into manageable components. Research questions are formulated based on the problem , guiding the investigation’s scope and objectives. The hypothesis provides a testable statement to validate or refute within the research process. All three elements are interconnected and work together to guide the research.  

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How to Identify an Appropriate Research Problem

By Mansureh Kebritchi, Ph.D.

A research problem is the heart of the study. It is a clear, definite statement of the area of concern or investigation and is backed by evidence (Bryman, 2007).  It drives the research questions and processes and provides the framework for understanding the research findings. To begin, you will need to know where to look for your research problem and how to evaluate when a research problem for success.

Where to Find a Research Problem

Ideas for research problems tend to come from two sources: real life and the scholarly arena.  First, identifying a research problem can be as simple as observing the complications and issues in your local workplace. You may encounter ongoing issues on a daily basis in your workplace or observe your colleagues struggle with major issues or questions in your field. These ongoing obstacles and issues in the workplace can be the catalyst for developing a research problem.  

Alternatively, research problems can be identified by reviewing recent literature, reports, or databases in your field. Often the section on “recommendations for future studies” provided at the end of journal articles or doctoral dissertations suggests potential research problems. In addition, major reports and databases in the field may reveal findings or data-based facts that call for additional investigation or suggest potential issues to be addressed. Looking at what theories need to be tested is another opportunity to develop a research problem.

How to Evaluate a Research Problem 

Once you find your potential research problem, you will need to evaluate the problem and ensure that it is appropriate for research. A research problem is deemed appropriate when it is supported by the literature and considered significant, timely, novel, specific, and researchable.  Stronger research problems are more likely to succeed in publication, presentation, and application.

Supported by the Literature

Your research problem should be relevant to the field and supported by a number of recent peer-reviewed studies in the field. Even if you identify the problem based on the recommendation of one journal article or dissertation, you will still need to conduct a literature search and ensure that other researchers support the problem and the need for conducting research to further address the problem.

Significant

Your research problem should have a positive impact on the field. The impact can be practical, in the form of direct application of the results in the field, or conceptual, where the work advances the field by filling a knowledge gap.  

Your research problem should be related to the current needs in the field and well-suited for the present status of the issues in your field. Explore what topics are being covered in current journals in the field. Look at calls from relevant disciplinary organizations. Review your research center agenda and focused topics. For example, the topics of the Research Labs at the Center for Educational and Instructional Technology Research including critical thinking, social media and cultural competency, diversity, and Science, Technology, Engineering, and Mathematics (STEM) in higher education are representative of the current timely topics in the field of education.  Identifying a current question in the field and supporting the problem with recent literature can justify the problem's timeliness.

Your research problem should be original and unique. It should seek to address a gap in our knowledge or application. An exhaustive review of the literature can help you identify whether the problem has already been addressed with your particular sample and/or context. Talking to experts in the research area can illuminate a problem.  Replication of an existing study warrants a discussion of value elsewhere, but the novelty can be found in determining if an already-resolved problem holds in a new sample and/or context.

Specific and Clear

Your research problem should be specific enough to set the direction of the study, raise research question(s), and determine an appropriate research method and design. Vague research problems may not be useful to specify the direction of the study or develop research questions.  

Researchable

Research problems are solved through the scientific method. This means researchability, or feasibility of the problem, is more important than all of the above characteristics. You as the researcher should be able to solve the problem with your abilities and available research methods, designs, research sites, resources, and timeframe. If a research problem retains all of the aforementioned characteristics but it is not researchable, it may not be an appropriate research problem.

References and More Information

Bryman, Alan. “The Research Question in Social Research: What is its Role?”  International Journal of Social Research Methodology  10 (2007): 5-20.

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5 Sources of a Research Problem: The Complete Guide

by  Antony W

February 20, 2022

In this guide, you will learn about the best sources of a research problem for your next project. 

The term research problem refers to a clear expression of an area of concern that requires a clear understanding and deliberate investigation. While it offers a broad proposition and a valuable question, a research problem doesn’t demonstrate how to do something.

It’s worth looking at a research problem for a number of reasons. It introduces a reader to the topic under investigation and orients to the importance of the study.

Besides allowing you to define the most important parameter to investigate in your paper, a research problem offers you a concise guide to come up with research questions , make relevant assumptions, and formulate a proposition .

More importantly, a research problem gives you a more comprehensive framework to conduct extensive studies and explain your findings.

Need help with your research paper, dissertation, or thesis but you have no idea where to start? Hire Help for Assessment for Assistance.

Type of Research Problems

There are four types of research problems that you need to know before we look at the sources of a research problem.

These are casuist, difference, descriptive and relational research problems.

1. Relational Research Problem

A relational research problem suggests the need to investigate the correlation between two or more variables.

It’s the researcher’s responsibility to investigate a number of precise characteristics and identify the relationship between them.

2. Casuist Research Problem

Casuist research problem has something to do with the determination of what’s right and what’s wrong.

It questions human conduct by looking closely at the moral dilemmas by means of careful differentiation of cases as well as the application of general rules.

3. Descriptive Research Problem

In this case, a researcher looks forward to investigating a “what is” kind of issue.

The goal of examining a descriptive research problem is to determine the underlying significance of an event or the existence of a situation.

It’s with the descriptive research problem that a researcher can discover understudied or hidden issues.

5. Difference Research Problem

A difference research problem focuses on the distinction between two or more groups.  More often than not, researchers use this type of problem to compare and contrast more than one phenomenon.

What are the Sources of Research Problems?

Now that you know the types of possible research problems that you can focus on in a term paper , let’s look at the sources that you can use to identify research problems.

From a research perspective, the kind of research problem that you wish to investigate should meet two conditions.

First, the problem has to be unique and not something other researchers have already looked into exhaustively. Second, the problem has to be concise enough to raise specific issues that you can address in a research paper .

With that said, below are five sources of a research problem:

1. Interviews

Interviews sessions can be significant sources of research problems. The method gives you an opportunity to have formal discussions and informal interactions with individuals who can provide useful insights into research and make findings more relevant to future research. 

Consider having discussions with experts in the field you wish to investigate. These professionals mat be healthcare service providers, business leaders, teachers, social workers, attorneys, and accountants to mention but a few examples.

By interacting with these experts, you’re able to identify real-world problems that researchers have either ignored or understudied in the academic space.

Moreover, interview sessions give you the opportunity to get some practical knowledge that can help you to design and conduct your studies.

2. Personal Experiences

Your everyday experiences are a good source of research problem.

You have to think critically about your personal experiences with an issue that affects your family, your personal life, or your community.

A research problem derived from personal experience can spring from any issue and from anywhere.

For example, you can construct a research problem from events that appear to be out of the ordinary or from community relationships that don’t have clear explanations.

3. Deductions from Theory

A deduction from theory refers to inferences a researcher makes from the generalizations of life in a society that a researcher knows very well.

A researcher takes the deduction, places them in an empirical frame, and then, based on a theory, they come up with a research problem and a hypothesis that suggests some findings based on given empirical results.

The research accounts for the relationship to observe if a theory summarizes the state of an affair.

A systematic investigation, which evaluates if the empirical information affirms or rejects the hypothesis , comes next.

4. Interdisciplinary Perspective

If you consider interdisciplinary perspective to identify a problem for a research study, you’ll have to look at scholarship and academic movements from outside your main area of investigation.

It’s an intellectually involving process, one that requires reviewing pertinent literature to discover unique avenues of exploration an analysis.

The benefit of using this approach to identify a research problem for your research paper assignment is that it presents an opportunity for you to understand complex issues with ease.

5. Relevant Literature

To generate a research problem from relevant literature, you first have to review research related to your area of interest.

Doing so allows you to find gaps on the topic, making it easy for you to understand just how much understudied your area of interest is.

Data collected from relevant literature is relevant because it helps to:

• Fill existing gaps in knowledge based on a specific research
• Determine if current studies can have implications on further research on the same issue
• See if it’s possible to conduct a similar study in a different area or apply the same in a different context
• Determine if the methods used in previous studies can be effective in solving future problems

We can’t stress enough on the value of existing literature. The results should point you towards an outstanding issue, give suggestion for future gaps, and make it possible to delineate gaps in existing knowledge.

Research Paper Writing Help

Finding a research problem is just one part of the research paper assignment. You have to develop a research question, formulate a hypothesis, write a thesis statement,  and then write your research paper. It can be a lot of work, which demands a lot of attention and time.

If you need help to brainstorm, research, and write your research paper, click the button below to place your order. 

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

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Home » References in Research – Types, Examples and Writing Guide

References in Research – Types, Examples and Writing Guide

Table of Contents

References in Research

Definition:

References in research are a list of sources that a researcher has consulted or cited while conducting their study. They are an essential component of any academic work, including research papers, theses, dissertations, and other scholarly publications.

Types of References

There are several types of references used in research, and the type of reference depends on the source of information being cited. The most common types of references include:

References to books typically include the author’s name, title of the book, publisher, publication date, and place of publication.

Example: Smith, J. (2018). The Art of Writing. Penguin Books.

Journal Articles

References to journal articles usually include the author’s name, title of the article, name of the journal, volume and issue number, page numbers, and publication date.

Example: Johnson, T. (2021). The Impact of Social Media on Mental Health. Journal of Psychology, 32(4), 87-94.

Web sources

References to web sources should include the author or organization responsible for the content, the title of the page, the URL, and the date accessed.

Example: World Health Organization. (2020). Coronavirus disease (COVID-19) advice for the public. Retrieved from https://www.who.int/emergencies/disease/novel-coronavirus-2019/advice-for-public

Conference Proceedings

References to conference proceedings should include the author’s name, title of the paper, name of the conference, location of the conference, date of the conference, and page numbers.

Example: Chen, S., & Li, J. (2019). The Future of AI in Education. Proceedings of the International Conference on Educational Technology, Beijing, China, July 15-17, pp. 67-78.

References to reports typically include the author or organization responsible for the report, title of the report, publication date, and publisher.

Example: United Nations. (2020). The Sustainable Development Goals Report. United Nations.

Formats of References

Some common Formates of References with their examples are as follows:

APA (American Psychological Association) Style

The APA (American Psychological Association) Style has specific guidelines for formatting references used in academic papers, articles, and books. Here are the different reference formats in APA style with examples:

Author, A. A. (Year of publication). Title of book. Publisher.

Example : Smith, J. K. (2005). The psychology of social interaction. Wiley-Blackwell.

Journal Article

Author, A. A., Author, B. B., & Author, C. C. (Year of publication). Title of article. Title of Journal, volume number(issue number), page numbers.

Example : Brown, L. M., Keating, J. G., & Jones, S. M. (2012). The role of social support in coping with stress among African American adolescents. Journal of Research on Adolescence, 22(1), 218-233.

Author, A. A. (Year of publication or last update). Title of page. Website name. URL.

Example : Centers for Disease Control and Prevention. (2020, December 11). COVID-19: How to protect yourself and others. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html

Magazine article

Author, A. A. (Year, Month Day of publication). Title of article. Title of Magazine, volume number(issue number), page numbers.

Example : Smith, M. (2019, March 11). The power of positive thinking. Psychology Today, 52(3), 60-65.

Newspaper article:

Author, A. A. (Year, Month Day of publication). Title of article. Title of Newspaper, page numbers.

Example: Johnson, B. (2021, February 15). New study shows benefits of exercise on mental health. The New York Times, A8.

Edited book

Editor, E. E. (Ed.). (Year of publication). Title of book. Publisher.

Example : Thompson, J. P. (Ed.). (2014). Social work in the 21st century. Sage Publications.

Chapter in an edited book:

Author, A. A. (Year of publication). Title of chapter. In E. E. Editor (Ed.), Title of book (pp. page numbers). Publisher.

Example : Johnson, K. S. (2018). The future of social work: Challenges and opportunities. In J. P. Thompson (Ed.), Social work in the 21st century (pp. 105-118). Sage Publications.

MLA (Modern Language Association) Style

The MLA (Modern Language Association) Style is a widely used style for writing academic papers and essays in the humanities. Here are the different reference formats in MLA style:

Author’s Last name, First name. Title of Book. Publisher, Publication year.

Example : Smith, John. The Psychology of Social Interaction. Wiley-Blackwell, 2005.

Journal article

Author’s Last name, First name. “Title of Article.” Title of Journal, volume number, issue number, Publication year, page numbers.

Example : Brown, Laura M., et al. “The Role of Social Support in Coping with Stress among African American Adolescents.” Journal of Research on Adolescence, vol. 22, no. 1, 2012, pp. 218-233.

Author’s Last name, First name. “Title of Webpage.” Website Name, Publication date, URL.

Example : Centers for Disease Control and Prevention. “COVID-19: How to Protect Yourself and Others.” CDC, 11 Dec. 2020, https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html.

Author’s Last name, First name. “Title of Article.” Title of Magazine, Publication date, page numbers.

Example : Smith, Mary. “The Power of Positive Thinking.” Psychology Today, Mar. 2019, pp. 60-65.

Newspaper article

Author’s Last name, First name. “Title of Article.” Title of Newspaper, Publication date, page numbers.

Example : Johnson, Bob. “New Study Shows Benefits of Exercise on Mental Health.” The New York Times, 15 Feb. 2021, p. A8.

Editor’s Last name, First name, editor. Title of Book. Publisher, Publication year.

Example : Thompson, John P., editor. Social Work in the 21st Century. Sage Publications, 2014.

Chapter in an edited book

Author’s Last name, First name. “Title of Chapter.” Title of Book, edited by Editor’s First Name Last name, Publisher, Publication year, page numbers.

Example : Johnson, Karen S. “The Future of Social Work: Challenges and Opportunities.” Social Work in the 21st Century, edited by John P. Thompson, Sage Publications, 2014, pp. 105-118.

Chicago Manual of Style

The Chicago Manual of Style is a widely used style for writing academic papers, dissertations, and books in the humanities and social sciences. Here are the different reference formats in Chicago style:

Example : Smith, John K. The Psychology of Social Interaction. Wiley-Blackwell, 2005.

Author’s Last name, First name. “Title of Article.” Title of Journal volume number, no. issue number (Publication year): page numbers.

Example : Brown, Laura M., John G. Keating, and Sarah M. Jones. “The Role of Social Support in Coping with Stress among African American Adolescents.” Journal of Research on Adolescence 22, no. 1 (2012): 218-233.

Author’s Last name, First name. “Title of Webpage.” Website Name. Publication date. URL.

Example : Centers for Disease Control and Prevention. “COVID-19: How to Protect Yourself and Others.” CDC. December 11, 2020. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html.

Author’s Last name, First name. “Title of Article.” Title of Magazine, Publication date.

Example : Smith, Mary. “The Power of Positive Thinking.” Psychology Today, March 2019.

Author’s Last name, First name. “Title of Article.” Title of Newspaper, Publication date.

Example : Johnson, Bob. “New Study Shows Benefits of Exercise on Mental Health.” The New York Times, February 15, 2021.

Example : Thompson, John P., ed. Social Work in the 21st Century. Sage Publications, 2014.

Author’s Last name, First name. “Title of Chapter.” In Title of Book, edited by Editor’s First Name Last Name, page numbers. Publisher, Publication year.

Example : Johnson, Karen S. “The Future of Social Work: Challenges and Opportunities.” In Social Work in the 21st Century, edited by John P. Thompson, 105-118. Sage Publications, 2014.

Harvard Style

The Harvard Style, also known as the Author-Date System, is a widely used style for writing academic papers and essays in the social sciences. Here are the different reference formats in Harvard Style:

Author’s Last name, First name. Year of publication. Title of Book. Place of publication: Publisher.

Example : Smith, John. 2005. The Psychology of Social Interaction. Oxford: Wiley-Blackwell.

Author’s Last name, First name. Year of publication. “Title of Article.” Title of Journal volume number (issue number): page numbers.

Example: Brown, Laura M., John G. Keating, and Sarah M. Jones. 2012. “The Role of Social Support in Coping with Stress among African American Adolescents.” Journal of Research on Adolescence 22 (1): 218-233.

Author’s Last name, First name. Year of publication. “Title of Webpage.” Website Name. URL. Accessed date.

Example : Centers for Disease Control and Prevention. 2020. “COVID-19: How to Protect Yourself and Others.” CDC. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html. Accessed April 1, 2023.

Author’s Last name, First name. Year of publication. “Title of Article.” Title of Magazine, month and date of publication.

Example : Smith, Mary. 2019. “The Power of Positive Thinking.” Psychology Today, March 2019.

Author’s Last name, First name. Year of publication. “Title of Article.” Title of Newspaper, month and date of publication.

Example : Johnson, Bob. 2021. “New Study Shows Benefits of Exercise on Mental Health.” The New York Times, February 15, 2021.

Editor’s Last name, First name, ed. Year of publication. Title of Book. Place of publication: Publisher.

Example : Thompson, John P., ed. 2014. Social Work in the 21st Century. Thousand Oaks, CA: Sage Publications.

Author’s Last name, First name. Year of publication. “Title of Chapter.” In Title of Book, edited by Editor’s First Name Last Name, page numbers. Place of publication: Publisher.

Example : Johnson, Karen S. 2014. “The Future of Social Work: Challenges and Opportunities.” In Social Work in the 21st Century, edited by John P. Thompson, 105-118. Thousand Oaks, CA: Sage Publications.

Vancouver Style

The Vancouver Style, also known as the Uniform Requirements for Manuscripts Submitted to Biomedical Journals, is a widely used style for writing academic papers in the biomedical sciences. Here are the different reference formats in Vancouver Style:

Author’s Last name, First name. Title of Book. Edition number. Place of publication: Publisher; Year of publication.

Example : Smith, John K. The Psychology of Social Interaction. 2nd ed. Oxford: Wiley-Blackwell; 2005.

Author’s Last name, First name. Title of Article. Abbreviated Journal Title. Year of publication; volume number(issue number):page numbers.

Example : Brown LM, Keating JG, Jones SM. The Role of Social Support in Coping with Stress among African American Adolescents. J Res Adolesc. 2012;22(1):218-233.

Author’s Last name, First name. Title of Webpage. Website Name [Internet]. Publication date. [cited date]. Available from: URL.

Example : Centers for Disease Control and Prevention. COVID-19: How to Protect Yourself and Others [Internet]. 2020 Dec 11. [cited 2023 Apr 1]. Available from: https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html.

Author’s Last name, First name. Title of Article. Title of Magazine. Year of publication; month and day of publication:page numbers.

Example : Smith M. The Power of Positive Thinking. Psychology Today. 2019 Mar 1:32-35.

Author’s Last name, First name. Title of Article. Title of Newspaper. Year of publication; month and day of publication:page numbers.

Example : Johnson B. New Study Shows Benefits of Exercise on Mental Health. The New York Times. 2021 Feb 15:A4.

Editor’s Last name, First name, editor. Title of Book. Edition number. Place of publication: Publisher; Year of publication.

Example: Thompson JP, editor. Social Work in the 21st Century. 1st ed. Thousand Oaks, CA: Sage Publications; 2014.

Author’s Last name, First name. Title of Chapter. In: Editor’s Last name, First name, editor. Title of Book. Edition number. Place of publication: Publisher; Year of publication. page numbers.

Example : Johnson KS. The Future of Social Work: Challenges and Opportunities. In: Thompson JP, editor. Social Work in the 21st Century. 1st ed. Thousand Oaks, CA: Sage Publications; 2014. p. 105-118.

Turabian Style

Turabian style is a variation of the Chicago style used in academic writing, particularly in the fields of history and humanities. Here are the different reference formats in Turabian style:

Author’s Last name, First name. Title of Book. Place of publication: Publisher, Year of publication.

Example : Smith, John K. The Psychology of Social Interaction. Oxford: Wiley-Blackwell, 2005.

Author’s Last name, First name. “Title of Article.” Title of Journal volume number, no. issue number (Year of publication): page numbers.

Example : Brown, LM, Keating, JG, Jones, SM. “The Role of Social Support in Coping with Stress among African American Adolescents.” J Res Adolesc 22, no. 1 (2012): 218-233.

Author’s Last name, First name. “Title of Webpage.” Name of Website. Publication date. Accessed date. URL.

Example : Centers for Disease Control and Prevention. “COVID-19: How to Protect Yourself and Others.” CDC. December 11, 2020. Accessed April 1, 2023. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html.

Author’s Last name, First name. “Title of Article.” Title of Magazine, Month Day, Year of publication, page numbers.

Example : Smith, M. “The Power of Positive Thinking.” Psychology Today, March 1, 2019, 32-35.

Author’s Last name, First name. “Title of Article.” Title of Newspaper, Month Day, Year of publication.

Example : Johnson, B. “New Study Shows Benefits of Exercise on Mental Health.” The New York Times, February 15, 2021.

Editor’s Last name, First name, ed. Title of Book. Place of publication: Publisher, Year of publication.

Example : Thompson, JP, ed. Social Work in the 21st Century. Thousand Oaks, CA: Sage Publications, 2014.

Author’s Last name, First name. “Title of Chapter.” In Title of Book, edited by Editor’s Last name, First name, page numbers. Place of publication: Publisher, Year of publication.

Example : Johnson, KS. “The Future of Social Work: Challenges and Opportunities.” In Social Work in the 21st Century, edited by Thompson, JP, 105-118. Thousand Oaks, CA: Sage Publications, 2014.

IEEE (Institute of Electrical and Electronics Engineers) Style

IEEE (Institute of Electrical and Electronics Engineers) style is commonly used in engineering, computer science, and other technical fields. Here are the different reference formats in IEEE style:

Author’s Last name, First name. Book Title. Place of Publication: Publisher, Year of publication.

Example : Oppenheim, A. V., & Schafer, R. W. Discrete-Time Signal Processing. Upper Saddle River, NJ: Prentice Hall, 2010.

Author’s Last name, First name. “Title of Article.” Abbreviated Journal Title, vol. number, no. issue number, pp. page numbers, Month year of publication.

Example: Shannon, C. E. “A Mathematical Theory of Communication.” Bell System Technical Journal, vol. 27, no. 3, pp. 379-423, July 1948.

Conference paper

Author’s Last name, First name. “Title of Paper.” In Title of Conference Proceedings, Place of Conference, Date of Conference, pp. page numbers, Year of publication.

Example: Gupta, S., & Kumar, P. “An Improved System of Linear Discriminant Analysis for Face Recognition.” In Proceedings of the 2011 International Conference on Computer Science and Network Technology, Harbin, China, Dec. 2011, pp. 144-147.

Author’s Last name, First name. “Title of Webpage.” Name of Website. Date of publication or last update. Accessed date. URL.

Example : National Aeronautics and Space Administration. “Apollo 11.” NASA. July 20, 1969. Accessed April 1, 2023. https://www.nasa.gov/mission_pages/apollo/apollo11.html.

Technical report

Author’s Last name, First name. “Title of Report.” Name of Institution or Organization, Report number, Year of publication.

Example : Smith, J. R. “Development of a New Solar Panel Technology.” National Renewable Energy Laboratory, NREL/TP-6A20-51645, 2011.

Author’s Last name, First name. “Title of Patent.” Patent number, Issue date.

Example : Suzuki, H. “Method of Producing Carbon Nanotubes.” US Patent 7,151,019, December 19, 2006.

Standard Title. Standard number, Publication date.

Example : IEEE Standard for Floating-Point Arithmetic. IEEE Std 754-2008, August 29, 2008

ACS (American Chemical Society) Style

ACS (American Chemical Society) style is commonly used in chemistry and related fields. Here are the different reference formats in ACS style:

Author’s Last name, First name; Author’s Last name, First name. Title of Article. Abbreviated Journal Title Year, Volume, Page Numbers.

Example : Wang, Y.; Zhao, X.; Cui, Y.; Ma, Y. Facile Preparation of Fe3O4/graphene Composites Using a Hydrothermal Method for High-Performance Lithium Ion Batteries. ACS Appl. Mater. Interfaces 2012, 4, 2715-2721.

Author’s Last name, First name. Book Title; Publisher: Place of Publication, Year of Publication.

Example : Carey, F. A. Organic Chemistry; McGraw-Hill: New York, 2008.

Author’s Last name, First name. Chapter Title. In Book Title; Editor’s Last name, First name, Ed.; Publisher: Place of Publication, Year of Publication; Volume number, Chapter number, Page Numbers.

Example : Grossman, R. B. Analytical Chemistry of Aerosols. In Aerosol Measurement: Principles, Techniques, and Applications; Baron, P. A.; Willeke, K., Eds.; Wiley-Interscience: New York, 2001; Chapter 10, pp 395-424.

Author’s Last name, First name. Title of Webpage. Website Name, URL (accessed date).

Example : National Institute of Standards and Technology. Atomic Spectra Database. https://www.nist.gov/pml/atomic-spectra-database (accessed April 1, 2023).

Author’s Last name, First name. Patent Number. Patent Date.

Example : Liu, Y.; Huang, H.; Chen, H.; Zhang, W. US Patent 9,999,999, December 31, 2022.

Author’s Last name, First name; Author’s Last name, First name. Title of Article. In Title of Conference Proceedings, Publisher: Place of Publication, Year of Publication; Volume Number, Page Numbers.

Example : Jia, H.; Xu, S.; Wu, Y.; Wu, Z.; Tang, Y.; Huang, X. Fast Adsorption of Organic Pollutants by Graphene Oxide. In Proceedings of the 15th International Conference on Environmental Science and Technology, American Chemical Society: Washington, DC, 2017; Volume 1, pp 223-228.

AMA (American Medical Association) Style

AMA (American Medical Association) style is commonly used in medical and scientific fields. Here are the different reference formats in AMA style:

Author’s Last name, First name. Article Title. Journal Abbreviation. Year; Volume(Issue):Page Numbers.

Example : Jones, R. A.; Smith, B. C. The Role of Vitamin D in Maintaining Bone Health. JAMA. 2019;321(17):1765-1773.

Author’s Last name, First name. Book Title. Edition number. Place of Publication: Publisher; Year.

Example : Guyton, A. C.; Hall, J. E. Textbook of Medical Physiology. 13th ed. Philadelphia, PA: Saunders; 2015.

Author’s Last name, First name. Chapter Title. In: Editor’s Last name, First name, ed. Book Title. Edition number. Place of Publication: Publisher; Year: Page Numbers.

Example: Rajakumar, K. Vitamin D and Bone Health. In: Holick, M. F., ed. Vitamin D: Physiology, Molecular Biology, and Clinical Applications. 2nd ed. New York, NY: Springer; 2010:211-222.

Author’s Last name, First name. Webpage Title. Website Name. URL. Published date. Updated date. Accessed date.

Example : National Cancer Institute. Breast Cancer Prevention (PDQ®)–Patient Version. National Cancer Institute. https://www.cancer.gov/types/breast/patient/breast-prevention-pdq. Published October 11, 2022. Accessed April 1, 2023.

Author’s Last name, First name. Conference presentation title. In: Conference Title; Conference Date; Place of Conference.

Example : Smith, J. R. Vitamin D and Bone Health: A Meta-Analysis. In: Proceedings of the Annual Meeting of the American Society for Bone and Mineral Research; September 20-23, 2022; San Diego, CA.

Thesis or dissertation

Author’s Last name, First name. Title of Thesis or Dissertation. Degree level [Doctoral dissertation or Master’s thesis]. University Name; Year.

Example : Wilson, S. A. The Effects of Vitamin D Supplementation on Bone Health in Postmenopausal Women [Doctoral dissertation]. University of California, Los Angeles; 2018.

ASCE (American Society of Civil Engineers) Style

The ASCE (American Society of Civil Engineers) style is commonly used in civil engineering fields. Here are the different reference formats in ASCE style:

Author’s Last name, First name. “Article Title.” Journal Title, volume number, issue number (year): page numbers. DOI or URL (if available).

Example : Smith, J. R. “Evaluation of the Effectiveness of Sustainable Drainage Systems in Urban Areas.” Journal of Environmental Engineering, vol. 146, no. 3 (2020): 04020010. https://doi.org/10.1061/(ASCE)EE.1943-7870.0001668.

Example : McCuen, R. H. Hydrologic Analysis and Design. 4th ed. Upper Saddle River, NJ: Pearson Education; 2013.

Author’s Last name, First name. “Chapter Title.” In: Editor’s Last name, First name, ed. Book Title. Edition number. Place of Publication: Publisher; Year: page numbers.

Example : Maidment, D. R. “Floodplain Management in the United States.” In: Shroder, J. F., ed. Treatise on Geomorphology. San Diego, CA: Academic Press; 2013: 447-460.

Author’s Last name, First name. “Paper Title.” In: Conference Title; Conference Date; Location. Place of Publication: Publisher; Year: page numbers.

Example: Smith, J. R. “Sustainable Drainage Systems for Urban Areas.” In: Proceedings of the ASCE International Conference on Sustainable Infrastructure; November 6-9, 2019; Los Angeles, CA. Reston, VA: American Society of Civil Engineers; 2019: 156-163.

Author’s Last name, First name. “Report Title.” Report number. Place of Publication: Publisher; Year.

Example : U.S. Army Corps of Engineers. “Hurricane Sandy Coastal Risk Reduction Program, New York and New Jersey.” Report No. P-15-001. Washington, DC: U.S. Army Corps of Engineers; 2015.

CSE (Council of Science Editors) Style

The CSE (Council of Science Editors) style is commonly used in the scientific and medical fields. Here are the different reference formats in CSE style:

Author’s Last name, First Initial. Middle Initial. “Article Title.” Journal Title. Year;Volume(Issue):Page numbers.

Example : Smith, J.R. “Evaluation of the Effectiveness of Sustainable Drainage Systems in Urban Areas.” Journal of Environmental Engineering. 2020;146(3):04020010.

Author’s Last name, First Initial. Middle Initial. Book Title. Edition number. Place of Publication: Publisher; Year.

Author’s Last name, First Initial. Middle Initial. “Chapter Title.” In: Editor’s Last name, First Initial. Middle Initial., ed. Book Title. Edition number. Place of Publication: Publisher; Year:Page numbers.

Author’s Last name, First Initial. Middle Initial. “Paper Title.” In: Conference Title; Conference Date; Location. Place of Publication: Publisher; Year.

Example : Smith, J.R. “Sustainable Drainage Systems for Urban Areas.” In: Proceedings of the ASCE International Conference on Sustainable Infrastructure; November 6-9, 2019; Los Angeles, CA. Reston, VA: American Society of Civil Engineers; 2019.

Author’s Last name, First Initial. Middle Initial. “Report Title.” Report number. Place of Publication: Publisher; Year.

Bluebook Style

The Bluebook style is commonly used in the legal field for citing legal documents and sources. Here are the different reference formats in Bluebook style:

Case citation

Case name, volume source page (Court year).

Example : Brown v. Board of Education, 347 U.S. 483 (1954).

Statute citation

Name of Act, volume source § section number (year).

Example : Clean Air Act, 42 U.S.C. § 7401 (1963).

Regulation citation

Name of regulation, volume source § section number (year).

Example: Clean Air Act, 40 C.F.R. § 52.01 (2019).

Book citation

Author’s Last name, First Initial. Middle Initial. Book Title. Edition number (if applicable). Place of Publication: Publisher; Year.

Example: Smith, J.R. Legal Writing and Analysis. 3rd ed. New York, NY: Aspen Publishers; 2015.

Journal article citation

Author’s Last name, First Initial. Middle Initial. “Article Title.” Journal Title. Volume number (year): first page-last page.

Example: Garcia, C. “The Right to Counsel: An International Comparison.” International Journal of Legal Information. 43 (2015): 63-94.

Website citation

Author’s Last name, First Initial. Middle Initial. “Page Title.” Website Title. URL (accessed month day, year).

Example : United Nations. “Universal Declaration of Human Rights.” United Nations. https://www.un.org/en/universal-declaration-human-rights/ (accessed January 3, 2023).

Oxford Style

The Oxford style, also known as the Oxford referencing system or the documentary-note citation system, is commonly used in the humanities, including literature, history, and philosophy. Here are the different reference formats in Oxford style:

Author’s Last name, First name. Book Title. Place of Publication: Publisher, Year of Publication.

Example : Smith, John. The Art of Writing. New York: Penguin, 2020.

Author’s Last name, First name. “Article Title.” Journal Title volume, no. issue (year): page range.

Example: Garcia, Carlos. “The Role of Ethics in Philosophy.” Philosophy Today 67, no. 3 (2019): 53-68.

Chapter in an edited book citation

Author’s Last name, First name. “Chapter Title.” In Book Title, edited by Editor’s Name, page range. Place of Publication: Publisher, Year of Publication.

Example : Lee, Mary. “Feminism in the 21st Century.” In The Oxford Handbook of Feminism, edited by Jane Smith, 51-69. Oxford: Oxford University Press, 2018.

Author’s Last name, First name. “Page Title.” Website Title. URL (accessed day month year).

Example : Jones, David. “The Importance of Learning Languages.” Oxford Language Center. https://www.oxfordlanguagecenter.com/importance-of-learning-languages/ (accessed 3 January 2023).

Dissertation or thesis citation

Author’s Last name, First name. “Title of Dissertation/Thesis.” PhD diss., University Name, Year of Publication.

Example : Brown, Susan. “The Art of Storytelling in American Literature.” PhD diss., University of Oxford, 2020.

Newspaper article citation

Author’s Last name, First name. “Article Title.” Newspaper Title, Month Day, Year.

Example : Robinson, Andrew. “New Developments in Climate Change Research.” The Guardian, September 15, 2022.

AAA (American Anthropological Association) Style

The American Anthropological Association (AAA) style is commonly used in anthropology research papers and journals. Here are the different reference formats in AAA style:

Author’s Last name, First name. Year of Publication. Book Title. Place of Publication: Publisher.

Example : Smith, John. 2019. The Anthropology of Food. New York: Routledge.

Author’s Last name, First name. Year of Publication. “Article Title.” Journal Title volume, no. issue: page range.

Example : Garcia, Carlos. 2021. “The Role of Ethics in Anthropology.” American Anthropologist 123, no. 2: 237-251.

Author’s Last name, First name. Year of Publication. “Chapter Title.” In Book Title, edited by Editor’s Name, page range. Place of Publication: Publisher.

Example: Lee, Mary. 2018. “Feminism in Anthropology.” In The Oxford Handbook of Feminism, edited by Jane Smith, 51-69. Oxford: Oxford University Press.

Author’s Last name, First name. Year of Publication. “Page Title.” Website Title. URL (accessed day month year).

Example : Jones, David. 2020. “The Importance of Learning Languages.” Oxford Language Center. https://www.oxfordlanguagecenter.com/importance-of-learning-languages/ (accessed January 3, 2023).

Author’s Last name, First name. Year of Publication. “Title of Dissertation/Thesis.” PhD diss., University Name.

Example : Brown, Susan. 2022. “The Art of Storytelling in Anthropology.” PhD diss., University of California, Berkeley.

Author’s Last name, First name. Year of Publication. “Article Title.” Newspaper Title, Month Day.

Example : Robinson, Andrew. 2021. “New Developments in Anthropology Research.” The Guardian, September 15.

AIP (American Institute of Physics) Style

The American Institute of Physics (AIP) style is commonly used in physics research papers and journals. Here are the different reference formats in AIP style:

Example : Johnson, S. D. 2021. “Quantum Computing and Information.” Journal of Applied Physics 129, no. 4: 043102.

Example : Feynman, Richard. 2018. The Feynman Lectures on Physics. New York: Basic Books.

Example : Jones, David. 2020. “The Future of Quantum Computing.” In The Handbook of Physics, edited by John Smith, 125-136. Oxford: Oxford University Press.

Conference proceedings citation

Author’s Last name, First name. Year of Publication. “Title of Paper.” Proceedings of Conference Name, date and location: page range. Place of Publication: Publisher.

Example : Chen, Wei. 2019. “The Applications of Nanotechnology in Solar Cells.” Proceedings of the 8th International Conference on Nanotechnology, July 15-17, Tokyo, Japan: 224-229. New York: AIP Publishing.

Example : American Institute of Physics. 2022. “About AIP Publishing.” AIP Publishing. https://publishing.aip.org/about-aip-publishing/ (accessed January 3, 2023).

Patent citation

Author’s Last name, First name. Year of Publication. Patent Number.

Example : Smith, John. 2018. US Patent 9,873,644.

References Writing Guide

Here are some general guidelines for writing references:

• Follow the citation style guidelines: Different disciplines and journals may require different citation styles (e.g., APA, MLA, Chicago). It is important to follow the specific guidelines for the citation style required.
• Include all necessary information : Each citation should include enough information for readers to locate the source. For example, a journal article citation should include the author(s), title of the article, journal title, volume number, issue number, page numbers, and publication year.
• Use proper formatting: Citation styles typically have specific formatting requirements for different types of sources. Make sure to follow the proper formatting for each citation.
• Order citations alphabetically: If listing multiple sources, they should be listed alphabetically by the author’s last name.
• Be consistent: Use the same citation style throughout the entire paper or project.
• Check for accuracy: Double-check all citations to ensure accuracy, including correct spelling of author names and publication information.
• Use reputable sources: When selecting sources to cite, choose reputable and authoritative sources. Avoid sources that are biased or unreliable.
• Include all sources: Make sure to include all sources used in the research, including those that were not directly quoted but still informed the work.
• Use online tools : There are online tools available (e.g., citation generators) that can help with formatting and organizing references.

Purpose of References in Research

References in research serve several purposes:

• To give credit to the original authors or sources of information used in the research. It is important to acknowledge the work of others and avoid plagiarism.
• To provide evidence for the claims made in the research. References can support the arguments, hypotheses, or conclusions presented in the research by citing relevant studies, data, or theories.
• To allow readers to find and verify the sources used in the research. References provide the necessary information for readers to locate and access the sources cited in the research, which allows them to evaluate the quality and reliability of the information presented.
• To situate the research within the broader context of the field. References can show how the research builds on or contributes to the existing body of knowledge, and can help readers to identify gaps in the literature that the research seeks to address.

Importance of References in Research

References play an important role in research for several reasons:

• Credibility : By citing authoritative sources, references lend credibility to the research and its claims. They provide evidence that the research is based on a sound foundation of knowledge and has been carefully researched.
• Avoidance of Plagiarism : References help researchers avoid plagiarism by giving credit to the original authors or sources of information. This is important for ethical reasons and also to avoid legal repercussions.
• Reproducibility : References allow others to reproduce the research by providing detailed information on the sources used. This is important for verification of the research and for others to build on the work.
• Context : References provide context for the research by situating it within the broader body of knowledge in the field. They help researchers to understand where their work fits in and how it builds on or contributes to existing knowledge.
• Evaluation : References provide a means for others to evaluate the research by allowing them to assess the quality and reliability of the sources used.

Advantages of References in Research

There are several advantages of including references in research:

• Acknowledgment of Sources: Including references gives credit to the authors or sources of information used in the research. This is important to acknowledge the original work and avoid plagiarism.
• Evidence and Support : References can provide evidence to support the arguments, hypotheses, or conclusions presented in the research. This can add credibility and strength to the research.
• Reproducibility : References provide the necessary information for others to reproduce the research. This is important for the verification of the research and for others to build on the work.
• Context : References can help to situate the research within the broader body of knowledge in the field. This helps researchers to understand where their work fits in and how it builds on or contributes to existing knowledge.
• Evaluation : Including references allows others to evaluate the research by providing a means to assess the quality and reliability of the sources used.
• Ongoing Conversation: References allow researchers to engage in ongoing conversations and debates within their fields. They can show how the research builds on or contributes to the existing body of knowledge.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Doing Research: A New Researcher’s Guide pp 1–15 Cite as

What Is Research, and Why Do People Do It?

• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  
• Open Access
• First Online: 03 December 2022

15k Accesses

Part of the book series: Research in Mathematics Education ((RME))

Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

You have full access to this open access chapter,  Download chapter PDF

Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

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Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

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What is a Problem Statement? [with examples]

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The statement of the problem is one of the first things that a colleague or potential client will read. With the vastness of the information available at one’s fingertips in the online9 world, your work may have just a few seconds to draw in a reader to take a deeper look at your proposal before moving on to the next option. It explains quickly to the reader, the problem at hand, the need for research, and how you intend to do it.

A strong, clear description of the problem that drew you to your research has to be straightforward, easy to read and, most important, relevant. Why do you care about this problem? How can solving this problem impact the world? The problem statement is your opportunity to explain why you care and what you propose to do in the way of researching the problem.

A problem statement is an explanation in research that describes the issue that is in need of study . What problem is the research attempting to address? Having a Problem Statement allows the reader to quickly understand the purpose and intent of the research. The importance of writing your research proposal cannot be stressed enough. Check for more information on Writing a Scientific Research Project Proposal .

It is expected to be brief and concise , and should not include the findings of the research or detailed data . The average length of a research statement is generally about one page . It is going to define the problem, which can be thought of as a gap in the information base. There may be several solutions to this gap or lack of information, but that is not the concern of the problem statement. Its purpose is to summarize the current information and where a lack of knowledge may be presenting a problem that needs to be investigated .

The purpose of the problem statement is to identify the issue that is a concern and focus it in a way that allows it to be studied in a systematic way . It defines the problem and proposes a way to research a solution, or demonstrates why further information is needed in order for a solution to become possible.

What is Included in a Problem Statement?

Besides identifying the gap of understanding or the weakness of necessary data, it is important to explain the significance of this lack.

-How will your research contribute to the existing knowledge base in your field of study?

-How is it significant?

-Why does it matter?

Not all problems have only one solution so demonstrating the need for additional research can also be included in your problem statement. Once you identify the problem and the need for a solution, or for further study, then you can show how you intend to collect the needed data and present it.

How to Write a Statement of Problem in Research Proposal

It is helpful to begin with your goal. What do you see as the achievable goal if the problem you outline is solved? How will the proposed research theoretically change anything? What are the potential outcomes?

Then you can discuss how the problem prevents the ability to reach your realistic and achievable solution. It is what stands in the way of changing an issue for the better. Talk about the present state of affairs and how the problem impacts a person’s life, for example.

It’s helpful at this point to generally layout the present knowledge and understanding of the subject at hand, before then describing the gaps of knowledge that are currently in need of study. Your problem statement is a proposed solution to address one of these gaps.

A good problem statement will also layout the repercussions of leaving the problem as it currently stands. What is the significance of not addressing this problem? What are the possible future outcomes?

Example of Problem Statement in Research Proposal

If, for example , you intended to research the effect of vitamin D supplementation on the immune system , you would begin with a review of the current knowledge of vitamin D’s known function in relation to the immune system and how a deficiency of it impacts a person’s defenses.

You would describe the ideal environment in the body when there is a sufficient level of vitamin D. Then, begin to identify the problems associated with vitamin D deficiency and the difficulty of raising the level through supplementation, along with the consequences of that deficiency. Here you are beginning to identify the problem of a common deficiency and the current difficulty of increasing the level of vitamin D in the blood.

At this stage, you may begin to identify the problem and narrow it down in a way that is practical to a research project. Perhaps you are proposing a novel way of introducing Vitamin D in a way that allows for better absorption by the gut, or in a combination with another product that increases its level in the blood.

Describe the way your research in this area will contribute to the knowledge base on how to increase levels of vitamin D in a specific group of subjects, perhaps menopausal women with breast cancer. The research proposal is then described in practical terms.

How to write a problem statement in research?

Problem statements differ depending on the type and topic of research and vary between a few sentences to a few paragraphs.

However, the problem statement should not drag on needlessly. Despite the absence of a fixed format, a good research problem statement usually consists of three main parts:

Context: This section explains the background for your research. It identifies the problem and describes an ideal scenario that could exist in the absence of the problem. It also includes any past attempts and shortcomings at solving the problem.

Significance: This section defines how the problem prevents the ideal scenario from being achieved, including its negative impacts on the society or field of research. It should include who will be the most affected by a solution to the problem, the relevance of the study that you are proposing, and how it can contribute to the existing body of research.

Solution: This section describes the aim and objectives of your research, and your solution to overcome the problem. Finally, it need not focus on the perfect solution, but rather on addressing a realistic goal to move closer to the ideal scenario.

Here is a cheat sheet to help you with formulating a good problem statement.

1. Begin with a clear indication that the problem statement is going to be discussed next. You can start with a generic sentence like, “The problem that this study addresses…” This will inform your readers of what to expect next.

2. Next, mention the consequences of not solving the problem . You can touch upon who is or will be affected if the problem continues, and how.

3. Conclude with indicating the type of research /information that is needed to solve the problem. Be sure to reference authors who may have suggested the necessity of such research.

This will then directly lead to your proposed research objective and workplan and how that is expected to solve the problem i.e., close the research gap.

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Research Problem Statement — Find out how to write an impactful one!

Table of Contents

What Is a Research Problem Statement?

A research problem statement is a clear, concise, and specific statement that describes the issue or problem that the research project addresses. It should be written in a way that is easily understandable to both experts and non-experts in the field.

To write a research problem statement, you should:

• Identify the general area of interest: Start by identifying the general area of research that interests you.
• Define the specific problem: Narrow down the general area of interest to a specific problem or issue.
• Explain the significance of the problem: Provide context for the problem by explaining why it is important to study and what gap in current knowledge or understanding it fills.
• Provide a clear and concise statement: State the problem in a clear and concise manner, making sure to use language that is easily understood by your intended audience.
• Use a scientific and objective tone: The problem statement should be written in a neutral and objective tone, avoiding any subjective language and personal bias .

An Example of a Research Problem Statement

“The increasing prevalence of obesity in children is a growing public health concern. Despite the availability of information on healthy eating and physical activity, many children are still not engaging in healthy lifestyle behaviors. The problem this study addresses is the lack of understanding of the barriers and facilitators to healthy lifestyle behaviors in children.”

When to Write a Problem Statement in Research?

A research problem statement should be written at the beginning of the research process, before any data collection or analysis takes place. This is because the statement sets the foundation for the entire research project by clearly defining the problem that the research is trying to address.

Writing a problem statement early in the research process helps to guide the research design and methodology , and ensures that the research is focused on addressing the specific problem at hand. It also helps to ensure that the research is relevant and addresses a gap in current knowledge or understanding.

In addition, a well-written problem statement effectively communicates the purpose and significance of the research to potential funders, collaborators, and other stakeholders. It also generates interest and support for the research project.

It’s also important to note that, during the research process, the statement can be refined or updated as new information is discovered or as the research progresses. This is normal and it’s a good idea to revise the statement as needed to ensure that it remains clear and concise and that it accurately reflects the current focus of the research project.

What Does a Research Problem Statement Include?

A research problem statement typically includes the following elements:

1. The research topic:

The general area of interest or field of study that the research project addresses.

2. The specific problem or issue:

A clear and concise statement of the problem or issue that the research project aims to address.

3. The significance of the problem:

A discussion of why the problem is important and what gap in current knowledge or understanding it fills.

4. The research questions:

A set of questions that the research project aims to answer, in order to address the problem or issue.

5. The research objectives:

A set of specific and measurable objectives that the research project aims to achieve.

6. The scope of the research:

A description of the specific population, setting, or context that the research project will focus on.

7. The theoretical framework:

A discussion of the theoretical concepts and principles that inform the research project.

8. The research design:

A description of the research methodologies that will be used to collect and analyze data in order to address the research questions and objectives.

It’s important to note that the problem statement is usually brief and concise, typically a few sentences or a short paragraph. But it should provide enough information to convey the main idea of the research project.

Important Features of Research Problem Statement

The problem statement should be clear and easy to understand. Write it in a way that is accessible to both experts and non-experts in the field.

2. Specificity

The statement should be specific and clearly define the problem or issue that the research project aims to address. It should be narrow enough to be manageable, but broad enough to be of interest to others in the field.

3. Significance

The statement should explain why the problem is important and what gap in current knowledge or understanding it fills. It should provide context for the research project and help to justify its importance.

4. Relevance

The statement should be relevant to the field of study and address an issue that is currently of concern to researchers.

5. Research questions

The statement should include a set of research questions that the research project aims to answer in order to address the problem or issue.

6. Research objectives

The statement should include a set of specific and measurable objectives that the research project aims to achieve.

The statement should define the specific population, setting, or context that the research project will focus on.

8. Theoretical framework

The statement should provide an overview of the theoretical concepts and principles that inform the research project.

9. Research design

The statement should provide an overview of the research methodologies. This will be useful collect and analyze data in order to address the research questions and objectives.

Difference Between a Thesis Statement and a Problem Statement

A thesis statement and a problem statement are related but distinct elements of a research project.

A thesis statement is a statement that summarizes the central argument or claim of a research paper or essay. It presents the main idea of the paper and sets the direction for the rest of the content. It’s usually located at the end of the introduction, and it’s often one sentence.

A problem statement, on the other hand, is a statement that describes a specific problem or issue that the research project aims to address. It sets the foundation for the entire research project by clearly defining the research problem. It is usually located at the beginning of a research paper or proposal, and is of one or a few paragraphs.

In summary, a thesis statement is a summary of the main point or key argument of the research paper. A problem statement describes the specific issue that the research project aims to address. A thesis statement is more focused on the final outcome of the research. While a problem statement is focused on the current state of knowledge and the gap in understanding that the research project aims to fill.

In Conclusion

A problem statement is a critical component of the research project, as it provides a clear and concise roadmap for the research, and helps to ensure that the research is well-designed and addresses a significant and relevant issue.

We hope this blog has clarified your doubts and confusion associated with research problem statement and helps you write an effective statement for your research project!

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Reference List: Common Reference List Examples

Article (with doi).

Alvarez, E., & Tippins, S. (2019). Socialization agents that Puerto Rican college students use to make financial decisions. Journal of Social Change , 11 (1), 75–85. https://doi.org/10.5590/JOSC.2019.11.1.07

Laplante, J. P., & Nolin, C. (2014). Consultas and socially responsible investing in Guatemala: A case study examining Maya perspectives on the Indigenous right to free, prior, and informed consent. Society & Natural Resources , 27 , 231–248. https://doi.org/10.1080/08941920.2013.861554

Use the DOI number for the source whenever one is available. DOI stands for "digital object identifier," a number specific to the article that can help others locate the source. In APA 7, format the DOI as a web address. Active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in your formatting choice for DOIs and URLs throughout your reference list. Also see our Quick Answer FAQ, "Can I use the DOI format provided by library databases?"

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.” PLoS ONE , 13 (3), Article e0193972. https://doi.org/10.1371/journal.pone.0193972

For journal articles that are assigned article numbers rather than page ranges, include the article number in place of the page range.

For more on citing electronic resources, see  Electronic Sources References .

Article (Without DOI)

Found in a common academic research database or in print.

Casler , T. (2020). Improving the graduate nursing experience through support on a social media platform. MEDSURG Nursing , 29 (2), 83–87.

If an article does not have a DOI and you retrieved it from a common academic research database through the university library, there is no need to include any additional electronic retrieval information. The reference list entry looks like the entry for a print copy of the article. (This format differs from APA 6 guidelines that recommended including the URL of a journal's homepage when the DOI was not available.) Note that APA 7 has additional guidance on reference list entries for articles found only in specific databases or archives such as Cochrane Database of Systematic Reviews, UpToDate, ProQuest Dissertations and Theses Global, and university archives. See APA 7, Section 9.30 for more information.

Found on an Open Access Website

Eaton, T. V., & Akers, M. D. (2007). Whistleblowing and good governance. CPA Journal , 77 (6), 66–71. http://archives.cpajournal.com/2007/607/essentials/p58.htm

Provide the direct web address/URL to a journal article found on the open web, often on an open access journal's website. In APA 7, active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in your formatting choice for DOIs and URLs throughout your reference list.

Weinstein, J. A. (2010).  Social change  (3rd ed.). Rowman & Littlefield.

If the book has an edition number, include it in parentheses after the title of the book. If the book does not list any edition information, do not include an edition number. The edition number is not italicized.

American Nurses Association. (2015). Nursing: Scope and standards of practice (3rd ed.).

If the author and publisher are the same, only include the author in its regular place and omit the publisher.

Lencioni, P. (2012). The advantage: Why organizational health trumps everything else in business . Jossey-Bass. https://amzn.to/343XPSJ

As a change from APA 6 to APA 7, it is no longer necessary to include the ebook format in the title. However, if you listened to an audiobook and the content differs from the text version (e.g., abridged content) or your discussion highlights elements of the audiobook (e.g., narrator's performance), then note that it is an audiobook in the title element in brackets. For ebooks and online audiobooks, also include the DOI number (if available) or nondatabase URL but leave out the electronic retrieval element if the ebook was found in a common academic research database, as with journal articles. APA 7 allows for the shortening of long DOIs and URLs, as shown in this example. See APA 7, Section 9.36 for more information.

Chapter in an Edited Book

Poe, M. (2017). Reframing race in teaching writing across the curriculum. In F. Condon & V. A. Young (Eds.), Performing antiracist pedagogy in rhetoric, writing, and communication (pp. 87–105). University Press of Colorado.

Include the page numbers of the chapter in parentheses after the book title.

Christensen, L. (2001). For my people: Celebrating community through poetry. In B. Bigelow, B. Harvey, S. Karp, & L. Miller (Eds.), Rethinking our classrooms: Teaching for equity and justice (Vol. 2, pp. 16–17). Rethinking Schools.

Also include the volume number or edition number in the parenthetical information after the book title when relevant.

Freud, S. (1961). The ego and the id. In J. Strachey (Ed.),  The standard edition of the complete psychological works of Sigmund Freud  (Vol. 19, pp. 3-66). Hogarth Press. (Original work published 1923)

When a text has been republished as part of an anthology collection, after the author’s name include the date of the version that was read. At the end of the entry, place the date of the original publication inside parenthesis along with the note “original work published.” For in-text citations of republished work, use both dates in the parenthetical citation, original date first with a slash separating the years, as in this example: Freud (1923/1961). For more information on reprinted or republished works, see APA 7, Sections 9.40-9.41.

Classroom Resources

Citing classroom resources.

If you need to cite content found in your online classroom, use the author (if there is one listed), the year of publication (if available), the title of the document, and the main URL of Walden classrooms. For example, you are citing study notes titled "Health Effects of Exposure to Forest Fires," but you do not know the author's name, your reference entry will look like this:

Health effects of exposure to forest fires [Lecture notes]. (2005). Walden University Canvas. https://waldenu.instructure.com

If you do know the author of the document, your reference will look like this:

Smith, A. (2005). Health effects of exposure to forest fires [PowerPoint slides]. Walden University Canvas. https://waldenu.instructure.com  

A few notes on citing course materials:

• [Lecture notes]
• [Course handout]
• [Study notes]
• It can be difficult to determine authorship of classroom documents. If an author is listed on the document, use that. If the resource is clearly a product of Walden (such as the course-based videos), use Walden University as the author. If you are unsure or if no author is indicated, place the title in the author spot, as above.
• If you cannot determine a date of publication, you can use n.d. (for "no date") in place of the year.

Note:  The web location for Walden course materials is not directly retrievable without a password, and therefore, following APA guidelines, use the main URL for the class sites: https://class.waldenu.edu.

Citing Tempo Classroom Resources

Clear author: 

Smith, A. (2005). Health effects of exposure to forest fires [PowerPoint slides]. Walden University Brightspace. https://mytempo.waldenu.edu

Unclear author:

Health effects of exposure to forest fires [Lecture notes]. (2005). Walden University Brightspace. https://mytempo.waldenu.edu

Conference Sessions and Presentations

Feinman, Y. (2018, July 27). Alternative to proctoring in introductory statistics community college courses [Poster presentation]. Walden University Research Symposium, Minneapolis, MN, United States. https://scholarworks.waldenu.edu/symposium2018/23/

Torgerson, K., Parrill, J., & Haas, A. (2019, April 5-9). Tutoring strategies for online students [Conference session]. The Higher Learning Commission Annual Conference, Chicago, IL, United States. http://onlinewritingcenters.org/scholarship/torgerson-parrill-haas-2019/

Dictionary Entry

Merriam-Webster. (n.d.). Leadership. In Merriam-Webster.com dictionary . Retrieved May 28, 2020, from https://www.merriam-webster.com/dictionary/leadership

When constructing a reference for an entry in a dictionary or other reference work that has no byline (i.e., no named individual authors), use the name of the group—the institution, company, or organization—as author (e.g., Merriam Webster, American Psychological Association, etc.). The name of the entry goes in the title position, followed by "In" and the italicized name of the reference work (e.g., Merriam-Webster.com dictionary , APA dictionary of psychology ). In this instance, APA 7 recommends including a retrieval date as well for this online source since the contents of the page change over time. End the reference entry with the specific URL for the defined word.

Discussion Board Post

Osborne, C. S. (2010, June 29). Re: Environmental responsibility [Discussion post]. Walden University Canvas.  https://waldenu.instructure.com  

Dissertations or Theses

Retrieved From a Database

Nalumango, K. (2019). Perceptions about the asylum-seeking process in the United States after 9/11 (Publication No. 13879844) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses.

Retrieved From an Institutional or Personal Website

Evener. J. (2018). Organizational learning in libraries at for-profit colleges and universities [Doctoral dissertation, Walden University]. ScholarWorks. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6606&context=dissertations

Unpublished Dissertation or Thesis

Kirwan, J. G. (2005). An experimental study of the effects of small-group, face-to-face facilitated dialogues on the development of self-actualization levels: A movement towards fully functional persons [Unpublished doctoral dissertation]. Saybrook Graduate School and Research Center.

For further examples and information, see APA 7, Section 10.6.

Legal Material

For legal references, APA follows the recommendations of The Bluebook: A Uniform System of Citation , so if you have any questions beyond the examples provided in APA, seek out that resource as well.

Court Decisions

Reference format:

Name v. Name, Volume Reporter Page (Court Date). URL

Sample reference entry:

Brown v. Board of Education, 347 U.S. 483 (1954). https://www.oyez.org/cases/1940-1955/347us483

Sample citation:

In Brown v. Board of Education (1954), the Supreme Court ruled racial segregation in schools unconstitutional.

Note: Italicize the case name when it appears in the text of your paper.

Name of Act, Title Source § Section Number (Year). URL

Sample reference entry for a federal statute:

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004). https://www.congress.gov/108/plaws/publ446/PLAW-108publ446.pdf

Sample reference entry for a state statute:

Minnesota Nurse Practice Act, Minn. Stat. §§ 148.171 et seq. (2019). https://www.revisor.mn.gov/statutes/cite/148.171

Sample citation: Minnesota nurses must maintain current registration in order to practice (Minnesota Nurse Practice Act, 2010).

Note: The § symbol stands for "section." Use §§ for sections (plural). To find this symbol in Microsoft Word, go to "Insert" and click on Symbol." Look in the Latin 1-Supplement subset. Note: U.S.C. stands for "United States Code." Note: The Latin abbreviation " et seq. " means "and what follows" and is used when the act includes the cited section and ones that follow. Note: List the chapter first followed by the section or range of sections.

Unenacted Bills and Resolutions

(Those that did not pass and become law)

Title [if there is one], bill or resolution number, xxx Cong. (year). URL

Sample reference entry for Senate bill:

Anti-Phishing Act, S. 472, 109th Cong. (2005). https://www.congress.gov/bill/109th-congress/senate-bill/472

Sample reference entry for House of Representatives resolution:

Anti-Phishing Act, H.R. 1099, 109th Cong. (2005). https://www.congress.gov/bill/109th-congress/house-bill/1099

The Anti-Phishing Act (2005) proposed up to 5 years prison time for people running Internet scams.

These are the three legal areas you may be most apt to cite in your scholarly work. For more examples and explanation, see APA 7, Chapter 11.

Magazine Article

Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology , 39 (6). https://www.apa.org/monitor/2008/06/ideology

Note that for citations, include only the year: Clay (2008). For magazine articles retrieved from a common academic research database, leave out the URL. For magazine articles from an online news website that is not an online version of a print magazine, follow the format for a webpage reference list entry.

Newspaper Article (Retrieved Online)

Baker, A. (2014, May 7). Connecticut students show gains in national tests. New York Times . http://www.nytimes.com/2014/05/08/nyregion/national-assessment-of-educational-progress-results-in-Connecticut-and-New-Jersey.html

Include the full date in the format Year, Month Day. Do not include a retrieval date for periodical sources found on websites. Note that for citations, include only the year: Baker (2014). For newspaper articles retrieved from a common academic research database, leave out the URL. For newspaper articles from an online news website that is not an online version of a print newspaper, follow the format for a webpage reference list entry.

Online Video/Webcast

Walden University. (2013).  An overview of learning  [Video]. Walden University Canvas.  https://waldenu.instructure.com  

Use this format for online videos such as Walden videos in classrooms. Most of our classroom videos are produced by Walden University, which will be listed as the author in your reference and citation. Note: Some examples of audiovisual materials in the APA manual show the word “Producer” in parentheses after the producer/author area. In consultation with the editors of the APA manual, we have determined that parenthetical is not necessary for the videos in our courses. The manual itself is unclear on the matter, however, so either approach should be accepted. Note that the speaker in the video does not appear in the reference list entry, but you may want to mention that person in your text. For instance, if you are viewing a video where Tobias Ball is the speaker, you might write the following: Tobias Ball stated that APA guidelines ensure a consistent presentation of information in student papers (Walden University, 2013). For more information on citing the speaker in a video, see our page on Common Citation Errors .

Taylor, R. [taylorphd07]. (2014, February 27). Scales of measurement [Video]. YouTube. https://www.youtube.com/watch?v=PDsMUlexaMY

Walden University Academic Skills Center. (2020, April 15). One-way ANCOVA: Introduction [Video]. YouTube. https://youtu.be/_XnNDQ5CNW8

For videos from streaming sites, use the person or organization who uploaded the video in the author space to ensure retrievability, whether or not that person is the speaker in the video. A username can be provided in square brackets. As a change from APA 6 to APA 7, include the publisher after the title, and do not use "Retrieved from" before the URL. See APA 7, Section 10.12 for more information and examples.

See also reference list entry formats for TED Talks .

Technical and Research Reports

Edwards, C. (2015). Lighting levels for isolated intersections: Leading to safety improvements (Report No. MnDOT 2015-05). Center for Transportation Studies. http://www.cts.umn.edu/Publications/ResearchReports/reportdetail.html?id=2402

Technical and research reports by governmental agencies and other research institutions usually follow a different publication process than scholarly, peer-reviewed journals. However, they present original research and are often useful for research papers. Sometimes, researchers refer to these types of reports as gray literature , and white papers are a type of this literature. See APA 7, Section 10.4 for more information.

Reference list entires for TED Talks follow the usual guidelines for multimedia content found online. There are two common places to find TED talks online, with slightly different reference list entry formats for each.

TED Talk on the TED website

If you find the TED Talk on the TED website, follow the format for an online video on an organizational website:

Owusu-Kesse, K. (2020, June). 5 needs that any COVID-19 response should meet [Video]. TED Conferences. https://www.ted.com/talks/kwame_owusu_kesse_5_needs_that_any_covid_19_response_should_meet

The speaker is the author in the reference list entry if the video is posted on the TED website. For citations, use the speaker's surname.

TED Talk on YouTube

If you find the TED Talk on YouTube or another streaming video website, follow the usual format for streaming video sites:

TED. (2021, February 5). The shadow pandemic of domestic violence during COVID-19 | Kemi DaSilvalbru [Video]. YouTube. https://www.youtube.com/watch?v=PGdID_ICFII

TED is the author in the reference list entry if the video is posted on YouTube since it is the channel on which the video is posted. For citations, use TED as the author.

Walden University Course Catalog

To include the Walden course catalog in your reference list, use this format:

Walden University. (2020). 2019-2020 Walden University catalog . https://catalog.waldenu.edu/index.php

If you cite from a specific portion of the catalog in your paper, indicate the appropriate section and paragraph number in your text:

...which reflects the commitment to social change expressed in Walden University's mission statement (Walden University, 2020, Vision, Mission, and Goals section, para. 2).

And in the reference list:

Walden University. (2020). Vision, mission, and goals. In 2019-2020 Walden University catalog. https://catalog.waldenu.edu/content.php?catoid=172&navoid=59420&hl=vision&returnto=search

Vartan, S. (2018, January 30). Why vacations matter for your health . CNN. https://www.cnn.com/travel/article/why-vacations-matter/index.html

For webpages on the open web, include the author, date, webpage title, organization/site name, and URL. (There is a slight variation for online versions of print newspapers or magazines. For those sources, follow the models in the previous sections of this page.)

American Federation of Teachers. (n.d.). Community schools . http://www.aft.org/issues/schoolreform/commschools/index.cfm

If there is no specified author, then use the organization’s name as the author. In such a case, there is no need to repeat the organization's name after the title.

In APA 7, active hyperlinks for DOIs and URLs should be used for documents meant for screen reading. Present these hyperlinks in blue and underlined text (the default formatting in Microsoft Word), although plain black text is also acceptable. Be consistent in your formatting choice for DOIs and URLs throughout your reference list.

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• How to Define a Research Problem | Ideas & Examples

How to Define a Research Problem | Ideas & Examples

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

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

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

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

Table of contents

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

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

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

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

Prevent plagiarism, run a free check.

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

Practical research problems

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

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

Examples of practical research problems

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

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

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

Theoretical research problems

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

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

Examples of theoretical research problems

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

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

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

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

Context and background

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

Specificity and relevance

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

Example of a specific research problem

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

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

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

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

I will compare …

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

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

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

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

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

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Research Problem Generator

Are you stuck and don't know how to formulate a research problem?

Worry no more!

Our research problem generator will help you create one. Formulating a research problem is crucial in academic writing and can assist you in outlining your study process .

All you need to do to get a well-formulated research problem is:

• Choose your research problem type;
• Formulate the key issue you aim to solve;
• Add the argument(s) and the counterargument.

Understanding the different types of research problems will help you identify one that works well for you. This article discusses what a research problem entails, presents its types, its importance, and the steps to create a great research problem for your study.

• ️🧩 What Is a Research Problem?
• ️🔢 Research Problem Types
• ️🧭 Steps to Formulating It
• ️🔗 References

🧩 What Is a Research Problem & Why Is It Important?

A research problem is a research issue or a statement that a researcher seeks to solve. It covers a particular field that experts intend to comprehend and address.

The primary objective of the research problem could be to clarify an inconsistency or get answers on the area of study.

Researchers often conduct investigations to solve issues, contribute factual ideas, or fill knowledge gaps . Research problems are important since readers understand the purpose of the investigation and evaluate the results.

Moreover, research problems are the main drivers of the research questions and the approach you will take to conduct a successful analysis.

A good research problem:

• Can be outlined in a clear and concise manner
• Has the main goal
• Has a limited and specific scope
• Generates valid research questions
• Doesn't have ethical restrictions
• Relates to multiple academic fields of study
• Is quantifiable by research

🔢 Research Problem Types

College and university students encounter various academic writing assignments. Thus, learners must know how to identify a research problem. You can do this by reading widely on the topic of interest to find a knowledge gap or contradiction.

Let us explore the general types of research problems that are available in our research problem maker. These research problems can help in advancing your research further.

Casuist Research Problem

This type of research problem focuses on the right and wrong aspects through moral dilemma analysis . It brings out different cases of moral rules in an investigation. Researchers base the study on their assumptions about human conduct or conscience to identify the research problem.

Descriptive Research Problem

Here, researchers investigate an underlying importance of a particular event or circumstance . This type of research problem helps researchers uncover hidden matters and understudied subjects. It is quantitative ; an example could be describing a population or phenomenon under investigation.

Relational Research Problem

This case entails investigating two or more entities that are connected . Researchers are tasked with examining and defining the relationship between the variables.

Comparative Research Problem

Researchers often use a compare-and-contrast approach to identify a relevant research problem. This type is also called a difference research problem. It focuses on identifying the differences between two or more variables .

🧭 Steps to Formulating a Research Problem

The following 6 steps will help you formulate an effective research problem.

Step 1 - Identify the Area of Interest

As a student, you need to learn how to write a research paper , and one common aspect is to identify the area of interest you want to investigate. It will help you pinpoint the challenges present in the specific field. You can write a checklist of your research and add your goals and the issue you want to address . Have a clear outline of the research stages to guide you throughout the process.

Step 2 - Define the Research Objectives

The next step is to outline your goals and objectives clearly. Formulate a thesis statement to guide you in defining your goals since it will have the issues you want to address . Ensure the statement is brief and to the point to help the readers comprehend your research answers and the steps involved.

Step 3 - Review Context

Reviewing your research context allows you to remain focused on the issue. It is important to identify certain variables influencing your object . You will know if your findings are relevant and worth the entire research exercise in terms of time, effort, and budget.

Step 4 - Define Relationships between Variables

Identifying relevant variables will give effective and justifiable solutions to your research problem. Find the critical variables with functional relationships to help you know the extent of each entity during research.

Step 5 - Choose Important Variables

Choose essential variables you will use in your research and their influence on the final results. You will know the potential impact of these entities on your research.

Step 6 - Revise Your Research Plan

Finally, revise your research plan by talking to professionals and mentors in the industry you are investigating. Getting relevant feedback is critical since it will help you know the right questions to formulate .

Ultimately, you can use this research problem maker and generate impressive results within minutes. There is no need to stress about problem formation anymore!

Thank you for reading this article! If you need help to formulate a thesis statement, try our free thesis maker .

❓ Research Problem Maker FAQ

Below are frequently asked questions and detailed answers that might help you to make an informed decision.

❓ What is a research problem?

It is a specific area of concern or an issue that a researcher seeks to address to find solutions. It helps to justify your research by providing a clear purpose.

❓ How to identify a research problem?

You can identify a research problem by reading widely about the existing research, the theoretical aspect and the debates surrounding the topic. You might search for contradicting perspectives or an area with inadequate research to generate a relevant problem.

❓ What is a research problem statement?

A research problem statement is a brief and clear explanation that describes the specific issue you need to investigate. It helps readers to understand the primary goal of the research.

❓ How to write a research problem statement?

The first step is to identify the context of the problem by finding out what you already know. Proceed to describe the problem you want to address and the knowledge gap you want to fill. Finally, define the goals and purpose of your study. Make your statement clear and concise to allow the readers to understand the direction of your research.

🔗 References

• Research Problem - Organizing Your Social Sciences Research Paper
• Research Problem: Definition (Plus 6 Steps To Formulate One)
• The Research Problem/Question
• What is a Problem Statement? With Examples
• Effective Problem Statement Examples | YourDictionary

• Reference Manager
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Editorial article, editorial: artificial intelligence and machine learning in pediatric surgery.

• 1 Department of Surgery, Division of Pediatric Surgery, University Medical Center Groningen, University of Groningen, Groningen, Netherlands
• 2 Department of Neonatology, Beatrix Children’s Hospital, University Medical Center Groningen, University of Groningen, Groningen, Netherlands

Editorial on the Research Topic Artificial intelligence and machine learning in pediatric surgery

1 Introduction

Cutting-edge technologies are leading to a profound transformation of healthcare ( 1 , 2 ). Among the most promising advancements is the integration of artificial intelligence (AI) into the delicate and critical domain of pediatrics ( 3 – 5 ). We find ourselves at the threshold of a new frontier, envisioning how AI might revolutionize every step of the pediatric patient journey. In this Research Topic, we embark on an exploration of how AI may shape the future of pediatrics and pediatric surgery in particular.

2 Artificial intelligence and machine learning in pediatrics

The term “artificial intelligence” was coined by John McCarthy in 1955, defining it as “the science and engineering to make intelligent machines” ( 6 ). Over the years, AI has evolved into a vast field of computer science, levering technologies like machine learning to perform tasks that were once thought to require human intelligence, such as problem-solving, pattern recognition, and decision-making ( 7 ). In pediatrics, where healthcare providers often face intricate tasks demanding advanced human intelligence, AI has emerged as a transformative ally. The most recent technologies brought forward by AI can provide valuable support by analyzing extensive patient data and offering predictive insights which can be incorporated into early warning systems ( 8 ). Moreover, AI holds the potential to assist medical professionals in making precise diagnoses and suggesting personalized treatment recommendations ( 9 – 11 ). Beyond this, AI's capabilities extend into the operating theatre, where it can provide real-time information, robotic assistance, and procedural guidance, further advancing the field of pediatric surgery ( 12 ).

3 AI throughout the pediatric patient journey

This Research Topic delves into AI's potential future role in pediatrics, stretching even to the prenatal phase with Lin et al. exploring AI's potential in the detection of genomic mutations in congenital surgical diseases Lin et al. By navigating through a number of innovative deep learning models that identify and prioritize variations from big genomic data, they showed that AI can help to detect and understand the potential impact of mutations on disease development. This proactive approach enables timely interventions including preventive or corrective measures before or shortly after birth.

As we progress through the patient journey, AI's influence expands into the childbirth process, assisting healthcare professionals in monitoring and optimizing maternal and neonatal care. For instance, AI can play a pivotal role in analyzing progression data to predict the necessity of procedures like caesarean sections ( 13 , 14 ). Post-birth, high-risk neonates undergo a series of diagnostic tests, including imaging scans and laboratory tests. Ongoing research into computer vision algorithms, utilizing convolutional neural networks for the analysis of medical images, holds the promise of more accurate diagnoses ( 15 , 16 ). Future developments may even witness integration of sophisticated multi-modal algorithms, combining diverse data sources for highly precise predictions of specific medical conditions ( 17 ).

Where preventative measures fall short and critical diseases manifest, AI can step in to facilitate informed decision-making. An interesting example lies in the use of Behavioral Artificial Intelligence Technology, showcased in the study by Van Varsseveld et al. illustrating its potential in supporting physicians with end-of-life decision-making for preterm infants with surgical necrotizing enterocolitis.

Within the operating theatre, AI's potential in guiding surgical procedures becomes increasingly evident. While technologies like the use of indocyanine green fluorescence have proven successful in open-surgery Esposito et al. , envisioning an AI-driven iteration might involve the integration of augmented reality (AR) technologies ( 18 , 19 ). These would enable the visualization of crucial landmarks and surgical paths, providing invaluable guidance to surgeons. Another notable example highlighted in this Research Topic involves machine learning algorithms distinguishing between ventral and dorsal roots during selective dorsal rhizotomy using electro-neurophysiological characteristics Jiang et al. Furthermore, robotic-assisted surgery is not untouched by AI's transformative impact, offering surgeons greater precision, facilitating minimally invasive surgeries, and contributing to reduced incisions, pain, and faster recovery times for pediatric patients ( 20 – 22 ). Natural language processing might allow for automatic surgery reporting, streamlining documentation by extracting key information from the surgical procedure and generating detailed reports ( 23 ).

In postoperative care, AI can play a pivotal role by analyzing patient data to predict and prevent complications, optimizing recovery strategies, and personalizing rehabilitation plans. Moreover, it can streamline healthcare processes by optimizing appointment planning and enhancing overall efficiency in healthcare facilities. In essence, AI's integration into pediatrics encompasses a spectrum of technologies and applications, revolutionizing surgical practices and ultimately improving outcomes for pediatric patients and their families.

4 Ethical, legal and societal aspects (ELSA) of applying AI throughout the patient journey

Integration of AI in pediatrics and pediatric surgery brings along a great deal of interconnected ethical, legal, and social concerns, which are of particular relevance when caring for preterm and critically ill newborns and children.

As the article by Till et al. in this Research Topic explained, optimization of the developed algorithms can have a significant impact on its usability Till et al. By performing a thorough pre-processing procedure, they significantly improved the radiological detection of wrist fractures. Hence, before implementation, it is imperative to carry out iterative development and testing procedures to ensure optimal performance and clinical relevance of the model. While doing so, factors like algorithm bias and transparency must be meticulously considered to prevent disproportionate impacts on the vulnerable pediatric populations ( 24 – 26 ). Additionally, robust safeguards are essential to protect patient privacy. Taking a societal perspective, the deployment of AI-tools must transcend socio-economic boundaries, advocating for equal access to these transformative technologies ( 27 ). Simultaneously, a proactive approach to education is essential, empowering individuals with the knowledge necessary to use the tools optimally ( 28 ). The seamless integration of AI in pediatrics also necessitates the cultivation of trust, ensuring its acceptance as valuable aid rather than a potential source of apprehension ( 29 , 30 ). On the legal front, AI prompts a reevaluation of medical liability and responsibility ( 31 – 33 ). Still, by navigating the social and legal dimensions conscientiously, a seamless integration of AI into pediatrics can be achieved, fostering advancements that benefit patients while upholding ethical, social, and legal standards.

5 Conclusion

In this Research Topic, we provide a glimpse of how AI could be possibly integrated into the pediatric patient journey. AI has the potential to be incorporated at any stage of this journey, catering to the specific needs and preferences of healthcare professionals, parents and patients alike. As we navigate the opportunities and challenges in this transformative era, the continuous evolution of AI holds the key to a future where technology becomes an even more indispensable ally in the pursuit of optimal pediatric care.

Author contributions

RV: Writing – original draft, Writing – review & editing. JH: Supervision, Writing – original draft, Writing – review & editing.

The author(s) declare that financial support was received for the research, authorship, and/or publication of this article.

This Editorial was supported by the For Wis(h)dom Foundation (Project 9, 02/02/2022, Baarn, The Netherlands).

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: artificial intelligence, machine learning, deep learning, pediatric surgery, neonatal and pediatric care, ELSA, surgical innovation

Citation: Verhoeven R and Hulscher JBF (2024) Editorial: Artificial intelligence and machine learning in pediatric surgery. Front. Pediatr. 12:1404600. doi: 10.3389/fped.2024.1404600

Received: 21 March 2024; Accepted: 1 April 2024; Published: 9 April 2024.

Edited and Reviewed by: Simone Frediani , Bambino Gesù Children’s Hospital (IRCCS), Italy

© 2024 Verhoeven and Hulscher. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Rosa Verhoeven [email protected]

This article is part of the Research Topic

Artificial Intelligence and Machine Learning in Pediatric Surgery

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• The Teaching and Learning Group , chaired by Bharat Anand , vice provost for advances in learning and the Henry R. Byers Professor of Business Administration at Harvard Business School. This group seeks to share resources, identify emerging best practices, guide policies, and support the development of tools to address common challenges among faculty and students.
• The Research and Scholarship Group , chaired by John Shaw , vice provost for research, Harry C. Dudley Professor of Structural and Economic Geology in the Earth and Planetary Sciences Department, and professor of environmental science and engineering in the Paulson School of Engineering and Applied Science. It focuses on how to enable, and support the integrity of, scholarly activities with generative AI tools.
• T he Administration and Operations Group , chaired by Klara Jelinkova , vice president and University chief information officer. It is charged with addressing information security, data privacy, procurement, and administration and organizational efficiencies.

Klara Jelinkova, Bharat Anand, and John Shaw.

Photos by Kris Snibbe/Harvard Staff Photographer; Evgenia Eliseeva; and courtesy of John Shaw

The Gazette spoke with Anand, Shaw, and Jelinkova to understand more about the work of these groups and what’s next in generative AI at Harvard.

When generative AI tools first emerged, we saw universities respond in a variety of ways — from encouraging experimentation to prohibiting their use. What was Harvard’s overall approach?

Shaw: From the outset, Harvard has embraced the prospective benefits that GenAI offers to teaching, research, and administration across the University, while being mindful of the potential pitfalls. As a University, our mission is to help enable discovery and innovation, so we had a mandate to actively engage. We set some initial, broad policies that helped guide us, and have worked directly with groups across the institution to provide tools and resources to inspire exploration.

Jelinkova: The rapid emergence of these tools meant the University needed to react quickly, to provide both tools for innovation and experimentation and guidelines to ensure their responsible use. We rapidly built an AI Sandbox to enable faculty, students, and staff to experiment with multiple large language models in a secure environment. We also worked with external vendors to acquire enterprise licenses for a variety of tools to meet many different use cases. Through working groups, we were able to learn, aggregate and collate use cases for AI in teaching, learning, administration, and research. This coordinated, collective, and strategic approach has put Harvard ahead of many peers in higher education.

Anand: Teaching and learning are fundamentally decentralized activities. So our approach was to ask: First, how can we ensure that local experimentation by faculty and staff is enabled as much as possible; and second, how can we ensure that it’s consistent with University policies on IP, copyright, and security? We also wanted to ensure that novel emerging practices were shared across Schools, rather than remaining siloed.

What do these tools mean for faculty, in terms of the challenges they pose or the opportunities they offer? Is there anything you’re particularly excited about?

Anand: Let’s start with some salient challenges. How do we first sift through the hype that’s accompanied GenAI? How can we make it easy for faculty to use GenAI tools in their classrooms without overburdening them with yet another technology? How can one address real concerns about GenAI’s impact?

While we’re still early in this journey, many compelling opportunities — and more importantly, some systematic ways of thinking about them — are emerging. Various Harvard faculty have leaned into experimenting with LLMs in their classrooms. Our team has now interviewed over 30 colleagues across Harvard and curated short videos that capture their learnings. I encourage everyone to view these materials on the new GenAI site; they are remarkable in their depth and breadth of insight.

Here’s a sample: While LLMs are commonly used for Q&A, our faculty have creatively used them for a broader variety of tasks, such as simulating tutors that guide learning by asking questions, simulating instructional designers to provide active learning tips, and simulating student voices to predict how a class discussion might flow, thus aiding in lesson preparation. Others demonstrate how more sophisticated prompts or “prompt engineering” are often necessary to yield more sophisticated LLM responses, and how LLMs can extend well beyond text-based responses to visuals, simulations, coding, and games. And several faculty show how LLMs can help overcome subtle yet important learning frictions like skill gaps in coding, language literacy, or math.

Do these tools offer students an opportunity to support or expand upon their learning?

Anand: Yes. GenAI represents a unique area of innovation where students and faculty are working together. Many colleagues are incorporating student feedback into the GenAI portions of their curriculum or making their own GenAI tools available to students. Since GenAI is new, the pedagogical path is not yet well defined; students have an opportunity to make their voices heard, as co-creators, on what they think the future of their learning should look like.

Beyond this, we’re starting to see other learning benefits. Importantly, GenAI can reach beyond a lecture hall. Thoughtful prompt engineering can turn even publicly available GenAI tools into tutorbots that generate interactive practice problems, act as expert conversational aids for material review, or increase TA teams’ capacity. That means both that the classroom is expanding and that more of it is in students’ hands. There’s also evidence that these bots field more questions than teaching teams can normally address and can be more comfortable and accessible for some students.

Of course, we need to identify and counter harmful patterns. There is a risk, in this early and enthusiastic period, of sparking over-reliance on GenAI. Students must critically evaluate how and where they use it, given its possibility of inaccurate or inappropriate responses, and should heed the areas where their style of cognition outperforms AI. One other thing to watch out for is user divide: Some students will graduate with vastly better prompt engineering skills than others, an inequality that will only magnify in the workforce.

What are the main questions your group has been tackling?

Anand: Our group divided its work into three subgroups focused on policy, tools, and resources. We’ve helped guide initial policies to ensure safe and responsible use; begun curating resources for faculty in a One Harvard repository ; and are exploring which tools the University should invest in or develop to ensure that educators and researchers can continue to advance their work.

In the fall, we focused on supporting and guiding HUIT’s development of the AI Sandbox. The Harvard Initiative for Learning and Teaching’s annual conference , which focused exclusively on GenAI, had its highest participation in 10 years. Recently, we’ve been working with the research group to inform the development of tools that promise broad, generalizable use for faculty (e.g., tutorbots).

What has your group focused on in discussions so far about generative AI tools’ use in research?

Shaw: Our group has some incredible strength in researchers who are at the cutting edge of GenAI development and applications, but also includes voices that help us understand the real barriers to faculty and students starting to use these tools in their own research and scholarship. Working with the other teams, we have focused on supporting development and use of the GenAI sandbox, examining IP and security issues, and learning from different groups across campus how they are using these tools to innovate.

Are there key areas of focus for your group in the coming months?

Shaw: We are focused on establishing programs — such as the new GenAI Milton Fund track — to help support innovation in the application of these tools across the wide range of scholarship on our campus. We are also working with the College to develop new programs to help support students who wish to engage with faculty on GenAI-enabled projects. We aim to find ways to convene students and scholars to share their experiences and build a stronger community of practitioners across campus.

What types of administration and operations questions are your group is exploring, and what type of opportunities do you see in this space?

Jelinkova: By using the group to share learnings from across Schools and units, we can better provide technologies to meet the community’s needs while ensuring the most responsible and sustainable use of the University’s financial resources. The connections within this group also inform the guidelines that we provide; by learning how generative AI is being used in different contexts, we can develop best practices and stay alert to emerging risks. There are new tools becoming available almost every day, and many exciting experiments and pilots happening across Harvard, so it’s important to regularly review and update the guidance we provide to our community.

Can you talk a bit about what has come out of these discussions, or other exciting things to come?

Jelinkova: Because this technology is rapidly evolving, we are continually tracking the release of new tools and working with our vendors as well as open-source efforts to ensure we are best supporting the University’s needs. We’re developing more guidance and hosting information sessions on helping people to understand the AI landscape and how to choose the right tool for their task. Beyond tools, we’re also working to build connections across Harvard to support collaboration, including a recently launched AI community of practice . We are capturing valuable findings from emerging technology pilot programs in HUIT , the EVP area , and across Schools. And we are now thinking about how those findings can inform guiding principles and best practices to better support staff.

While the GenAI groups are investigating these questions, Harvard faculty and scholars are also on the forefront of research in this space. Can you talk a bit about some of the interesting research happening across the University in AI more broadly ?

Shaw: Harvard has made deep investments in the development and application of AI across our campus, in our Schools, initiatives, and institutes — such as the Kempner Institute and Harvard Data Science Initiative. In addition, there is a critical role for us to play in examining and guiding the ethics of AI applications — and our strengths in the Safra and Berkman Klein centers, as examples, can be leading voices in this area.

What would be your advice for members of our community who are interested in learning more about generative AI tools?

Anand: I’d encourage our community to view the resources available on the new Generative AI @ Harvard website , to better understand how GenAI tools might benefit you.

There’s also no substitute for experimentation with these tools to learn what works, what does not, and how to tailor them for maximal benefit for your particular needs. And of course, please know and respect University policies around copyright and security.

We’re in the early stages of this journey at Harvard, but it’s exciting.

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Computer Science > Computation and Language

Title: realm: reference resolution as language modeling.

Abstract: Reference resolution is an important problem, one that is essential to understand and successfully handle context of different kinds. This context includes both previous turns and context that pertains to non-conversational entities, such as entities on the user's screen or those running in the background. While LLMs have been shown to be extremely powerful for a variety of tasks, their use in reference resolution, particularly for non-conversational entities, remains underutilized. This paper demonstrates how LLMs can be used to create an extremely effective system to resolve references of various types, by showing how reference resolution can be converted into a language modeling problem, despite involving forms of entities like those on screen that are not traditionally conducive to being reduced to a text-only modality. We demonstrate large improvements over an existing system with similar functionality across different types of references, with our smallest model obtaining absolute gains of over 5% for on-screen references. We also benchmark against GPT-3.5 and GPT-4, with our smallest model achieving performance comparable to that of GPT-4, and our larger models substantially outperforming it.

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2025 Toyota 4Runner vs Land Cruiser vs the old 4Runner: How they compare

It's clearly better than the old 4runner, so the land cruiser could have a problem.

One of the key questions we've had since Toyota announced our new Land Cruiser would be based on the smaller Prado variant and fit below the Sequoia has been: How will it compare with the new 4Runner ? Now that the 2025 Toyota 4Runner has been revealed , we can start to answer that question. And we only say start, because we're not sure we fully understand the answer at this stage.

You see, we've pulled together the numbers on both the new 4Runner and the new Land Cruiser , plus the old Toyota 4Runner for good measure. We've put them all in a convenient table above. And, well, the 4Runner and Land Cruiser seem even closer than we were expecting.

First of all, the wheelbase and width are practically identical (the Land Cruiser is only a tenth of an inch wider). Length is darn close, too, with the 4Runner stretching only 1.1 inch longer than the Land Cruiser.

Even more strange is that in two key spots, the 4Runner is  better for off-road use than the Land Cruiser. It has 1.2 inches more ground clearance (comparing the standard models), plus it's nearly half a foot shorter in overall height than the Land Cruiser. The 4Runner also boasts an optional third-row bench, while the Land Cruiser is strictly a two-row model.

There's barely a difference powertrain-wise, too. Yes, the standard 4Runner only gets the non-hybrid turbo four-cylinder with significantly less power and torque, but the optional Hybrid Max powertrain has the exact same 326 horsepower and 465 pound-feet of torque as the Land Cruiser. And they both have four-wheel-drive, though some versions of the 4Runner will be selectable four-wheel drive-only (no full-time setting). 

There actually  is a version of the Land Cruiser that can further differentiate itself from 4Runner. But it has a Lexus badge . The GX, which is the fancier twin of the Land Cruiser, still has a third-row option. It also has a twin-turbo V6 with substantially more power than the Land Cruiser. Sure it's more expensive, but the engine, appointments and seating flexibility help distinguish it. Though the Land Cruiser does have retro good looks. The 4Runner is no slouch in the looks department either, though it's decidedly more modern and takes heavily from the Tacoma it's based on.

One thing is very clear, though: The new 4Runner is mostly bigger and better than its predecessor when comparing specs. The base turbo four-cylinder makes 8 more horsepower and 39 more pound-feet of torque than the ancient 4.0-liter V6 it replaces. The new version's transmission has three  additional cogs, too, which will almost certainly help out fuel economy (stay tuned for that info in the future). And of course, this is just for that base four-cylinder. The hybrid version we've already discussed will probably feel like an order of magnitude (not  literally , though, I see you, math commenters) more potent.

Extrapolating from our experience in the Tacoma, even without all the extra gears, the new four should be a welcome improvement all around. It's got so much more torque, and all low down with quick turbo response. Compared to the lumbering old powertrain, the standard one on the new 4Runner will undoubtedly be better in basically every possible way.

The new 4Runner is also more than 3 inches longer in length and wheelbase, plus 2 inches wider than its predecessor. That's not necessarily an improvement for off-road capability, but should make the interior more usable. Hopefully some of that improves the third-row seats, which were massively cramped in the old model.

There are of course many loose ends. We don't have fuel economy numbers or pricing for the new 4Runner. But we do expect the mileage to improve compared to the last one, and the price should be less than the Land Cruiser. Where the Hybrid Max version lands in price compared to Land Cruiser will be very interesting. So be sure to swing back to Autoblog when those numbers do come out to get an even clearer picture.

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• USC Libraries
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Organizing Your Social Sciences Research Paper

• Citation Tracking
• Purpose of Guide
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• The Research Problem/Question
• Theoretical Framework
• Content Alert Services
• Evaluating Sources
• Primary Sources
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• Scholarly vs. Popular Publications
• Qualitative Methods
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• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
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Citation tracking [a.k.a., citation analysis, citation tracing, or cited reference searching] refers to a deliberate, systematic method of measuring and evaluating the impact of research studies over time by counting the number of times that an author or publication has been cited in other works. Tracking citations helps identify leading scholars in a particular discipline and the impact of a particular study based upon an analysis of who has cited a particular study, how often a specific study has been cited by others over time, and by determining what disciplines are represented, either by the scope of the publication or by the author's affiliation, based on those subsequent citations.

Cited Reference Searching. University Libraries Research Guides, University of Washington; Mavodza, Judith. Citation Tracking in Academic Libraries: An Overview . Oxford, UK: Chandos Publishing, May 2016; Mandal, Nitai. "An Approach Towards Citation Tracking: Special Reference to Academic and Research Libraries." International Journal of Information Movement 2 (December 2017): 148-152.

Traching Citations Effectively

Reasons to Track Citations as Part of Your Review of the Literature

• It can be an effective way of using a frequently cited "landmark" or groundbreaking article to find more recent, related publications that cite the original work.
• It can be an effective strategy of identifying leading scholars in a particular area of study either by how frequently their work has been cited or by the number of scholars who have subsequently cited the author's original work.
• It can be a useful means for evaluating a study's impact within a particular discipline based upon the number of times a research study has been cited by others. A frequently cited study may indicate that the research findings are unique, groundbreaking, insightful, or in some way, seen by scholars as problematic or controversial.
• It can be an efficient way to locate studies that critique or challenge groundbreaking research, which is important if you are seeking research to support your attempt to challenge long-held assumptions or to offer evidence that existing studies do not adequately address the research problem.
• It can be an effective means of determining the interdisciplinary impact of a particular study because you can identify the number of subsequent citations in publications by scholars in other areas of study. Research that has been cited in a variety of disciplines is also a strong indication of the research study's overall impact throughout the social sciences [and perhaps beyond].

NOTE : A common assignment in social sciences classes is to assign each student the responsibility for summarizing and discussing a journal article from the required readings of the class syllabus. Before you lead the class discussion of the study, copy and paste the article you are discussing into Google Scholar. This will likely reveal "Cited by" references [e.g., Cited by 102] to other works that have subsequently cited the original study. In so doing, you can add during your in-class discussion of the article a description of how other scholars have used it to support their own research and, by extension, the ways in which the original research influenced future studies of the topic.

Keep in mind the following points , however, when using methods for tracking citations to expand the scope of the literature you want to review:

• Authors do not always use the same name throughout their careers [e.g., Jane Anne Smith or Jane A. Smith] so be sure you work from a complete and accurate list of an author's publications. A thorough literature review of an author should reveal any variations in their name. To this point,...
• The Web of Science citation database uses the APA [American Psychological Association] style for citing authors [last name and first initial only], so a J Smith could be John, Jeff, Jane, Julie, Jason, etc. Smith. Be sure to truncate the initial  by adding an asterisk [e.g., J*] to see a more complete list of authors, then locate a record on a topic you know the author writes about and click on that author to exclude articles written by other J Smith's. Fortunately, the database indexes more than the first author of a paper so, if a second or third author has an uncommon name, you can search the unusual name to locate the article and who has cited it instead of using an author's more common name.
• Citation services are primarily based on existing journal literature . If the author is cited in books, organizational research reports, government documents, or non-scholarly publications, the usefulness of your citation analysis is limited. In addition, citation databases such as Web of Science have limited coverage of articles published in scholarly open-access journals [peer-reviewed journals published freely online], although this problem is slowly improving. In this case, be sure to check the "cited by" references in Google Scholar as it often includes citations found in other publications besides scholarly journals.
• Google Scholar and most library research databases do an inadequate job citing to non-English language sources . English is generally considered the universal language of scholarly research, which some argue is a remnant of colonialism. As a result, this privileges English-born publications at the expense of research published in other languages, particularly if the study is written using non-Roman characters [e.g., Korean, Hindi, Russian, etc.]. This deficiency is slowly improving as private database vendors and, in particular Google Scholar , begin to include more non-English language studies in their systems. Nevertheless, always keep in mind that the number of citations to an original study may not represent its true impact among scholars in non-English speaking regions of the world, particularly if the study focuses on a non-English-speaking region or country. If needed, contact a librarian for help identifying studies published in languages other than English. A thorough review of the literature should include studies published in other languages if you are able to read those languages and the research directly relates to the problem you are investigating.

Bakkalbasi, Nisa. “Three Options for Citation Tracking: Google Scholar, Scopus and Web of Science.” Biomedical Digital Libraries 3 (2006): https://www.bio-diglib.com/content/pdf/1742-5581-3-7.pdf; Kirkpatrick, Andy. "English as the International Language of Scholarship: Implications for the Dissemination of 'Local’ Knowledge." In English as an International Language: Perspectives and Pedagogical Issues . Bu  Sharifian, Farzad. ( Buffalo, NY: Multilingual Matters, 2009), pp: 254-270; Lawrence, D. J. “Journal Citation Tracking and Journal Indexing.” Journal of Manipulative and Physiological Therapeutics 15 (September 1992): 415-417; Kloda, Lorie A. "Use Google Scholar, Scopus and Web of Science for Comprehensive Citation Tracking." Evidence Based Library and Information Practice 2 (2007): 87-90; Mavodza, Judith. Citation Tracking in Academic Libraries: An Overview . Oxford, UK: Chandos Publishing, May 2016; Weisbard, Phyllis Holman. “Citation Tracking: Citings and Sightings.” Feminist Collections: A Quarterly of Women's Studies Resources 32 (Winter 2011): 21-25;

Interpreting "Cited By" References in Databases

Records found while searching Google Scholar and many library databases often include a "cited by" reference followed by a number [e.g., Cited by 143]. This number indicates, in general, how many times a study has been subsequently cited by other authors in other publications [I say "in general" because the total may include duplicate records, such as, an author citing their own work or citations to the same study in multiple types of publications].

However, the total number of times a journal article or other publication has been cited after it was published is more nuanced than just the number count . When reviewing "cited by" references as part of your review of the literature, consider the following interpretive principles that will help you determine if the source should be examined more carefully.

• An item that is cited many times indicates impact, but it does not indicate value . Citations are value-neutral. A study may be cited frequently because it added important new knowledge to the understanding of a research problem. However, a study could also be cited frequently because subsequent studies found the original study to be poorly designed or the author employed an imprecise methodological approach or the conclusions were speculative and perhaps misleading [also see Another Citing Tip text box below] . Use the date limitation function to review a sample of recent studies that have referenced the work and assess how the original source is currently being described. Based on this, determine how the frequently cited source may be relevant to your own research. Note that if subsequent research shows the original study to be flawed, you can reference the study in your paper as an example of why further research is needed.
• A source that is frequently cited is a subjective assessment of impact, not an objective measurement or formal statistical calculation . Should a study published ten years ago with 800 cited by references be considered a frequently cited source? How about a study published ten years ago that has over 2,000 cited by references? Is that source better than the other in terms of assessing whether it should be reviewed in detail? What about a source with only 120 cited by references? There are a variety of factors that contribute to whether a source has been cited frequently or not. Ultimately, the number of cited by references is relevant to you only in relation to the research problem being investigated. If the study directly informs your understanding of the topic, you should review the cited by references. If there are a manageable number, review them all; if there is a large number of references, focus on reviewing the most recently published sources [e.g. last three to five years].
• Once published, a recently published study can become cited by other authors very quickly . This is particularly the case if the study was published in a core research journal read by almost all the leading scholars of the discipline, it was published in a source read by researchers from a variety of disciplines, the study was written by a well-known and preeminent scholar, or the research has been written about in national newspapers and magazines, discussed during television news programs, or discussed and shared on social media sites. A way to discern impact over time is to count the number of recent citations to a study [e.g., the last five years]. If the study has been cited only a few times, this likely indicate that the study's impact is waning and scholars have moved on.
• A study may be considered foundational or groundbreaking if it continues to be cited frequently in the most recently published literature on the topic . A source published many years ago that continues to cited can indicate the research was the first to advance new knowledge and, therefore, the study either contributed significantly to understanding the research problem or the findings' ability to inform practice was particularly important or innovative. In most cases, there is an expectation that a study interpreted to be foundational or groundbreaking should be cited as the basis for supporting your overall review and assessment of prior research or to document when a research problem first emerged.
• Review the cited by references of relevant resources to determine a study's impact across disciplines . Cross-disciplinary cited by references can be an important indicator of a study's overall impact if it has been referenced in a variety of different investigative contexts or domains of applied practice. Consider reviewing these sources in more detail in support of your own review of the literature. Do this by comparing the disciplinary focus of the original source in relation to the disciplinary focus of the cited by references. For example, an article originally published in a social work journal that is cited in journals from sociology, education, and psychology demonstrates impact beyond the field of social work.
• Examine whether the source is referenced alone or always grouped with other sources . This act of interpreting impact can be challenging, but, in general, a study that is consistently cited with other sources, though rarely cited as a stand-alone study, may indicate that the research is not unique or distinctive in a way that stands out from the overall domain of prior research about a topic. For example, you find that Smith's original study is always referenced along with other authors doing similar work. This should not be viewed necessarily as negative because many scholars may have investigated a specific research problem. However, in interpreting the relevance of a particular source in relation to your own research, studies that have never been cited as a stand-alone source of prior research can be an additional way of determining if they would add value to your own evaluation of prior research.
• Cited by references listed in the first few years after the original study was published can add important insights . For example, the earliest studies to cite an original work can highlight the initial interests and potential biases of scholars at the time. In addition, they can reflect a growing awareness of the need to critically examine the research problem, they can highlight the application of prevailing theories and ideas at the time, and, in some cases, the earliest published studies citing the original source can help illuminate key intellectual struggles among scholars as they attempt to make sense of the emerging problem. All or any of these factors can help contextualize the way in which you use prior research to write about the background and history of a topic in the introduction or literature review sections of your paper.

Bornmann, Lutz and Hans‐Dieter Daniel. "What Do Citation Counts Measure? A Review of Studies on Citing Behavior." Journal of Documentation 64 (2008): 45-80; Hou, Jianhua and Da Ma. "How the High-Impact Papers Formed? A Study Using Data from Social Media and Citation." Scientometrics 125 (2020): 2597-2615; Leimu, Roosa and Julia Koricheva. "What Determines the Citation Frequency of Ecological Papers?" Trends in Ecology & Evolution 20 (2005): 28-32; Moed, Henk F. Citation Analysis in Research Evaluation . Information Science and Knowledge Management, vol. 9. Dordrecht, The Netherlands: Springer Science & Business Media, 2005; Nicolaisen, Jeppe. "Citation Analysis." Annual Review of Information Science and Technology 41 (2007): 609-641; Robinson, Larry M. and Roy Adler. "Measuring the Impact of Marketing Scholars and Institutions: An Analysis of Citation Frequency." Journal of the Academy of Marketing Science 9 (1981): 147-162.

Searching Cited By References Without Getting Lost

Tracking cited by references can be an effective strategy for identifying relevant, more recently published literature about a specific research problem. However, citation tracking is not a linear process, but rather, an iterative process comprising of multi-layered pathways of discovery . Not only can you identify citations that directly cite the original study, but those studies may also have cited by references that can be reviewed, then those studies can have cited by references that can be searched, and so on. While this process of traversing the literature by reviewing multiple layers of cited by references can be useful in discovering new sources that perhaps would have been hidden otherwise, one can easily get lost in the process. This is particularly true with following cited by references in Google Scholar because the content is so immense. A good strategy for not getting lost is to note a promising record that cites a source that has cited the original source so you can go back and review the cited by references of that study without worrying about losing track of where you are in the initial review process.

Hinde, Sebastian and Eldon Spackman. "Bidirectional Citation Searching to Completion: An Exploration of Literature Searching Methods." Pharmacoeconomics 33, (2015): 5-11; Mavodza, Judith. Citation Tracking in Academic Libraries: An Overview . Oxford, UK: Chandos Publishing, May 2016; Nicolaisen, Jeppe. "Citation Analysis." Annual Review of Information Science and Technology 41 (2007): 609-641.

Another Citing Tip

The "Replication Crisis" in the Social Sciences and Searching Cited By References

The replication crisis in academe refers to research showing that findings published in top journals often cannot be replicated in subsequent studies . The ability to replicate research is a core principle of the scientific method of discovery and verification. Replicating the research of prior studies increases the probability and, by extension, the confidence one has that a given finding is valid in a real world setting or is reliably applicable to professional practice. The problem, as noted by Prochazka, Fedoseeva, and Houdek (2021) is that, “…the replication crisis in the social sciences has showed that many of the published effects has been found by chance or due to the specific conditions of a study…Therefore, an effect found in a single study should be viewed with caution.”

But that’s not all. Nonreplicable studies tend to be cited more frequently than studies that have been successfully replicated . One reason for this, according to researchers, is that authors are often motivated to use an unorthodox approaches to studying a problem. This is because methodological unorthodoxy is often rewarded [intentionally or not] by institutions of higher education in the faculty promotion process and by journal publishers who want to be seen as on the cutting edge of research. Replicating another person’s research doesn’t garner the same attention towards obtaining prestigious grant funding or gaining tenure for the author as a “unique” study. As a result, this tendency can distort the total number count of citations in some studies, making it more difficult to discern a truly groundbreaking study from a “failed” nonreplicable study that has been cited simply because it’s found to be unique in some way.

To address this issue when searching cited by references, review studies that cite the original study shortly after it was published. Are authors attempting to replicate the research? If so, are they doing so successfully and building on this research or are they simply citing the work in their literature review section. In the end however, don't get too caught up in this "crisis"; always keep in mind that the purpose of citation tracking is to build a body of knowledge that supports investigating the research problem.

Blaszczynski, Alex and Sally M. Gainsbury. "Editor’s Note: Replication Crisis in the Social Sciences." International Gambling Studies 19 (2019): 359-361; Pashler, Harold, and Eric–Jan Wagenmakers. "Editors’ Introduction to the Special Section on Replicability in Psychological Science: A Crisis of Confidence?." Perspectives on Psychological Science 7 (2012): 528-530; Pridemore, William Alex, Matthew C. Makel, and Jonathan A. Plucker. "Replication in Criminology and the Social Sciences." Annual Review of Criminology 1 (2018): 19-38; Prochazka, Jakub, Yulia Fedoseeva, and Petr Houdek. "A Field Experiment on Dishonesty: A Registered Replication of Azar et al.(2013)." Journal of Behavioral and Experimental Economics 90 (2021): 101617; "Science’s New Replication Crisis: Research That Is Less Likely to Be True Is Cited More." SciTechDaily [University of California, San Diego, May 21, 2021]; Serra-Garcia, Marta, and Uri Gneezy. "Nonreplicable Publications are Cited More than Replicable Ones." Science Advances 7 (2021): 1-7.

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