analytical research explanation

• Skip to main content
• Skip to primary sidebar
• Skip to footer
• QuestionPro

• Solutions Industries Gaming Automotive Sports and events Education Government Travel & Hospitality Financial Services Healthcare Cannabis Technology Use Case NPS+ Communities Audience Contactless surveys Mobile LivePolls Member Experience GDPR Positive People Science 360 Feedback Surveys
• Resources Blog eBooks Survey Templates Case Studies Training Help center

Home Market Research Research Tools and Apps

Analytical Research: What is it, Importance + Examples

Finding knowledge is a loose translation of the word “research.” It’s a systematic and scientific way of researching a particular subject. As a result, research is a form of scientific investigation that seeks to learn more. Analytical research is one of them.

Any kind of research is a way to learn new things. In this research, data and other pertinent information about a project are assembled; after the information is gathered and assessed, the sources are used to support a notion or prove a hypothesis.

An individual can successfully draw out minor facts to make more significant conclusions about the subject matter by using critical thinking abilities (a technique of thinking that entails identifying a claim or assumption and determining whether it is accurate or untrue).

What is analytical research?

This particular kind of research calls for using critical thinking abilities and assessing data and information pertinent to the project at hand.

Determines the causal connections between two or more variables. The analytical study aims to identify the causes and mechanisms underlying the trade deficit’s movement throughout a given period.

It is used by various professionals, including psychologists, doctors, and students, to identify the most pertinent material during investigations. One learns crucial information from analytical research that helps them contribute fresh concepts to the work they are producing.

Some researchers perform it to uncover information that supports ongoing research to strengthen the validity of their findings. Other scholars engage in analytical research to generate fresh perspectives on the subject.

Various approaches to performing research include literary analysis, Gap analysis , general public surveys, clinical trials, and meta-analysis.

Importance of analytical research

The goal of analytical research is to develop new ideas that are more believable by combining numerous minute details.

The analytical investigation is what explains why a claim should be trusted. Finding out why something occurs is complex. You need to be able to evaluate information critically and think critically. 

This kind of information aids in proving the validity of a theory or supporting a hypothesis. It assists in recognizing a claim and determining whether it is true.

Analytical kind of research is valuable to many people, including students, psychologists, marketers, and others. It aids in determining which advertising initiatives within a firm perform best. In the meantime, medical research and research design determine how well a particular treatment does.

Thus, analytical research can help people achieve their goals while saving lives and money.

Methods of Conducting Analytical Research

Analytical research is the process of gathering, analyzing, and interpreting information to make inferences and reach conclusions. Depending on the purpose of the research and the data you have access to, you can conduct analytical research using a variety of methods. Here are a few typical approaches:

Quantitative research

Numerical data are gathered and analyzed using this method. Statistical methods are then used to analyze the information, which is often collected using surveys, experiments, or pre-existing datasets. Results from quantitative research can be measured, compared, and generalized numerically.

Qualitative research

In contrast to quantitative research, qualitative research focuses on collecting non-numerical information. It gathers detailed information using techniques like interviews, focus groups, observations, or content research. Understanding social phenomena, exploring experiences, and revealing underlying meanings and motivations are all goals of qualitative research.

Mixed methods research

This strategy combines quantitative and qualitative methodologies to grasp a research problem thoroughly. Mixed methods research often entails gathering and evaluating both numerical and non-numerical data, integrating the results, and offering a more comprehensive viewpoint on the research issue.

Experimental research

Experimental research is frequently employed in scientific trials and investigations to establish causal links between variables. This approach entails modifying variables in a controlled environment to identify cause-and-effect connections. Researchers randomly divide volunteers into several groups, provide various interventions or treatments, and track the results.

Observational research

With this approach, behaviors or occurrences are observed and methodically recorded without any outside interference or variable data manipulation . Both controlled surroundings and naturalistic settings can be used for observational research . It offers useful insights into behaviors that occur in the actual world and enables researchers to explore events as they naturally occur.

Case study research

This approach entails thorough research of a single case or a small group of related cases. Case-control studies frequently include a variety of information sources, including observations, records, and interviews. They offer rich, in-depth insights and are particularly helpful for researching complex phenomena in practical settings.

Secondary data analysis

Examining secondary information is time and money-efficient, enabling researchers to explore new research issues or confirm prior findings. With this approach, researchers examine previously gathered information for a different reason. Information from earlier cohort studies, accessible databases, or corporate documents may be included in this.

Content analysis

Content research is frequently employed in social sciences, media observational studies, and cross-sectional studies. This approach systematically examines the content of texts, including media, speeches, and written documents. Themes, patterns, or keywords are found and categorized by researchers to make inferences about the content.

Depending on your research objectives, the resources at your disposal, and the type of data you wish to analyze, selecting the most appropriate approach or combination of methodologies is crucial to conducting analytical research.

Examples of analytical research

Analytical research takes a unique measurement. Instead, you would consider the causes and changes to the trade imbalance. Detailed statistics and statistical checks help guarantee that the results are significant.

For example, it can look into why the value of the Japanese Yen has decreased. This is so that an analytical study can consider “how” and “why” questions.

Another example is that someone might conduct analytical research to identify a study’s gap. It presents a fresh perspective on your data. Therefore, it aids in supporting or refuting notions.

Descriptive vs analytical research

Here are the key differences between descriptive research and analytical research:

The study of cause and effect makes extensive use of analytical research. It benefits from numerous academic disciplines, including marketing, health, and psychology, because it offers more conclusive information for addressing research issues.

QuestionPro offers solutions for every issue and industry, making it more than just survey software. For handling data, we also have systems like our InsightsHub research library.

You may make crucial decisions quickly while using QuestionPro to understand your clients and other study subjects better. Make use of the possibilities of the enterprise-grade research suite right away!

LEARN MORE         FREE TRIAL

MORE LIKE THIS

Journey Orchestration Platforms: Top 11 Platforms in 2024

May 2, 2024

Taking Action in CX – Tuesday CX Thoughts

Apr 30, 2024

QuestionPro CX Product Updates – Quarter 1, 2024

Apr 29, 2024

NPS Survey Platform: Types, Tips, 11 Best Platforms & Tools

Apr 26, 2024

Other categories

• Academic Research
• Artificial Intelligence
• Assessments
• Brand Awareness
• Case Studies
• Communities
• Consumer Insights
• Customer effort score
• Customer Engagement
• Customer Experience
• Customer Loyalty
• Customer Research
• Customer Satisfaction
• Employee Benefits
• Employee Engagement
• Employee Retention
• Friday Five
• General Data Protection Regulation
• Insights Hub
• Life@QuestionPro
• Market Research
• Mobile diaries
• Mobile Surveys
• New Features
• Online Communities
• Question Types
• Questionnaire
• QuestionPro Products
• Release Notes
• Research Tools and Apps
• Revenue at Risk
• Survey Templates
• Training Tips
• Uncategorized
• Video Learning Series
• What’s Coming Up
• Workforce Intelligence

404 Not found

What are Analytical Study Designs?

• Research Process
• Peer Review

Analytical study designs can be experimental or observational and each type has its own features. In this article, you'll learn the main types of designs and how to figure out which one you'll need for your study.

Updated on September 19, 2022

A study design is critical to your research study because it determines exactly how you will collect and analyze your data. If your study aims to study the relationship between two variables, then an analytical study design is the right choice.

But how do you know which type of analytical study design is best for your specific research question? It's necessary to have a clear plan before you begin data collection. Lots of researchers, sadly, speed through this or don't do it at all.

When are analytical study designs used?

A study design is a systematic plan, developed so you can carry out your research study effectively and efficiently. Having a design is important because it will determine the right methodologies for your study. Using the right study design makes your results more credible, valid, and coherent.

Descriptive vs. analytical studies

Study designs can be broadly divided into either descriptive or analytical.

Descriptive studies describe characteristics such as patterns or trends. They answer the questions of what, who, where, and when, and they generate hypotheses. They include case reports and qualitative studies.

Analytical study designs quantify a relationship between different variables. They answer the questions of why and how. They're used to test hypotheses and make predictions.

Experimental and observational

Analytical study designs can be either experimental or observational. In experimental studies, researchers manipulate something in a population of interest and examine its effects. These designs are used to establish a causal link between two variables.

In observational studies, in contrast, researchers observe the effects of a treatment or intervention without manipulating anything. Observational studies are most often used to study larger patterns over longer periods.

Experimental study designs

Experimental study designs are when a researcher introduces a change in one group and not in another. Typically, these are used when researchers are interested in the effects of this change on some outcome. It's important to try to ensure that both groups are equivalent at baseline to make sure that any differences that arise are from any introduced change.

In one study, Reiner and colleagues studied the effects of a mindfulness intervention on pain perception . The researchers randomly assigned participants into an experimental group that received a mindfulness training program for two weeks. The rest of the participants were placed in a control group that did not receive the intervention.

Experimental studies help us establish causality. This is critical in science because we want to know whether one variable leads to a change, or causes another. Establishing causality leads to higher internal validity and makes results reproducible.

Experimental designs include randomized control trials (RCTs), nonrandomized control trials (non-RCTs), and crossover designs. Read on to learn the differences.

Randomized control trials

In an RCT, one group of individuals receives an intervention or a treatment, while another does not. It's then possible to investigate what happens to the participants in each group.

Another important feature of RCTs is that participants are randomly assigned to study groups. This helps to limit certain biases and retain better control. Randomization also lets researchers pinpoint any differences in outcomes to the intervention received during the trial. RTCs are considered the gold standard in biomedical research and are considered to provide the best kind of evidence.

For example, one RCT looked at whether an exercise intervention impacts depression . Researchers randomly placed patients with depressive symptoms into intervention groups containing different types of exercise (i.e., light, moderate, or strong). Another group received usual medications or no exercise interventions.

Results showed that after the 12-week trial, patients in all exercise groups had decreased depression levels compared to the control group. This means that by using an RCT design, researchers can now safely assume that the exercise variable has a positive impact on depression.

However, RCTs are not without drawbacks. In the example above, we don't know if exercise still has a positive impact on depression in the long term. This is because it's not feasible to keep people under these controlled settings for a long time.

Advantages of RCTs

• It is possible to infer causality
• Everything is properly controlled, so very little is left to chance or bias
• Can be certain that any difference is coming from the intervention

Disadvantages of RCTs

• Expensive and can be time-consuming
• Can take years for results to be available
• Cannot be done for certain types of questions due to ethical reasons, such as asking participants to undergo harmful treatment
• Limited in how many participants researchers can adequately manage in one study or trial
• Not feasible for people to live under controlled conditions for a long time

Nonrandomized controlled trials

Nonrandomized controlled trials are a type of nonrandomized controlled studies (NRS) where the allocation of participants to intervention groups is not done randomly . Here, researchers purposely assign some participants to one group and others to another group based on certain features. Alternatively, participants can sometimes also decide which group they want to be in.

For example, in one study, clinicians were interested in the impact of stroke recovery after being in an enriched versus non-enriched hospital environment . Patients were selected for the trial if they fulfilled certain requirements common to stroke recovery. Then, the intervention group was given access to an enriched environment (i.e. internet access, reading, going outside), and another group was not. Results showed that the enriched group performed better on cognitive tasks.

NRS are useful in medical research because they help study phenomena that would be difficult to measure with an RCT. However, one of their major drawbacks is that we cannot be sure if the intervention leads to the outcome. In the above example, we can't say for certain whether those patients improved after stroke because they were in the enriched environment or whether there were other variables at play.

Advantages of NRS's

• Good option when randomized control trials are not feasible
• More flexible than RCTs

Disadvantages of NRS's

• Can't be sure if the groups have underlying differences
• Introduces risk of bias and confounds

Crossover study

In a crossover design, each participant receives a sequence of different treatments. Crossover designs can be applied to RCTs, in which each participant is randomly assigned to different study groups.

For example, one study looked at the effects of replacing butter with margarine on lipoproteins levels in individuals with cholesterol . Patients were randomly assigned to a 6-week butter diet, followed by a 6-week margarine diet. In between both diets, participants ate a normal diet for 5 weeks.

These designs are helpful because they reduce bias. In the example above, each participant completed both interventions, making them serve as their own control. However, we don't know if eating butter or margarine first leads to certain results in some subjects.

Advantages of crossover studies

• Each participant serves as their own control, reducing confounding variables
• Require fewer participants, so they have better statistical power

Disadvantages of crossover studies

• Susceptible to order effects, meaning the order in which a treatment was given may have an effect
• Carry-over effects between treatments

Observational studies

In observational studies, researchers watch (observe) the effects of a treatment or intervention without trying to change anything in the population. Observational studies help us establish broad trends and patterns in large-scale datasets or populations. They are also a great alternative when an experimental study is not an option.

Unlike experimental research, observational studies do not help us establish causality. This is because researchers do not actively control any variables. Rather, they investigate statistical relationships between them. Often this is done using a correlational approach.

For example, researchers would like to examine the effects of daily fiber intake on bone density . They conduct a large-scale survey of thousands of individuals to examine correlations of fiber intake with different health measures.

The main observational studies are case-control, cohort, and cross-sectional. Let's take a closer look at each one below.

Case-control study

A case-control is a type of observational design in which researchers identify individuals with an existing health situation (cases) and a similar group without the health issue (controls). The cases and the controls are then compared based on some measurements.

Frequently, data collection in a case-control study is retroactive (i.e., backwards in time). This is because participants have already been exposed to the event in question. Additionally, researchers must go through records and patient files to obtain the records for this study design.

For example, a group of researchers examined whether using sleeping pills puts people at risk of Alzheimer's disease . They selected 1976 individuals that received a dementia diagnosis (“cases”) with 7184 other individuals (“controls”). Cases and controls were matched on specific measures such as sex and age. Patient data was consulted to find out how much sleeping pills were consumed over the course of a certain time.

Case-control is ideal for situations where cases are easy to pick out and compare. For instance, in studying rare diseases or outbreaks.

Advantages of case-control studies

• Feasible for rare diseases
• Cheaper and easier to do than an RCT

Disadvantages of case-control studies

• Relies on patient records, which could be lost or damaged
• Potential recall and selection bias

Cohort study (longitudinal)

A cohort is a group of people who are linked in some way. For instance, a birth year cohort is all people born in a specific year. In cohort studies, researchers compare what happens to individuals in the cohort that have been exposed to some variable compared with those that haven't on different variables. They're also called longitudinal studies.

The cohort is then repeatedly assessed on variables of interest over a period of time. There is no set amount of time required for cohort studies. They can range from a few weeks to many years.

Cohort studies can be prospective. In this case, individuals are followed for some time into the future. They can also be retrospective, where data is collected on a cohort from records.

One of the longest cohort studies today is The Harvard Study of Adult Development . This cohort study has been tracking various health outcomes of 268 Harvard graduates and 456 poor individuals in Boston from 1939 to 2014. Physical screenings, blood samples, brain scans and surveys were collected on this cohort for over 70 years. This study has produced a wealth of knowledge on outcomes throughout life.

A cohort study design is a good option when you have a specific group of people you want to study over time. However, a major drawback is that they take a long time and lack control.

Advantages of cohort studies

• Ethically safe
• Allows you to study multiple outcome variables
• Establish trends and patterns

Disadvantages of cohort studies

• Time consuming and expensive
• Can take many years for results to be revealed
• Too many variables to manage
• Depending on length of study, can have many changes in research personnel

Cross-sectional study

Cross-sectional studies are also known as prevalence studies. They look at the relationship of specific variables in a population in one given time. In cross-sectional studies, the researcher does not try to manipulate any of the variables, just study them using statistical analyses. Cross-sectional studies are also called snapshots of a certain variable or time.

For example, researchers wanted to determine the prevalence of inappropriate antibiotic use to study the growing concern about antibiotic resistance. Participants completed a self-administered questionnaire assessing their knowledge and attitude toward antibiotic use. Then, researchers performed statistical analyses on their responses to determine the relationship between the variables.

Cross-sectional study designs are ideal when gathering initial data on a research question. This data can then be analyzed again later. By knowing the public's general attitudes towards antibiotics, this information can then be relayed to physicians or public health authorities. However, it's often difficult to determine how long these results stay true for.

Advantages of cross-sectional studies

• Fast and inexpensive
• Provides a great deal of information for a given time point
• Leaves room for secondary analysis

Disadvantages of cross-sectional studies

• Requires a large sample to be accurate
• Not clear how long results remain true for
• Do not provide information on causality
• Cannot be used to establish long-term trends because data is only for a given time

So, how about your next study?

Whether it's an RCT, a case-control, or even a qualitative study, AJE has services to help you at every step of the publication process. Get expert guidance and publish your work for the world to see.

The AJE Team

See our "Privacy Policy"

How to conduct a meta-analysis in eight steps: a practical guide

• Open access
• Published: 30 November 2021
• Volume 72 , pages 1–19, ( 2022 )

Cite this article

You have full access to this open access article

• Christopher Hansen 1 ,
• Holger Steinmetz 2 &
• Jörn Block 3 , 4 , 5  

146k Accesses

45 Citations

158 Altmetric

Explore all metrics

Avoid common mistakes on your manuscript.

1 Introduction

“Scientists have known for centuries that a single study will not resolve a major issue. Indeed, a small sample study will not even resolve a minor issue. Thus, the foundation of science is the cumulation of knowledge from the results of many studies.” (Hunter et al. 1982 , p. 10)

Meta-analysis is a central method for knowledge accumulation in many scientific fields (Aguinis et al. 2011c ; Kepes et al. 2013 ). Similar to a narrative review, it serves as a synopsis of a research question or field. However, going beyond a narrative summary of key findings, a meta-analysis adds value in providing a quantitative assessment of the relationship between two target variables or the effectiveness of an intervention (Gurevitch et al. 2018 ). Also, it can be used to test competing theoretical assumptions against each other or to identify important moderators where the results of different primary studies differ from each other (Aguinis et al. 2011b ; Bergh et al. 2016 ). Rooted in the synthesis of the effectiveness of medical and psychological interventions in the 1970s (Glass 2015 ; Gurevitch et al. 2018 ), meta-analysis is nowadays also an established method in management research and related fields.

The increasing importance of meta-analysis in management research has resulted in the publication of guidelines in recent years that discuss the merits and best practices in various fields, such as general management (Bergh et al. 2016 ; Combs et al. 2019 ; Gonzalez-Mulé and Aguinis 2018 ), international business (Steel et al. 2021 ), economics and finance (Geyer-Klingeberg et al. 2020 ; Havranek et al. 2020 ), marketing (Eisend 2017 ; Grewal et al. 2018 ), and organizational studies (DeSimone et al. 2020 ; Rudolph et al. 2020 ). These articles discuss existing and trending methods and propose solutions for often experienced problems. This editorial briefly summarizes the insights of these papers; provides a workflow of the essential steps in conducting a meta-analysis; suggests state-of-the art methodological procedures; and points to other articles for in-depth investigation. Thus, this article has two goals: (1) based on the findings of previous editorials and methodological articles, it defines methodological recommendations for meta-analyses submitted to Management Review Quarterly (MRQ); and (2) it serves as a practical guide for researchers who have little experience with meta-analysis as a method but plan to conduct one in the future.

2 Eight steps in conducting a meta-analysis

2.1 step 1: defining the research question.

The first step in conducting a meta-analysis, as with any other empirical study, is the definition of the research question. Most importantly, the research question determines the realm of constructs to be considered or the type of interventions whose effects shall be analyzed. When defining the research question, two hurdles might develop. First, when defining an adequate study scope, researchers must consider that the number of publications has grown exponentially in many fields of research in recent decades (Fortunato et al. 2018 ). On the one hand, a larger number of studies increases the potentially relevant literature basis and enables researchers to conduct meta-analyses. Conversely, scanning a large amount of studies that could be potentially relevant for the meta-analysis results in a perhaps unmanageable workload. Thus, Steel et al. ( 2021 ) highlight the importance of balancing manageability and relevance when defining the research question. Second, similar to the number of primary studies also the number of meta-analyses in management research has grown strongly in recent years (Geyer-Klingeberg et al. 2020 ; Rauch 2020 ; Schwab 2015 ). Therefore, it is likely that one or several meta-analyses for many topics of high scholarly interest already exist. However, this should not deter researchers from investigating their research questions. One possibility is to consider moderators or mediators of a relationship that have previously been ignored. For example, a meta-analysis about startup performance could investigate the impact of different ways to measure the performance construct (e.g., growth vs. profitability vs. survival time) or certain characteristics of the founders as moderators. Another possibility is to replicate previous meta-analyses and test whether their findings can be confirmed with an updated sample of primary studies or newly developed methods. Frequent replications and updates of meta-analyses are important contributions to cumulative science and are increasingly called for by the research community (Anderson & Kichkha 2017 ; Steel et al. 2021 ). Consistent with its focus on replication studies (Block and Kuckertz 2018 ), MRQ therefore also invites authors to submit replication meta-analyses.

2.2 Step 2: literature search

2.2.1 search strategies.

Similar to conducting a literature review, the search process of a meta-analysis should be systematic, reproducible, and transparent, resulting in a sample that includes all relevant studies (Fisch and Block 2018 ; Gusenbauer and Haddaway 2020 ). There are several identification strategies for relevant primary studies when compiling meta-analytical datasets (Harari et al. 2020 ). First, previous meta-analyses on the same or a related topic may provide lists of included studies that offer a good starting point to identify and become familiar with the relevant literature. This practice is also applicable to topic-related literature reviews, which often summarize the central findings of the reviewed articles in systematic tables. Both article types likely include the most prominent studies of a research field. The most common and important search strategy, however, is a keyword search in electronic databases (Harari et al. 2020 ). This strategy will probably yield the largest number of relevant studies, particularly so-called ‘grey literature’, which may not be considered by literature reviews. Gusenbauer and Haddaway ( 2020 ) provide a detailed overview of 34 scientific databases, of which 18 are multidisciplinary or have a focus on management sciences, along with their suitability for literature synthesis. To prevent biased results due to the scope or journal coverage of one database, researchers should use at least two different databases (DeSimone et al. 2020 ; Martín-Martín et al. 2021 ; Mongeon & Paul-Hus 2016 ). However, a database search can easily lead to an overload of potentially relevant studies. For example, key term searches in Google Scholar for “entrepreneurial intention” and “firm diversification” resulted in more than 660,000 and 810,000 hits, respectively. Footnote 1 Therefore, a precise research question and precise search terms using Boolean operators are advisable (Gusenbauer and Haddaway 2020 ). Addressing the challenge of identifying relevant articles in the growing number of database publications, (semi)automated approaches using text mining and machine learning (Bosco et al. 2017 ; O’Mara-Eves et al. 2015 ; Ouzzani et al. 2016 ; Thomas et al. 2017 ) can also be promising and time-saving search tools in the future. Also, some electronic databases offer the possibility to track forward citations of influential studies and thereby identify further relevant articles. Finally, collecting unpublished or undetected studies through conferences, personal contact with (leading) scholars, or listservs can be strategies to increase the study sample size (Grewal et al. 2018 ; Harari et al. 2020 ; Pigott and Polanin 2020 ).

2.2.2 Study inclusion criteria and sample composition

Next, researchers must decide which studies to include in the meta-analysis. Some guidelines for literature reviews recommend limiting the sample to studies published in renowned academic journals to ensure the quality of findings (e.g., Kraus et al. 2020 ). For meta-analysis, however, Steel et al. ( 2021 ) advocate for the inclusion of all available studies, including grey literature, to prevent selection biases based on availability, cost, familiarity, and language (Rothstein et al. 2005 ), or the “Matthew effect”, which denotes the phenomenon that highly cited articles are found faster than less cited articles (Merton 1968 ). Harrison et al. ( 2017 ) find that the effects of published studies in management are inflated on average by 30% compared to unpublished studies. This so-called publication bias or “file drawer problem” (Rosenthal 1979 ) results from the preference of academia to publish more statistically significant and less statistically insignificant study results. Owen and Li ( 2020 ) showed that publication bias is particularly severe when variables of interest are used as key variables rather than control variables. To consider the true effect size of a target variable or relationship, the inclusion of all types of research outputs is therefore recommended (Polanin et al. 2016 ). Different test procedures to identify publication bias are discussed subsequently in Step 7.

In addition to the decision of whether to include certain study types (i.e., published vs. unpublished studies), there can be other reasons to exclude studies that are identified in the search process. These reasons can be manifold and are primarily related to the specific research question and methodological peculiarities. For example, studies identified by keyword search might not qualify thematically after all, may use unsuitable variable measurements, or may not report usable effect sizes. Furthermore, there might be multiple studies by the same authors using similar datasets. If they do not differ sufficiently in terms of their sample characteristics or variables used, only one of these studies should be included to prevent bias from duplicates (Wood 2008 ; see this article for a detection heuristic).

In general, the screening process should be conducted stepwise, beginning with a removal of duplicate citations from different databases, followed by abstract screening to exclude clearly unsuitable studies and a final full-text screening of the remaining articles (Pigott and Polanin 2020 ). A graphical tool to systematically document the sample selection process is the PRISMA flow diagram (Moher et al. 2009 ). Page et al. ( 2021 ) recently presented an updated version of the PRISMA statement, including an extended item checklist and flow diagram to report the study process and findings.

2.3 Step 3: choice of the effect size measure

2.3.1 types of effect sizes.

The two most common meta-analytical effect size measures in management studies are (z-transformed) correlation coefficients and standardized mean differences (Aguinis et al. 2011a ; Geyskens et al. 2009 ). However, meta-analyses in management science and related fields may not be limited to those two effect size measures but rather depend on the subfield of investigation (Borenstein 2009 ; Stanley and Doucouliagos 2012 ). In economics and finance, researchers are more interested in the examination of elasticities and marginal effects extracted from regression models than in pure bivariate correlations (Stanley and Doucouliagos 2012 ). Regression coefficients can also be converted to partial correlation coefficients based on their t-statistics to make regression results comparable across studies (Stanley and Doucouliagos 2012 ). Although some meta-analyses in management research have combined bivariate and partial correlations in their study samples, Aloe ( 2015 ) and Combs et al. ( 2019 ) advise researchers not to use this practice. Most importantly, they argue that the effect size strength of partial correlations depends on the other variables included in the regression model and is therefore incomparable to bivariate correlations (Schmidt and Hunter 2015 ), resulting in a possible bias of the meta-analytic results (Roth et al. 2018 ). We endorse this opinion. If at all, we recommend separate analyses for each measure. In addition to these measures, survival rates, risk ratios or odds ratios, which are common measures in medical research (Borenstein 2009 ), can be suitable effect sizes for specific management research questions, such as understanding the determinants of the survival of startup companies. To summarize, the choice of a suitable effect size is often taken away from the researcher because it is typically dependent on the investigated research question as well as the conventions of the specific research field (Cheung and Vijayakumar 2016 ).

2.3.2 Conversion of effect sizes to a common measure

After having defined the primary effect size measure for the meta-analysis, it might become necessary in the later coding process to convert study findings that are reported in effect sizes that are different from the chosen primary effect size. For example, a study might report only descriptive statistics for two study groups but no correlation coefficient, which is used as the primary effect size measure in the meta-analysis. Different effect size measures can be harmonized using conversion formulae, which are provided by standard method books such as Borenstein et al. ( 2009 ) or Lipsey and Wilson ( 2001 ). There also exist online effect size calculators for meta-analysis. Footnote 2

2.4 Step 4: choice of the analytical method used

Choosing which meta-analytical method to use is directly connected to the research question of the meta-analysis. Research questions in meta-analyses can address a relationship between constructs or an effect of an intervention in a general manner, or they can focus on moderating or mediating effects. There are four meta-analytical methods that are primarily used in contemporary management research (Combs et al. 2019 ; Geyer-Klingeberg et al. 2020 ), which allow the investigation of these different types of research questions: traditional univariate meta-analysis, meta-regression, meta-analytic structural equation modeling, and qualitative meta-analysis (Hoon 2013 ). While the first three are quantitative, the latter summarizes qualitative findings. Table 1 summarizes the key characteristics of the three quantitative methods.

2.4.1 Univariate meta-analysis

In its traditional form, a meta-analysis reports a weighted mean effect size for the relationship or intervention of investigation and provides information on the magnitude of variance among primary studies (Aguinis et al. 2011c ; Borenstein et al. 2009 ). Accordingly, it serves as a quantitative synthesis of a research field (Borenstein et al. 2009 ; Geyskens et al. 2009 ). Prominent traditional approaches have been developed, for example, by Hedges and Olkin ( 1985 ) or Hunter and Schmidt ( 1990 , 2004 ). However, going beyond its simple summary function, the traditional approach has limitations in explaining the observed variance among findings (Gonzalez-Mulé and Aguinis 2018 ). To identify moderators (or boundary conditions) of the relationship of interest, meta-analysts can create subgroups and investigate differences between those groups (Borenstein and Higgins 2013 ; Hunter and Schmidt 2004 ). Potential moderators can be study characteristics (e.g., whether a study is published vs. unpublished), sample characteristics (e.g., study country, industry focus, or type of survey/experiment participants), or measurement artifacts (e.g., different types of variable measurements). The univariate approach is thus suitable to identify the overall direction of a relationship and can serve as a good starting point for additional analyses. However, due to its limitations in examining boundary conditions and developing theory, the univariate approach on its own is currently oftentimes viewed as not sufficient (Rauch 2020 ; Shaw and Ertug 2017 ).

2.4.2 Meta-regression analysis

Meta-regression analysis (Hedges and Olkin 1985 ; Lipsey and Wilson 2001 ; Stanley and Jarrell 1989 ) aims to investigate the heterogeneity among observed effect sizes by testing multiple potential moderators simultaneously. In meta-regression, the coded effect size is used as the dependent variable and is regressed on a list of moderator variables. These moderator variables can be categorical variables as described previously in the traditional univariate approach or (semi)continuous variables such as country scores that are merged with the meta-analytical data. Thus, meta-regression analysis overcomes the disadvantages of the traditional approach, which only allows us to investigate moderators singularly using dichotomized subgroups (Combs et al. 2019 ; Gonzalez-Mulé and Aguinis 2018 ). These possibilities allow a more fine-grained analysis of research questions that are related to moderating effects. However, Schmidt ( 2017 ) critically notes that the number of effect sizes in the meta-analytical sample must be sufficiently large to produce reliable results when investigating multiple moderators simultaneously in a meta-regression. For further reading, Tipton et al. ( 2019 ) outline the technical, conceptual, and practical developments of meta-regression over the last decades. Gonzalez-Mulé and Aguinis ( 2018 ) provide an overview of methodological choices and develop evidence-based best practices for future meta-analyses in management using meta-regression.

2.4.3 Meta-analytic structural equation modeling (MASEM)

MASEM is a combination of meta-analysis and structural equation modeling and allows to simultaneously investigate the relationships among several constructs in a path model. Researchers can use MASEM to test several competing theoretical models against each other or to identify mediation mechanisms in a chain of relationships (Bergh et al. 2016 ). This method is typically performed in two steps (Cheung and Chan 2005 ): In Step 1, a pooled correlation matrix is derived, which includes the meta-analytical mean effect sizes for all variable combinations; Step 2 then uses this matrix to fit the path model. While MASEM was based primarily on traditional univariate meta-analysis to derive the pooled correlation matrix in its early years (Viswesvaran and Ones 1995 ), more advanced methods, such as the GLS approach (Becker 1992 , 1995 ) or the TSSEM approach (Cheung and Chan 2005 ), have been subsequently developed. Cheung ( 2015a ) and Jak ( 2015 ) provide an overview of these approaches in their books with exemplary code. For datasets with more complex data structures, Wilson et al. ( 2016 ) also developed a multilevel approach that is related to the TSSEM approach in the second step. Bergh et al. ( 2016 ) discuss nine decision points and develop best practices for MASEM studies.

2.4.4 Qualitative meta-analysis

While the approaches explained above focus on quantitative outcomes of empirical studies, qualitative meta-analysis aims to synthesize qualitative findings from case studies (Hoon 2013 ; Rauch et al. 2014 ). The distinctive feature of qualitative case studies is their potential to provide in-depth information about specific contextual factors or to shed light on reasons for certain phenomena that cannot usually be investigated by quantitative studies (Rauch 2020 ; Rauch et al. 2014 ). In a qualitative meta-analysis, the identified case studies are systematically coded in a meta-synthesis protocol, which is then used to identify influential variables or patterns and to derive a meta-causal network (Hoon 2013 ). Thus, the insights of contextualized and typically nongeneralizable single studies are aggregated to a larger, more generalizable picture (Habersang et al. 2019 ). Although still the exception, this method can thus provide important contributions for academics in terms of theory development (Combs et al., 2019 ; Hoon 2013 ) and for practitioners in terms of evidence-based management or entrepreneurship (Rauch et al. 2014 ). Levitt ( 2018 ) provides a guide and discusses conceptual issues for conducting qualitative meta-analysis in psychology, which is also useful for management researchers.

2.5 Step 5: choice of software

Software solutions to perform meta-analyses range from built-in functions or additional packages of statistical software to software purely focused on meta-analyses and from commercial to open-source solutions. However, in addition to personal preferences, the choice of the most suitable software depends on the complexity of the methods used and the dataset itself (Cheung and Vijayakumar 2016 ). Meta-analysts therefore must carefully check if their preferred software is capable of performing the intended analysis.

Among commercial software providers, Stata (from version 16 on) offers built-in functions to perform various meta-analytical analyses or to produce various plots (Palmer and Sterne 2016 ). For SPSS and SAS, there exist several macros for meta-analyses provided by scholars, such as David B. Wilson or Andy P. Field and Raphael Gillet (Field and Gillett 2010 ). Footnote 3 Footnote 4 For researchers using the open-source software R (R Core Team 2021 ), Polanin et al. ( 2017 ) provide an overview of 63 meta-analysis packages and their functionalities. For new users, they recommend the package metafor (Viechtbauer 2010 ), which includes most necessary functions and for which the author Wolfgang Viechtbauer provides tutorials on his project website. Footnote 5 Footnote 6 In addition to packages and macros for statistical software, templates for Microsoft Excel have also been developed to conduct simple meta-analyses, such as Meta-Essentials by Suurmond et al. ( 2017 ). Footnote 7 Finally, programs purely dedicated to meta-analysis also exist, such as Comprehensive Meta-Analysis (Borenstein et al. 2013 ) or RevMan by The Cochrane Collaboration ( 2020 ).

2.6 Step 6: coding of effect sizes

2.6.1 coding sheet.

The first step in the coding process is the design of the coding sheet. A universal template does not exist because the design of the coding sheet depends on the methods used, the respective software, and the complexity of the research design. For univariate meta-analysis or meta-regression, data are typically coded in wide format. In its simplest form, when investigating a correlational relationship between two variables using the univariate approach, the coding sheet would contain a column for the study name or identifier, the effect size coded from the primary study, and the study sample size. However, such simple relationships are unlikely in management research because the included studies are typically not identical but differ in several respects. With more complex data structures or moderator variables being investigated, additional columns are added to the coding sheet to reflect the data characteristics. These variables can be coded as dummy, factor, or (semi)continuous variables and later used to perform a subgroup analysis or meta regression. For MASEM, the required data input format can deviate depending on the method used (e.g., TSSEM requires a list of correlation matrices as data input). For qualitative meta-analysis, the coding scheme typically summarizes the key qualitative findings and important contextual and conceptual information (see Hoon ( 2013 ) for a coding scheme for qualitative meta-analysis). Figure  1 shows an exemplary coding scheme for a quantitative meta-analysis on the correlational relationship between top-management team diversity and profitability. In addition to effect and sample sizes, information about the study country, firm type, and variable operationalizations are coded. The list could be extended by further study and sample characteristics.

Exemplary coding sheet for a meta-analysis on the relationship (correlation) between top-management team diversity and profitability

2.6.2 Inclusion of moderator or control variables

It is generally important to consider the intended research model and relevant nontarget variables before coding a meta-analytic dataset. For example, study characteristics can be important moderators or function as control variables in a meta-regression model. Similarly, control variables may be relevant in a MASEM approach to reduce confounding bias. Coding additional variables or constructs subsequently can be arduous if the sample of primary studies is large. However, the decision to include respective moderator or control variables, as in any empirical analysis, should always be based on strong (theoretical) rationales about how these variables can impact the investigated effect (Bernerth and Aguinis 2016 ; Bernerth et al. 2018 ; Thompson and Higgins 2002 ). While substantive moderators refer to theoretical constructs that act as buffers or enhancers of a supposed causal process, methodological moderators are features of the respective research designs that denote the methodological context of the observations and are important to control for systematic statistical particularities (Rudolph et al. 2020 ). Havranek et al. ( 2020 ) provide a list of recommended variables to code as potential moderators. While researchers may have clear expectations about the effects for some of these moderators, the concerns for other moderators may be tentative, and moderator analysis may be approached in a rather exploratory fashion. Thus, we argue that researchers should make full use of the meta-analytical design to obtain insights about potential context dependence that a primary study cannot achieve.

2.6.3 Treatment of multiple effect sizes in a study

A long-debated issue in conducting meta-analyses is whether to use only one or all available effect sizes for the same construct within a single primary study. For meta-analyses in management research, this question is fundamental because many empirical studies, particularly those relying on company databases, use multiple variables for the same construct to perform sensitivity analyses, resulting in multiple relevant effect sizes. In this case, researchers can either (randomly) select a single value, calculate a study average, or use the complete set of effect sizes (Bijmolt and Pieters 2001 ; López-López et al. 2018 ). Multiple effect sizes from the same study enrich the meta-analytic dataset and allow us to investigate the heterogeneity of the relationship of interest, such as different variable operationalizations (López-López et al. 2018 ; Moeyaert et al. 2017 ). However, including more than one effect size from the same study violates the independency assumption of observations (Cheung 2019 ; López-López et al. 2018 ), which can lead to biased results and erroneous conclusions (Gooty et al. 2021 ). We follow the recommendation of current best practice guides to take advantage of using all available effect size observations but to carefully consider interdependencies using appropriate methods such as multilevel models, panel regression models, or robust variance estimation (Cheung 2019 ; Geyer-Klingeberg et al. 2020 ; Gooty et al. 2021 ; López-López et al. 2018 ; Moeyaert et al. 2017 ).

2.7 Step 7: analysis

2.7.1 outlier analysis and tests for publication bias.

Before conducting the primary analysis, some preliminary sensitivity analyses might be necessary, which should ensure the robustness of the meta-analytical findings (Rudolph et al. 2020 ). First, influential outlier observations could potentially bias the observed results, particularly if the number of total effect sizes is small. Several statistical methods can be used to identify outliers in meta-analytical datasets (Aguinis et al. 2013 ; Viechtbauer and Cheung 2010 ). However, there is a debate about whether to keep or omit these observations. Anyhow, relevant studies should be closely inspected to infer an explanation about their deviating results. As in any other primary study, outliers can be a valid representation, albeit representing a different population, measure, construct, design or procedure. Thus, inferences about outliers can provide the basis to infer potential moderators (Aguinis et al. 2013 ; Steel et al. 2021 ). On the other hand, outliers can indicate invalid research, for instance, when unrealistically strong correlations are due to construct overlap (i.e., lack of a clear demarcation between independent and dependent variables), invalid measures, or simply typing errors when coding effect sizes. An advisable step is therefore to compare the results both with and without outliers and base the decision on whether to exclude outlier observations with careful consideration (Geyskens et al. 2009 ; Grewal et al. 2018 ; Kepes et al. 2013 ). However, instead of simply focusing on the size of the outlier, its leverage should be considered. Thus, Viechtbauer and Cheung ( 2010 ) propose considering a combination of standardized deviation and a study’s leverage.

Second, as mentioned in the context of a literature search, potential publication bias may be an issue. Publication bias can be examined in multiple ways (Rothstein et al. 2005 ). First, the funnel plot is a simple graphical tool that can provide an overview of the effect size distribution and help to detect publication bias (Stanley and Doucouliagos 2010 ). A funnel plot can also support in identifying potential outliers. As mentioned above, a graphical display of deviation (e.g., studentized residuals) and leverage (Cook’s distance) can help detect the presence of outliers and evaluate their influence (Viechtbauer and Cheung 2010 ). Moreover, several statistical procedures can be used to test for publication bias (Harrison et al. 2017 ; Kepes et al. 2012 ), including subgroup comparisons between published and unpublished studies, Begg and Mazumdar’s ( 1994 ) rank correlation test, cumulative meta-analysis (Borenstein et al. 2009 ), the trim and fill method (Duval and Tweedie 2000a , b ), Egger et al.’s ( 1997 ) regression test, failsafe N (Rosenthal 1979 ), or selection models (Hedges and Vevea 2005 ; Vevea and Woods 2005 ). In examining potential publication bias, Kepes et al. ( 2012 ) and Harrison et al. ( 2017 ) both recommend not relying only on a single test but rather using multiple conceptionally different test procedures (i.e., the so-called “triangulation approach”).

2.7.2 Model choice

After controlling and correcting for the potential presence of impactful outliers or publication bias, the next step in meta-analysis is the primary analysis, where meta-analysts must decide between two different types of models that are based on different assumptions: fixed-effects and random-effects (Borenstein et al. 2010 ). Fixed-effects models assume that all observations share a common mean effect size, which means that differences are only due to sampling error, while random-effects models assume heterogeneity and allow for a variation of the true effect sizes across studies (Borenstein et al. 2010 ; Cheung and Vijayakumar 2016 ; Hunter and Schmidt 2004 ). Both models are explained in detail in standard textbooks (e.g., Borenstein et al. 2009 ; Hunter and Schmidt 2004 ; Lipsey and Wilson 2001 ).

In general, the presence of heterogeneity is likely in management meta-analyses because most studies do not have identical empirical settings, which can yield different effect size strengths or directions for the same investigated phenomenon. For example, the identified studies have been conducted in different countries with different institutional settings, or the type of study participants varies (e.g., students vs. employees, blue-collar vs. white-collar workers, or manufacturing vs. service firms). Thus, the vast majority of meta-analyses in management research and related fields use random-effects models (Aguinis et al. 2011a ). In a meta-regression, the random-effects model turns into a so-called mixed-effects model because moderator variables are added as fixed effects to explain the impact of observed study characteristics on effect size variations (Raudenbush 2009 ).

2.8 Step 8: reporting results

2.8.1 reporting in the article.

The final step in performing a meta-analysis is reporting its results. Most importantly, all steps and methodological decisions should be comprehensible to the reader. DeSimone et al. ( 2020 ) provide an extensive checklist for journal reviewers of meta-analytical studies. This checklist can also be used by authors when performing their analyses and reporting their results to ensure that all important aspects have been addressed. Alternative checklists are provided, for example, by Appelbaum et al. ( 2018 ) or Page et al. ( 2021 ). Similarly, Levitt et al. ( 2018 ) provide a detailed guide for qualitative meta-analysis reporting standards.

For quantitative meta-analyses, tables reporting results should include all important information and test statistics, including mean effect sizes; standard errors and confidence intervals; the number of observations and study samples included; and heterogeneity measures. If the meta-analytic sample is rather small, a forest plot provides a good overview of the different findings and their accuracy. However, this figure will be less feasible for meta-analyses with several hundred effect sizes included. Also, results displayed in the tables and figures must be explained verbally in the results and discussion sections. Most importantly, authors must answer the primary research question, i.e., whether there is a positive, negative, or no relationship between the variables of interest, or whether the examined intervention has a certain effect. These results should be interpreted with regard to their magnitude (or significance), both economically and statistically. However, when discussing meta-analytical results, authors must describe the complexity of the results, including the identified heterogeneity and important moderators, future research directions, and theoretical relevance (DeSimone et al. 2019 ). In particular, the discussion of identified heterogeneity and underlying moderator effects is critical; not including this information can lead to false conclusions among readers, who interpret the reported mean effect size as universal for all included primary studies and ignore the variability of findings when citing the meta-analytic results in their research (Aytug et al. 2012 ; DeSimone et al. 2019 ).

2.8.2 Open-science practices

Another increasingly important topic is the public provision of meta-analytical datasets and statistical codes via open-source repositories. Open-science practices allow for results validation and for the use of coded data in subsequent meta-analyses ( Polanin et al. 2020 ), contributing to the development of cumulative science. Steel et al. ( 2021 ) refer to open science meta-analyses as a step towards “living systematic reviews” (Elliott et al. 2017 ) with continuous updates in real time. MRQ supports this development and encourages authors to make their datasets publicly available. Moreau and Gamble ( 2020 ), for example, provide various templates and video tutorials to conduct open science meta-analyses. There exist several open science repositories, such as the Open Science Foundation (OSF; for a tutorial, see Soderberg 2018 ), to preregister and make documents publicly available. Furthermore, several initiatives in the social sciences have been established to develop dynamic meta-analyses, such as metaBUS (Bosco et al. 2015 , 2017 ), MetaLab (Bergmann et al. 2018 ), or PsychOpen CAMA (Burgard et al. 2021 ).

3 Conclusion

This editorial provides a comprehensive overview of the essential steps in conducting and reporting a meta-analysis with references to more in-depth methodological articles. It also serves as a guide for meta-analyses submitted to MRQ and other management journals. MRQ welcomes all types of meta-analyses from all subfields and disciplines of management research.

Gusenbauer and Haddaway ( 2020 ), however, point out that Google Scholar is not appropriate as a primary search engine due to a lack of reproducibility of search results.

One effect size calculator by David B. Wilson is accessible via: https://www.campbellcollaboration.org/escalc/html/EffectSizeCalculator-Home.php .

The macros of David B. Wilson can be downloaded from: http://mason.gmu.edu/~dwilsonb/ .

The macros of Field and Gillet ( 2010 ) can be downloaded from: https://www.discoveringstatistics.com/repository/fieldgillett/how_to_do_a_meta_analysis.html .

The tutorials can be found via: https://www.metafor-project.org/doku.php .

Metafor does currently not provide functions to conduct MASEM. For MASEM, users can, for instance, use the package metaSEM (Cheung 2015b ).

The workbooks can be downloaded from: https://www.erim.eur.nl/research-support/meta-essentials/ .

Aguinis H, Dalton DR, Bosco FA, Pierce CA, Dalton CM (2011a) Meta-analytic choices and judgment calls: Implications for theory building and testing, obtained effect sizes, and scholarly impact. J Manag 37(1):5–38

Google Scholar  

Aguinis H, Gottfredson RK, Joo H (2013) Best-practice recommendations for defining, identifying, and handling outliers. Organ Res Methods 16(2):270–301

Article   Google Scholar  

Aguinis H, Gottfredson RK, Wright TA (2011b) Best-practice recommendations for estimating interaction effects using meta-analysis. J Organ Behav 32(8):1033–1043

Aguinis H, Pierce CA, Bosco FA, Dalton DR, Dalton CM (2011c) Debunking myths and urban legends about meta-analysis. Organ Res Methods 14(2):306–331

Aloe AM (2015) Inaccuracy of regression results in replacing bivariate correlations. Res Synth Methods 6(1):21–27

Anderson RG, Kichkha A (2017) Replication, meta-analysis, and research synthesis in economics. Am Econ Rev 107(5):56–59

Appelbaum M, Cooper H, Kline RB, Mayo-Wilson E, Nezu AM, Rao SM (2018) Journal article reporting standards for quantitative research in psychology: the APA publications and communications BOARD task force report. Am Psychol 73(1):3–25

Aytug ZG, Rothstein HR, Zhou W, Kern MC (2012) Revealed or concealed? Transparency of procedures, decisions, and judgment calls in meta-analyses. Organ Res Methods 15(1):103–133

Begg CB, Mazumdar M (1994) Operating characteristics of a rank correlation test for publication bias. Biometrics 50(4):1088–1101. https://doi.org/10.2307/2533446

Bergh DD, Aguinis H, Heavey C, Ketchen DJ, Boyd BK, Su P, Lau CLL, Joo H (2016) Using meta-analytic structural equation modeling to advance strategic management research: Guidelines and an empirical illustration via the strategic leadership-performance relationship. Strateg Manag J 37(3):477–497

Becker BJ (1992) Using results from replicated studies to estimate linear models. J Educ Stat 17(4):341–362

Becker BJ (1995) Corrections to “Using results from replicated studies to estimate linear models.” J Edu Behav Stat 20(1):100–102

Bergmann C, Tsuji S, Piccinini PE, Lewis ML, Braginsky M, Frank MC, Cristia A (2018) Promoting replicability in developmental research through meta-analyses: Insights from language acquisition research. Child Dev 89(6):1996–2009

Bernerth JB, Aguinis H (2016) A critical review and best-practice recommendations for control variable usage. Pers Psychol 69(1):229–283

Bernerth JB, Cole MS, Taylor EC, Walker HJ (2018) Control variables in leadership research: A qualitative and quantitative review. J Manag 44(1):131–160

Bijmolt TH, Pieters RG (2001) Meta-analysis in marketing when studies contain multiple measurements. Mark Lett 12(2):157–169

Block J, Kuckertz A (2018) Seven principles of effective replication studies: Strengthening the evidence base of management research. Manag Rev Quart 68:355–359

Borenstein M (2009) Effect sizes for continuous data. In: Cooper H, Hedges LV, Valentine JC (eds) The handbook of research synthesis and meta-analysis. Russell Sage Foundation, pp 221–235

Borenstein M, Hedges LV, Higgins JPT, Rothstein HR (2009) Introduction to meta-analysis. John Wiley, Chichester

Book   Google Scholar  

Borenstein M, Hedges LV, Higgins JPT, Rothstein HR (2010) A basic introduction to fixed-effect and random-effects models for meta-analysis. Res Synth Methods 1(2):97–111

Borenstein M, Hedges L, Higgins J, Rothstein H (2013) Comprehensive meta-analysis (version 3). Biostat, Englewood, NJ

Borenstein M, Higgins JP (2013) Meta-analysis and subgroups. Prev Sci 14(2):134–143

Bosco FA, Steel P, Oswald FL, Uggerslev K, Field JG (2015) Cloud-based meta-analysis to bridge science and practice: Welcome to metaBUS. Person Assess Decis 1(1):3–17

Bosco FA, Uggerslev KL, Steel P (2017) MetaBUS as a vehicle for facilitating meta-analysis. Hum Resour Manag Rev 27(1):237–254

Burgard T, Bošnjak M, Studtrucker R (2021) Community-augmented meta-analyses (CAMAs) in psychology: potentials and current systems. Zeitschrift Für Psychologie 229(1):15–23

Cheung MWL (2015a) Meta-analysis: A structural equation modeling approach. John Wiley & Sons, Chichester

Cheung MWL (2015b) metaSEM: An R package for meta-analysis using structural equation modeling. Front Psychol 5:1521

Cheung MWL (2019) A guide to conducting a meta-analysis with non-independent effect sizes. Neuropsychol Rev 29(4):387–396

Cheung MWL, Chan W (2005) Meta-analytic structural equation modeling: a two-stage approach. Psychol Methods 10(1):40–64

Cheung MWL, Vijayakumar R (2016) A guide to conducting a meta-analysis. Neuropsychol Rev 26(2):121–128

Combs JG, Crook TR, Rauch A (2019) Meta-analytic research in management: contemporary approaches unresolved controversies and rising standards. J Manag Stud 56(1):1–18. https://doi.org/10.1111/joms.12427

DeSimone JA, Köhler T, Schoen JL (2019) If it were only that easy: the use of meta-analytic research by organizational scholars. Organ Res Methods 22(4):867–891. https://doi.org/10.1177/1094428118756743

DeSimone JA, Brannick MT, O’Boyle EH, Ryu JW (2020) Recommendations for reviewing meta-analyses in organizational research. Organ Res Methods 56:455–463

Duval S, Tweedie R (2000a) Trim and fill: a simple funnel-plot–based method of testing and adjusting for publication bias in meta-analysis. Biometrics 56(2):455–463

Duval S, Tweedie R (2000b) A nonparametric “trim and fill” method of accounting for publication bias in meta-analysis. J Am Stat Assoc 95(449):89–98

Egger M, Smith GD, Schneider M, Minder C (1997) Bias in meta-analysis detected by a simple, graphical test. BMJ 315(7109):629–634

Eisend M (2017) Meta-Analysis in advertising research. J Advert 46(1):21–35

Elliott JH, Synnot A, Turner T, Simmons M, Akl EA, McDonald S, Salanti G, Meerpohl J, MacLehose H, Hilton J, Tovey D, Shemilt I, Thomas J (2017) Living systematic review: 1. Introduction—the why, what, when, and how. J Clin Epidemiol 91:2330. https://doi.org/10.1016/j.jclinepi.2017.08.010

Field AP, Gillett R (2010) How to do a meta-analysis. Br J Math Stat Psychol 63(3):665–694

Fisch C, Block J (2018) Six tips for your (systematic) literature review in business and management research. Manag Rev Quart 68:103–106

Fortunato S, Bergstrom CT, Börner K, Evans JA, Helbing D, Milojević S, Petersen AM, Radicchi F, Sinatra R, Uzzi B, Vespignani A (2018) Science of science. Science 359(6379). https://doi.org/10.1126/science.aao0185

Geyer-Klingeberg J, Hang M, Rathgeber A (2020) Meta-analysis in finance research: Opportunities, challenges, and contemporary applications. Int Rev Finan Anal 71:101524

Geyskens I, Krishnan R, Steenkamp JBE, Cunha PV (2009) A review and evaluation of meta-analysis practices in management research. J Manag 35(2):393–419

Glass GV (2015) Meta-analysis at middle age: a personal history. Res Synth Methods 6(3):221–231

Gonzalez-Mulé E, Aguinis H (2018) Advancing theory by assessing boundary conditions with metaregression: a critical review and best-practice recommendations. J Manag 44(6):2246–2273

Gooty J, Banks GC, Loignon AC, Tonidandel S, Williams CE (2021) Meta-analyses as a multi-level model. Organ Res Methods 24(2):389–411. https://doi.org/10.1177/1094428119857471

Grewal D, Puccinelli N, Monroe KB (2018) Meta-analysis: integrating accumulated knowledge. J Acad Mark Sci 46(1):9–30

Gurevitch J, Koricheva J, Nakagawa S, Stewart G (2018) Meta-analysis and the science of research synthesis. Nature 555(7695):175–182

Gusenbauer M, Haddaway NR (2020) Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Res Synth Methods 11(2):181–217

Habersang S, Küberling-Jost J, Reihlen M, Seckler C (2019) A process perspective on organizational failure: a qualitative meta-analysis. J Manage Stud 56(1):19–56

Harari MB, Parola HR, Hartwell CJ, Riegelman A (2020) Literature searches in systematic reviews and meta-analyses: A review, evaluation, and recommendations. J Vocat Behav 118:103377

Harrison JS, Banks GC, Pollack JM, O’Boyle EH, Short J (2017) Publication bias in strategic management research. J Manag 43(2):400–425

Havránek T, Stanley TD, Doucouliagos H, Bom P, Geyer-Klingeberg J, Iwasaki I, Reed WR, Rost K, Van Aert RCM (2020) Reporting guidelines for meta-analysis in economics. J Econ Surveys 34(3):469–475

Hedges LV, Olkin I (1985) Statistical methods for meta-analysis. Academic Press, Orlando

Hedges LV, Vevea JL (2005) Selection methods approaches. In: Rothstein HR, Sutton A, Borenstein M (eds) Publication bias in meta-analysis: prevention, assessment, and adjustments. Wiley, Chichester, pp 145–174

Hoon C (2013) Meta-synthesis of qualitative case studies: an approach to theory building. Organ Res Methods 16(4):522–556

Hunter JE, Schmidt FL (1990) Methods of meta-analysis: correcting error and bias in research findings. Sage, Newbury Park

Hunter JE, Schmidt FL (2004) Methods of meta-analysis: correcting error and bias in research findings, 2nd edn. Sage, Thousand Oaks

Hunter JE, Schmidt FL, Jackson GB (1982) Meta-analysis: cumulating research findings across studies. Sage Publications, Beverly Hills

Jak S (2015) Meta-analytic structural equation modelling. Springer, New York, NY

Kepes S, Banks GC, McDaniel M, Whetzel DL (2012) Publication bias in the organizational sciences. Organ Res Methods 15(4):624–662

Kepes S, McDaniel MA, Brannick MT, Banks GC (2013) Meta-analytic reviews in the organizational sciences: Two meta-analytic schools on the way to MARS (the Meta-Analytic Reporting Standards). J Bus Psychol 28(2):123–143

Kraus S, Breier M, Dasí-Rodríguez S (2020) The art of crafting a systematic literature review in entrepreneurship research. Int Entrepreneur Manag J 16(3):1023–1042

Levitt HM (2018) How to conduct a qualitative meta-analysis: tailoring methods to enhance methodological integrity. Psychother Res 28(3):367–378

Levitt HM, Bamberg M, Creswell JW, Frost DM, Josselson R, Suárez-Orozco C (2018) Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: the APA publications and communications board task force report. Am Psychol 73(1):26

Lipsey MW, Wilson DB (2001) Practical meta-analysis. Sage Publications, Inc.

López-López JA, Page MJ, Lipsey MW, Higgins JP (2018) Dealing with effect size multiplicity in systematic reviews and meta-analyses. Res Synth Methods 9(3):336–351

Martín-Martín A, Thelwall M, Orduna-Malea E, López-Cózar ED (2021) Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations. Scientometrics 126(1):871–906

Merton RK (1968) The Matthew effect in science: the reward and communication systems of science are considered. Science 159(3810):56–63

Moeyaert M, Ugille M, Natasha Beretvas S, Ferron J, Bunuan R, Van den Noortgate W (2017) Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis. Int J Soc Res Methodol 20(6):559–572

Moher D, Liberati A, Tetzlaff J, Altman DG, Prisma Group (2009) Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS medicine. 6(7):e1000097

Mongeon P, Paul-Hus A (2016) The journal coverage of Web of Science and Scopus: a comparative analysis. Scientometrics 106(1):213–228

Moreau D, Gamble B (2020) Conducting a meta-analysis in the age of open science: Tools, tips, and practical recommendations. Psychol Methods. https://doi.org/10.1037/met0000351

O’Mara-Eves A, Thomas J, McNaught J, Miwa M, Ananiadou S (2015) Using text mining for study identification in systematic reviews: a systematic review of current approaches. Syst Rev 4(1):1–22

Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A (2016) Rayyan—a web and mobile app for systematic reviews. Syst Rev 5(1):1–10

Owen E, Li Q (2021) The conditional nature of publication bias: a meta-regression analysis. Polit Sci Res Methods 9(4):867–877

Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, Shamseer L, Tetzlaff JM, Akl EA, Brennan SE, Chou R, Glanville J, Grimshaw JM, Hróbjartsson A, Lalu MM, Li T, Loder EW, Mayo-Wilson E,McDonald S,McGuinness LA, Stewart LA, Thomas J, Tricco AC, Welch VA, Whiting P, Moher D (2021) The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 372. https://doi.org/10.1136/bmj.n71

Palmer TM, Sterne JAC (eds) (2016) Meta-analysis in stata: an updated collection from the stata journal, 2nd edn. Stata Press, College Station, TX

Pigott TD, Polanin JR (2020) Methodological guidance paper: High-quality meta-analysis in a systematic review. Rev Educ Res 90(1):24–46

Polanin JR, Tanner-Smith EE, Hennessy EA (2016) Estimating the difference between published and unpublished effect sizes: a meta-review. Rev Educ Res 86(1):207–236

Polanin JR, Hennessy EA, Tanner-Smith EE (2017) A review of meta-analysis packages in R. J Edu Behav Stat 42(2):206–242

Polanin JR, Hennessy EA, Tsuji S (2020) Transparency and reproducibility of meta-analyses in psychology: a meta-review. Perspect Psychol Sci 15(4):1026–1041. https://doi.org/10.1177/17456916209064

R Core Team (2021). R: A language and environment for statistical computing . R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/ .

Rauch A (2020) Opportunities and threats in reviewing entrepreneurship theory and practice. Entrep Theory Pract 44(5):847–860

Rauch A, van Doorn R, Hulsink W (2014) A qualitative approach to evidence–based entrepreneurship: theoretical considerations and an example involving business clusters. Entrep Theory Pract 38(2):333–368

Raudenbush SW (2009) Analyzing effect sizes: Random-effects models. In: Cooper H, Hedges LV, Valentine JC (eds) The handbook of research synthesis and meta-analysis, 2nd edn. Russell Sage Foundation, New York, NY, pp 295–315

Rosenthal R (1979) The file drawer problem and tolerance for null results. Psychol Bull 86(3):638

Rothstein HR, Sutton AJ, Borenstein M (2005) Publication bias in meta-analysis: prevention, assessment and adjustments. Wiley, Chichester

Roth PL, Le H, Oh I-S, Van Iddekinge CH, Bobko P (2018) Using beta coefficients to impute missing correlations in meta-analysis research: Reasons for caution. J Appl Psychol 103(6):644–658. https://doi.org/10.1037/apl0000293

Rudolph CW, Chang CK, Rauvola RS, Zacher H (2020) Meta-analysis in vocational behavior: a systematic review and recommendations for best practices. J Vocat Behav 118:103397

Schmidt FL (2017) Statistical and measurement pitfalls in the use of meta-regression in meta-analysis. Career Dev Int 22(5):469–476

Schmidt FL, Hunter JE (2015) Methods of meta-analysis: correcting error and bias in research findings. Sage, Thousand Oaks

Schwab A (2015) Why all researchers should report effect sizes and their confidence intervals: Paving the way for meta–analysis and evidence–based management practices. Entrepreneurship Theory Pract 39(4):719–725. https://doi.org/10.1111/etap.12158

Shaw JD, Ertug G (2017) The suitability of simulations and meta-analyses for submissions to Academy of Management Journal. Acad Manag J 60(6):2045–2049

Soderberg CK (2018) Using OSF to share data: A step-by-step guide. Adv Methods Pract Psychol Sci 1(1):115–120

Stanley TD, Doucouliagos H (2010) Picture this: a simple graph that reveals much ado about research. J Econ Surveys 24(1):170–191

Stanley TD, Doucouliagos H (2012) Meta-regression analysis in economics and business. Routledge, London

Stanley TD, Jarrell SB (1989) Meta-regression analysis: a quantitative method of literature surveys. J Econ Surveys 3:54–67

Steel P, Beugelsdijk S, Aguinis H (2021) The anatomy of an award-winning meta-analysis: Recommendations for authors, reviewers, and readers of meta-analytic reviews. J Int Bus Stud 52(1):23–44

Suurmond R, van Rhee H, Hak T (2017) Introduction, comparison, and validation of Meta-Essentials: a free and simple tool for meta-analysis. Res Synth Methods 8(4):537–553

The Cochrane Collaboration (2020). Review Manager (RevMan) [Computer program] (Version 5.4).

Thomas J, Noel-Storr A, Marshall I, Wallace B, McDonald S, Mavergames C, Glasziou P, Shemilt I, Synnot A, Turner T, Elliot J (2017) Living systematic reviews: 2. Combining human and machine effort. J Clin Epidemiol 91:31–37

Thompson SG, Higgins JP (2002) How should meta-regression analyses be undertaken and interpreted? Stat Med 21(11):1559–1573

Tipton E, Pustejovsky JE, Ahmadi H (2019) A history of meta-regression: technical, conceptual, and practical developments between 1974 and 2018. Res Synth Methods 10(2):161–179

Vevea JL, Woods CM (2005) Publication bias in research synthesis: Sensitivity analysis using a priori weight functions. Psychol Methods 10(4):428–443

Viechtbauer W (2010) Conducting meta-analyses in R with the metafor package. J Stat Softw 36(3):1–48

Viechtbauer W, Cheung MWL (2010) Outlier and influence diagnostics for meta-analysis. Res Synth Methods 1(2):112–125

Viswesvaran C, Ones DS (1995) Theory testing: combining psychometric meta-analysis and structural equations modeling. Pers Psychol 48(4):865–885

Wilson SJ, Polanin JR, Lipsey MW (2016) Fitting meta-analytic structural equation models with complex datasets. Res Synth Methods 7(2):121–139. https://doi.org/10.1002/jrsm.1199

Wood JA (2008) Methodology for dealing with duplicate study effects in a meta-analysis. Organ Res Methods 11(1):79–95

Download references

Open Access funding enabled and organized by Projekt DEAL. No funding was received to assist with the preparation of this manuscript.

Author information

Authors and affiliations.

University of Luxembourg, Luxembourg, Luxembourg

Christopher Hansen

Leibniz Institute for Psychology (ZPID), Trier, Germany

Holger Steinmetz

Trier University, Trier, Germany

Erasmus University Rotterdam, Rotterdam, The Netherlands

Wittener Institut Für Familienunternehmen, Universität Witten/Herdecke, Witten, Germany

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Jörn Block .

Ethics declarations

Conflict of interest.

The authors have no relevant financial or non-financial interests to disclose.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

See Table 1 .

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Hansen, C., Steinmetz, H. & Block, J. How to conduct a meta-analysis in eight steps: a practical guide. Manag Rev Q 72 , 1–19 (2022). https://doi.org/10.1007/s11301-021-00247-4

Download citation

Published : 30 November 2021

Issue Date : February 2022

DOI : https://doi.org/10.1007/s11301-021-00247-4

Share this article

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

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

Provided by the Springer Nature SharedIt content-sharing initiative

• Find a journal
• Publish with us
• Track your research

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Chapter 3: Developing a Research Question

3.2 Exploration, Description, Explanation

As you can see, there is much to think about and many decisions to be made as you begin to define your research question and your research project. Something else you will need to consider in the early stages is whether your research will be exploratory, descriptive, or explanatory. Each of these types of research has a different aim or purpose, consequently, how you design your research project will be determined in part by this decision. In the following paragraphs we will look at these three types of research.

Exploratory research

Researchers conducting exploratory research are typically at the early stages of examining their topics. These sorts of projects are usually conducted when a researcher wants to test the feasibility of conducting a more extensive study; he or she wants to figure out the lay of the land with respect to the particular topic. Perhaps very little prior research has been conducted on this subject. If this is the case, a researcher may wish to do some exploratory work to learn what method to use in collecting data, how best to approach research participants, or even what sorts of questions are reasonable to ask. A researcher wanting to simply satisfy his or her own curiosity about a topic could also conduct exploratory research. Conducting exploratory research on a topic is often a necessary first step, both to satisfy researcher curiosity about the subject and to better understand the phenomenon and the research participants in order to design a larger, subsequent study. See Table 2.1 for examples.

Descriptive research

Sometimes the goal of research is to describe or define a particular phenomenon. In this case, descriptive research would be an appropriate strategy. A descriptive may, for example, aim to describe a pattern. For example, researchers often collect information to describe something for the benefit of the general public. Market researchers rely on descriptive research to tell them what consumers think of their products. In fact, descriptive research has many useful applications, and you probably rely on findings from descriptive research without even being aware that that is what you are doing. See Table 3.1 for examples.

Explanatory research

The third type of research, explanatory research, seeks to answer “why” questions. In this case, the researcher is trying to identify the causes and effects of whatever phenomenon is being studied. An explanatory study of college students’ addictions to their electronic gadgets, for example, might aim to understand why students become addicted. Does it have anything to do with their family histories? Does it have anything to do with their other extracurricular hobbies and activities? Does it have anything to do with the people with whom they spend their time? An explanatory study could answer these kinds of questions. See Table 3.1 for examples.

Table 3.1 Exploratory, descriptive and explanatory research differences (Adapted from Adjei, n.d.).

Research Methods for the Social Sciences: An Introduction Copyright © 2020 by Valerie Sheppard is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

• Find a Course
• For Business
• For Educators
• Product News

Analytical thinking: what it is and why it matters more than ever

January 30, 2024

Welcome back to our high-impact workplace skills series. We really enjoyed the conversations happening in the comments section of last week’s top skills of 2023 issue, so be sure to check those out for perspectives and insights from fellow members of our Career Chat community.

One comment that’s been on our mind came from Kendra Vivian Lewis , who asked some thoughtful questions about the comparative importance of workplace and technical skills and if there’s a way to forecast which skills will be important in the coming years. This week’s topic—analytical thinking, the number one skill on the list—is a great example as we explore both questions. Be sure to read to the end to discover a special offer that we’re running on Coursera Plus subscriptions through September 21.

What it means to think analytically

Analytical thinking involves using data to understand problems, identify potential solutions, and suggest the solution that’s most likely to have the desired impact. It’s similar to critical thinking skills , which are the skills you use to interpret information and make decisions.

In order to succeed as a strong analytical thinker, you also need to have strong technical skills in your field. Remember: technical skills describe the things you do, while workplace skills describe how you do them. So your workplace skills, used effectively, enhance your technical skills. That’s why we consider them to be high-impact—they stand to make your work more impactful than it would have been had you only used your technical skills.

To illustrate, suppose you just started a job as a data analyst for a think tank focused on climate change, and you’ve been tasked with raising community engagement in future climate action efforts.

You might start with your technical data analysis skills as you gather data from a few sources. Then, you’ll use your analytical thinking skills to determine the validity of each data source. Perhaps you’ll discard one source when you learn the research was funded by a firm with a financial stake in fossil fuel consumption. Your technical skills lead again as you clean data, and then you’ll return to your analytical thinking skills to analyze and interpret your findings, ultimately leading to your recommendation to start a transparency campaign to display water and energy use in the community.

Tell us in the comments: How do you use your analytical skills alongside your technical skills in your day-to-day work?

Why analytical skills top the list

To develop the skills list, the World Economic Forum surveyed 800+ global employers on their views of skills and jobs over the next five years, so this list is forward-looking. According to the Future of Jobs Report , employers believe analytical thinking skills will grow in importance by 72 percent in this timeframe.

The reason employers are keen to hire employees with strong analytical thinking skills is informed by trends in automation and technological advancements. While technical data analysis becomes easier with automation, reasoning and decision-making automation is advancing at a much slower pace—meaning employers anticipate that, within the next five years, we’ll have a wealth of data at our fingertips and too few people to interpret what that data means.

Where to begin

For a crash course in critical thinking, try the University of California, Davis’s Critical Thinking Skills for the Professional course. You can finish this beginner-level course in about 7 hours.

For a more comprehensive exploration into analytical thinking , try Duke University’s Introduction to Logic and Critical Thinking Specialization . Over four courses, you’ll learn how to effectively argue and reason using logic.

For a technical process to guide your analytical thinking, try Google’s Data Analytics Professional Certificate . Ground your analytical thinking skills in technical know-how in this eight-course series.

Interested in multiple programs? Don’t miss this special offer!

Through September 21, we’re offering $100 off annual Coursera Plus subscriptions for new subscribers. With this offer, you’ll pay less than $25 per month for one year of access to 6,100 courses, Specializations, and Professional Certificates with flexibility to start new courses and move between programs at your pace.

This offer is a great choice if you are frequently tempted to enroll in multiple courses at once or plan to complete a Specialization or Professional Certificate within the next year. If that sounds like you, take a closer look at the offer and the Coursera Plus course catalog.

That’s all for this week! Join us next week to talk about motivation and self-awareness skills.

Keep reading

• Interview prep: Questions you should ask
• How to answer interview questions with the STAR method
• Coursera Receives Industry-first Authorized Instructional Platform Designation from the American Council on Education

Science shows how a surge of anger could raise heart attack risk

Can a burst of anger take a toll on the heart? 

Previous research has suggested there’s a link between an acute episode of anger and an increased risk of heart attack . Researchers from Columbia University Irving Medical Center, Yale School of Medicine, St. John’s University in New York and other institutions wanted to tease out why. 

To answer that question, they’d need to make some people angry .

The investigators recruited 280 healthy young adults and randomized them into four groups: a control group that counted out loud for eight minutes and maintained a neutral emotional state, and groups who recalled events that made them angry, sad or anxious. Before they began, and at intervals for 100 minutes afterward, the researchers took blood samples and measurements of blood flow and pressure.

The findings, published Wednesday in the Journal of the American Heart Association , show that anger may indeed affect the heart because of how it impairs blood vessel function.  

The researchers found blood vessels’ ability to dilate was significantly reduced among people in the angry group compared with those in the control group. Blood vessel dilation wasn’t affected in the sadness and anxiety groups.

Dilation can be regulated by endothelial cells, which line the insides of blood vessels. By dilating and contracting, blood vessels slow down or increase the flow of blood to the parts of the body that need it. 

Further tests revealed that there was no damage to the endothelial cells or to the body’s ability to repair any endothelial cell damage. 

The only issue was the dilation, the study found. Impairment of how blood vessels dilate is an early marker for atherosclerosis, which is the buildup of fats and cholesterol , called plaque, on artery walls that make the arteries stiff. Atherosclerosis can lead to coronary heart disease, heart attack, stroke and kidney disorders. 

“That is why endothelium-dependent vasodilation is an important mechanism to study,” said co-author Andrea Duran, an assistant professor of medical sciences at Columbia University Irving Medical Center, using the medical terminology for the impairment seen in the study.   

The results of the study could help physicians persuade their patients who have heart disease and anger problems to manage their anger, through yoga, exercise, cognitive behavioral therapy or other established techniques, said Dr. Holly Middlekauff, a cardiologist and a professor of medicine and physiology at UCLA’s David Geffen School of Medicine.

“It’s not widely known or widely accepted that anger does precipitate heart attacks,” said Middlekauff, who wasn’t involved with the study. “This study offers a biological plausibility to that theory, that anger is bad for you, that it raises your blood pressure , that we’re seeing impaired vascular health.” 

And that may get some patients’ attention, she added.

Duran cautioned that the laboratory study is a foundational study and that further research is needed. For example, scientists don’t know exactly how anger impairs blood vessel dilation. “That would be for a future study,” she said. 

In the paper, the researchers suggested several factors could be at work, including changes caused by stress hormones, increased inflammation and activation of the autonomic nervous system, which regulates involuntary processes like heart rate, blood pressure and breathing.  

In addition, the researchers intentionally selected participants who were healthy, without heart disease or other chronic conditions that could confound the results. While that is a strength of the study, it also is a limitation, because the findings may not apply to older people who are ill. 

“This was just the first step,”  said Rebecca Campo, a psychologist and program director at the National Heart, Lung and Blood Institute, which funded the study.

Future research should look at “populations with cardiovascular disease, with diabetes and at people who live in rural settings and ethnic and racial minorities.”

Middlekauff said the biggest limitation of the study is that it looked at one bout of provoked anger.

“I’d like to see a study of a group of chronically angry people and see what their vascular function is,” she said.

Barbara Mantel is an NBC News contributor. She is also the topic leader for freelancing at the Association of Health Care Journalists, writing blog posts, tip sheets and market guides, as well as producing and hosting webinars. Barbara’s work has appeared in CQ Researcher, AARP, Undark, Next Avenue, Medical Economics, Healthline, Today.com, NPR and The New York Times.