background of research paper

• Resources Home 🏠
• Try SciSpace Copilot
• Search research papers
• Add Copilot Extension
• Try AI Detector
• Try Paraphraser
• Try Citation Generator
• April Papers
• June Papers
• July Papers

How to Write an Effective Background of the Study: A Comprehensive Guide

Table of Contents

The background of the study in a research paper offers a clear context, highlighting why the research is essential and the problem it aims to address.

As a researcher, this foundational section is essential for you to chart the course of your study, Moreover, it allows readers to understand the importance and path of your research.

Whether in academic communities or to the general public, a well-articulated background aids in communicating the essence of the research effectively.

While it may seem straightforward, crafting an effective background requires a blend of clarity, precision, and relevance. Therefore, this article aims to be your guide, offering insights into:

• Understanding the concept of the background of the study.
• Learning how to craft a compelling background effectively.
• Identifying and sidestepping common pitfalls in writing the background.
• Exploring practical examples that bring the theory to life.
• Enhancing both your writing and reading of academic papers.

Keeping these compelling insights in mind, let's delve deeper into the details of the empirical background of the study, exploring its definition, distinctions, and the art of writing it effectively.

What is the background of the study?

The background of the study is placed at the beginning of a research paper. It provides the context, circumstances, and history that led to the research problem or topic being explored.

It offers readers a snapshot of the existing knowledge on the topic and the reasons that spurred your current research.

When crafting the background of your study, consider the following questions.

• What's the context of your research?
• Which previous research will you refer to?
• Are there any knowledge gaps in the existing relevant literature?
• How will you justify the need for your current research?
• Have you concisely presented the research question or problem?

In a typical research paper structure, after presenting the background, the introduction section follows. The introduction delves deeper into the specific objectives of the research and often outlines the structure or main points that the paper will cover.

Together, they create a cohesive starting point, ensuring readers are well-equipped to understand the subsequent sections of the research paper.

While the background of the study and the introduction section of the research manuscript may seem similar and sometimes even overlap, each serves a unique purpose in the research narrative.

Difference between background and introduction

A well-written background of the study and introduction are preliminary sections of a research paper and serve distinct purposes.

Here’s a detailed tabular comparison between the two of them.

What is the relevance of the background of the study?

It is necessary for you to provide your readers with the background of your research. Without this, readers may grapple with questions such as: Why was this specific research topic chosen? What led to this decision? Why is this study relevant? Is it worth their time?

Such uncertainties can deter them from fully engaging with your study, leading to the rejection of your research paper. Additionally, this can diminish its impact in the academic community, and reduce its potential for real-world application or policy influence .

To address these concerns and offer clarity, the background section plays a pivotal role in research papers.

The background of the study in research is important as it:

• Provides context: It offers readers a clear picture of the existing knowledge, helping them understand where the current research fits in.
• Highlights relevance: By detailing the reasons for the research, it underscores the study's significance and its potential impact.
• Guides the narrative: The background shapes the narrative flow of the paper, ensuring a logical progression from what's known to what the research aims to uncover.
• Enhances engagement: A well-crafted background piques the reader's interest, encouraging them to delve deeper into the research paper.
• Aids in comprehension: By setting the scenario, it aids readers in better grasping the research objectives, methodologies, and findings.

How to write the background of the study in a research paper?

The journey of presenting a compelling argument begins with the background study. This section holds the power to either captivate or lose the reader's interest.

An effectively written background not only provides context but also sets the tone for the entire research paper. It's the bridge that connects a broad topic to a specific research question, guiding readers through the logic behind the study.

But how does one craft a background of the study that resonates, informs, and engages?

Here, we’ll discuss how to write an impactful background study, ensuring your research stands out and captures the attention it deserves.

Identify the research problem

The first step is to start pinpointing the specific issue or gap you're addressing. This should be a significant and relevant problem in your field.

A well-defined problem is specific, relevant, and significant to your field. It should resonate with both experts and readers.

Here’s more on how to write an effective research problem .

Provide context

Here, you need to provide a broader perspective, illustrating how your research aligns with or contributes to the overarching context or the wider field of study. A comprehensive context is grounded in facts, offers multiple perspectives, and is relatable.

In addition to stating facts, you should weave a story that connects key concepts from the past, present, and potential future research. For instance, consider the following approach.

• Offer a brief history of the topic, highlighting major milestones or turning points that have shaped the current landscape.
• Discuss contemporary developments or current trends that provide relevant information to your research problem. This could include technological advancements, policy changes, or shifts in societal attitudes.
• Highlight the views of different stakeholders. For a topic like sustainable agriculture, this could mean discussing the perspectives of farmers, environmentalists, policymakers, and consumers.
• If relevant, compare and contrast global trends with local conditions and circumstances. This can offer readers a more holistic understanding of the topic.

Literature review

For this step, you’ll deep dive into the existing literature on the same topic. It's where you explore what scholars, researchers, and experts have already discovered or discussed about your topic.

Conducting a thorough literature review isn't just a recap of past works. To elevate its efficacy, it's essential to analyze the methods, outcomes, and intricacies of prior research work, demonstrating a thorough engagement with the existing body of knowledge.

• Instead of merely listing past research study, delve into their methodologies, findings, and limitations. Highlight groundbreaking studies and those that had contrasting results.
• Try to identify patterns. Look for recurring themes or trends in the literature. Are there common conclusions or contentious points?
• The next step would be to connect the dots. Show how different pieces of research relate to each other. This can help in understanding the evolution of thought on the topic.

By showcasing what's already known, you can better highlight the background of the study in research.

Highlight the research gap

This step involves identifying the unexplored areas or unanswered questions in the existing literature. Your research seeks to address these gaps, providing new insights or answers.

A clear research gap shows you've thoroughly engaged with existing literature and found an area that needs further exploration.

How can you efficiently highlight the research gap?

• Find the overlooked areas. Point out topics or angles that haven't been adequately addressed.
• Highlight questions that have emerged due to recent developments or changing circumstances.
• Identify areas where insights from other fields might be beneficial but haven't been explored yet.

State your objectives

Here, it’s all about laying out your game plan — What do you hope to achieve with your research? You need to mention a clear objective that’s specific, actionable, and directly tied to the research gap.

How to state your objectives?

• List the primary questions guiding your research.
• If applicable, state any hypotheses or predictions you aim to test.
• Specify what you hope to achieve, whether it's new insights, solutions, or methodologies.

Discuss the significance

This step describes your 'why'. Why is your research important? What broader implications does it have?

The significance of “why” should be both theoretical (adding to the existing literature) and practical (having real-world implications).

How do we effectively discuss the significance?

• Discuss how your research adds to the existing body of knowledge.
• Highlight how your findings could be applied in real-world scenarios, from policy changes to on-ground practices.
• Point out how your research could pave the way for further studies or open up new areas of exploration.

Summarize your points

A concise summary acts as a bridge, smoothly transitioning readers from the background to the main body of the paper. This step is a brief recap, ensuring that readers have grasped the foundational concepts.

How to summarize your study?

• Revisit the key points discussed, from the research problem to its significance.
• Prepare the reader for the subsequent sections, ensuring they understand the research's direction.

Include examples for better understanding

Research and come up with real-world or hypothetical examples to clarify complex concepts or to illustrate the practical applications of your research. Relevant examples make abstract ideas tangible, aiding comprehension.

How to include an effective example of the background of the study?

• Use past events or scenarios to explain concepts.
• Craft potential scenarios to demonstrate the implications of your findings.
• Use comparisons to simplify complex ideas, making them more relatable.

Crafting a compelling background of the study in research is about striking the right balance between providing essential context, showcasing your comprehensive understanding of the existing literature, and highlighting the unique value of your research .

While writing the background of the study, keep your readers at the forefront of your mind. Every piece of information, every example, and every objective should be geared toward helping them understand and appreciate your research.

How to avoid mistakes in the background of the study in research?

To write a well-crafted background of the study, you should be aware of the following potential research pitfalls .

• Stay away from ambiguity. Always assume that your reader might not be familiar with intricate details about your topic.
• Avoid discussing unrelated themes. Stick to what's directly relevant to your research problem.
• Ensure your background is well-organized. Information should flow logically, making it easy for readers to follow.
• While it's vital to provide context, avoid overwhelming the reader with excessive details that might not be directly relevant to your research problem.
• Ensure you've covered the most significant and relevant studies i` n your field. Overlooking key pieces of literature can make your background seem incomplete.
• Aim for a balanced presentation of facts, and avoid showing overt bias or presenting only one side of an argument.
• While academic paper often involves specialized terms, ensure they're adequately explained or use simpler alternatives when possible.
• Every claim or piece of information taken from existing literature should be appropriately cited. Failing to do so can lead to issues of plagiarism.
• Avoid making the background too lengthy. While thoroughness is appreciated, it should not come at the expense of losing the reader's interest. Maybe prefer to keep it to one-two paragraphs long.
• Especially in rapidly evolving fields, it's crucial to ensure that your literature review section is up-to-date and includes the latest research.

Example of an effective background of the study

Let's consider a topic: "The Impact of Online Learning on Student Performance." The ideal background of the study section for this topic would be as follows.

In the last decade, the rise of the internet has revolutionized many sectors, including education. Online learning platforms, once a supplementary educational tool, have now become a primary mode of instruction for many institutions worldwide. With the recent global events, such as the COVID-19 pandemic, there has been a rapid shift from traditional classroom learning to online modes, making it imperative to understand its effects on student performance.

Previous studies have explored various facets of online learning, from its accessibility to its flexibility. However, there is a growing need to assess its direct impact on student outcomes. While some educators advocate for its benefits, citing the convenience and vast resources available, others express concerns about potential drawbacks, such as reduced student engagement and the challenges of self-discipline.

This research aims to delve deeper into this debate, evaluating the true impact of online learning on student performance.

Why is this example considered as an effective background section of a research paper?

This background section example effectively sets the context by highlighting the rise of online learning and its increased relevance due to recent global events. It references prior research on the topic, indicating a foundation built on existing knowledge.

By presenting both the potential advantages and concerns of online learning, it establishes a balanced view, leading to the clear purpose of the study: to evaluate the true impact of online learning on student performance.

As we've explored, writing an effective background of the study in research requires clarity, precision, and a keen understanding of both the broader landscape and the specific details of your topic.

From identifying the research problem, providing context, reviewing existing literature to highlighting research gaps and stating objectives, each step is pivotal in shaping the narrative of your research. And while there are best practices to follow, it's equally crucial to be aware of the pitfalls to avoid.

Remember, writing or refining the background of your study is essential to engage your readers, familiarize them with the research context, and set the ground for the insights your research project will unveil.

Drawing from all the important details, insights and guidance shared, you're now in a strong position to craft a background of the study that not only informs but also engages and resonates with your readers.

Now that you've a clear understanding of what the background of the study aims to achieve, the natural progression is to delve into the next crucial component — write an effective introduction section of a research paper. Read here .

Frequently Asked Questions

The background of the study should include a clear context for the research, references to relevant previous studies, identification of knowledge gaps, justification for the current research, a concise overview of the research problem or question, and an indication of the study's significance or potential impact.

The background of the study is written to provide readers with a clear understanding of the context, significance, and rationale behind the research. It offers a snapshot of existing knowledge on the topic, highlights the relevance of the study, and sets the stage for the research questions and objectives. It ensures that readers can grasp the importance of the research and its place within the broader field of study.

The background of the study is a section in a research paper that provides context, circumstances, and history leading to the research problem or topic being explored. It presents existing knowledge on the topic and outlines the reasons that spurred the current research, helping readers understand the research's foundation and its significance in the broader academic landscape.

The number of paragraphs in the background of the study can vary based on the complexity of the topic and the depth of the context required. Typically, it might range from 3 to 5 paragraphs, but in more detailed or complex research papers, it could be longer. The key is to ensure that all relevant information is presented clearly and concisely, without unnecessary repetition.

You might also like

Beyond Google Scholar: Why SciSpace is the best alternative

Types of Literature Review — A Guide for Researchers

SciSpace or Connected Papers: An in-depth analysis

• Manuscript Preparation

What is the Background of a Study and How Should it be Written?

• 3 minute read
• 813.7K views

Table of Contents

The background of a study is one of the most important components of a research paper. The quality of the background determines whether the reader will be interested in the rest of the study. Thus, to ensure that the audience is invested in reading the entire research paper, it is important to write an appealing and effective background. So, what constitutes the background of a study, and how must it be written?

What is the background of a study?

The background of a study is the first section of the paper and establishes the context underlying the research. It contains the rationale, the key problem statement, and a brief overview of research questions that are addressed in the rest of the paper. The background forms the crux of the study because it introduces an unaware audience to the research and its importance in a clear and logical manner. At times, the background may even explore whether the study builds on or refutes findings from previous studies. Any relevant information that the readers need to know before delving into the paper should be made available to them in the background.

How is a background different from the introduction?

The introduction of your research paper is presented before the background. Let’s find out what factors differentiate the background from the introduction.

• The introduction only contains preliminary data about the research topic and does not state the purpose of the study. On the contrary, the background clarifies the importance of the study in detail.
• The introduction provides an overview of the research topic from a broader perspective, while the background provides a detailed understanding of the topic.
• The introduction should end with the mention of the research questions, aims, and objectives of the study. In contrast, the background follows no such format and only provides essential context to the study.

How should one write the background of a research paper?

The length and detail presented in the background varies for different research papers, depending on the complexity and novelty of the research topic. At times, a simple background suffices, even if the study is complex. Before writing and adding details in the background, take a note of these additional points:

• Start with a strong beginning: Begin the background by defining the research topic and then identify the target audience.
• Cover key components: Explain all theories, concepts, terms, and ideas that may feel unfamiliar to the target audience thoroughly.
• Take note of important prerequisites: Go through the relevant literature in detail. Take notes while reading and cite the sources.
• Maintain a balance: Make sure that the background is focused on important details, but also appeals to a broader audience.
• Include historical data: Current issues largely originate from historical events or findings. If the research borrows information from a historical context, add relevant data in the background.
• Explain novelty: If the research study or methodology is unique or novel, provide an explanation that helps to understand the research better.
• Increase engagement: To make the background engaging, build a story around the central theme of the research

Avoid these mistakes while writing the background:

• Ambiguity: Don’t be ambiguous. While writing, assume that the reader does not understand any intricate detail about your research.
• Unrelated themes: Steer clear from topics that are not related to the key aspects of your research topic.
• Poor organization: Do not place information without a structure. Make sure that the background reads in a chronological manner and organize the sub-sections so that it flows well.

Writing the background for a research paper should not be a daunting task. But directions to go about it can always help. At Elsevier Author Services we provide essential insights on how to write a high quality, appealing, and logically structured paper for publication, beginning with a robust background. For further queries, contact our experts now!

How to Use Tables and Figures effectively in Research Papers

• Research Process

The Top 5 Qualities of Every Good Researcher

You may also like.

Can Describing Study Limitations Improve the Quality of Your Paper?

A Guide to Crafting Shorter, Impactful Sentences in Academic Writing

6 Steps to Write an Excellent Discussion in Your Manuscript

How to Write Clear and Crisp Civil Engineering Papers? Here are 5 Key Tips to Consider

The Clear Path to An Impactful Paper: ②

The Essentials of Writing to Communicate Research in Medicine

Changing Lines: Sentence Patterns in Academic Writing

Path to An Impactful Paper: Common Manuscript Writing Patterns and Structure

Input your search keywords and press Enter.

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

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

Background information identifies and describes the history and nature of a well-defined research problem with reference to contextualizing existing literature. The background information should indicate the root of the problem being studied, appropriate context of the problem in relation to theory, research, and/or practice , its scope, and the extent to which previous studies have successfully investigated the problem, noting, in particular, where gaps exist that your study attempts to address. Background information does not replace the literature review section of a research paper; it is intended to place the research problem within a specific context and an established plan for its solution.

Fitterling, Lori. Researching and Writing an Effective Background Section of a Research Paper. Kansas City University of Medicine & Biosciences; Creating a Research Paper: How to Write the Background to a Study. DurousseauElectricalInstitute.com; Background Information: Definition of Background Information. Literary Devices Definition and Examples of Literary Terms.

Importance of Having Enough Background Information

Background information expands upon the key points stated in the beginning of your introduction but is not intended to be the main focus of the paper. It generally supports the question, what is the most important information the reader needs to understand before continuing to read the paper? Sufficient background information helps the reader determine if you have a basic understanding of the research problem being investigated and promotes confidence in the overall quality of your analysis and findings. This information provides the reader with the essential context needed to conceptualize the research problem and its significance before moving on to a more thorough analysis of prior research.

Forms of contextualization included in background information can include describing one or more of the following:

• Cultural -- placed within the learned behavior of a specific group or groups of people.
• Economic -- of or relating to systems of production and management of material wealth and/or business activities.
• Gender -- located within the behavioral, cultural, or psychological traits typically associated with being self-identified as male, female, or other form of  gender expression.
• Historical -- the time in which something takes place or was created and how the condition of time influences how you interpret it.
• Interdisciplinary -- explanation of theories, concepts, ideas, or methodologies borrowed from other disciplines applied to the research problem rooted in a discipline other than the discipline where your paper resides.
• Philosophical -- clarification of the essential nature of being or of phenomena as it relates to the research problem.
• Physical/Spatial -- reflects the meaning of space around something and how that influences how it is understood.
• Political -- concerns the environment in which something is produced indicating it's public purpose or agenda.
• Social -- the environment of people that surrounds something's creation or intended audience, reflecting how the people associated with something use and interpret it.
• Temporal -- reflects issues or events of, relating to, or limited by time. Concerns past, present, or future contextualization and not just a historical past.

Background information can also include summaries of important research studies . This can be a particularly important element of providing background information if an innovative or groundbreaking study about the research problem laid a foundation for further research or there was a key study that is essential to understanding your arguments. The priority is to summarize for the reader what is known about the research problem before you conduct the analysis of prior research. This is accomplished with a general summary of the foundational research literature [with citations] that document findings that inform your study's overall aims and objectives.

NOTE : Research studies cited as part of the background information of your introduction should not include very specific, lengthy explanations. This should be discussed in greater detail in your literature review section. If you find a study requiring lengthy explanation, consider moving it to the literature review section.

ANOTHER NOTE : In some cases, your paper's introduction only needs to introduce the research problem, explain its significance, and then describe a road map for how you are going to address the problem; the background information basically forms the introduction part of your literature review. That said, while providing background information is not required, including it in the introduction is a way to highlight important contextual information that could otherwise be hidden or overlooked by the reader if placed in the literature review section.

Background of the Problem Section: What do you Need to Consider? Anonymous. Harvard University; Hopkins, Will G. How to Write a Research Paper. SPORTSCIENCE, Perspectives/Research Resources. Department of Physiology and School of Physical Education, University of Otago, 1999; Green, L. H. How to Write the Background/Introduction Section. Physics 499 Powerpoint slides. University of Illinois; Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014; Stevens, Kathleen C. “Can We Improve Reading by Teaching Background Information?.” Journal of Reading 25 (January 1982): 326-329; Woodall, W. Gill. Writing the Background and Significance Section. Senior Research Scientist and Professor of Communication. Center on Alcoholism, Substance Abuse, and Addictions. University of New Mexico.

Structure and Writing Style

Providing background information in the introduction of a research paper serves as a bridge that links the reader to the research problem . Precisely how long and in-depth this bridge should be is largely dependent upon how much information you think the reader will need to know in order to fully understand the problem being discussed and to appreciate why the issues you are investigating are important.

From another perspective, the length and detail of background information also depends on the degree to which you need to demonstrate to your professor how much you understand the research problem. Keep this in mind because providing pertinent background information can be an effective way to demonstrate that you have a clear grasp of key issues, debates, and concepts related to your overall study.

The structure and writing style of your background information can vary depending upon the complexity of your research and/or the nature of the assignment. However, in most cases it should be limited to only one to two paragraphs in your introduction.

Given this, here are some questions to consider while writing this part of your introduction :

• Are there concepts, terms, theories, or ideas that may be unfamiliar to the reader and, thus, require additional explanation?
• Are there historical elements that need to be explored in order to provide needed context, to highlight specific people, issues, or events, or to lay a foundation for understanding the emergence of a current issue or event?
• Are there theories, concepts, or ideas borrowed from other disciplines or academic traditions that may be unfamiliar to the reader and therefore require further explanation?
• Is there a key study or small set of studies that set the stage for understanding the topic and frames why it is important to conduct further research on the topic?
• Y our study uses a method of analysis never applied before;
• Your study investigates a very esoteric or complex research problem;
• Your study introduces new or unique variables that need to be taken into account ; or,
• Your study relies upon analyzing unique texts or documents, such as, archival materials or primary documents like diaries or personal letters that do not represent the established body of source literature on the topic?

Almost all introductions to a research problem require some contextualizing, but the scope and breadth of background information varies depending on your assumption about the reader's level of prior knowledge . However, despite this assessment, background information should be brief and succinct and sets the stage for the elaboration of critical points or in-depth discussion of key issues in the literature review section of your paper.

Writing Tip

Background Information vs. the Literature Review

Incorporating background information into the introduction is intended to provide the reader with critical information about the topic being studied, such as, highlighting and expanding upon foundational studies conducted in the past, describing important historical events that inform why and in what ways the research problem exists, defining key components of your study [concepts, people, places, phenomena] and/or placing the research problem within a particular context. Although introductory background information can often blend into the literature review portion of the paper, essential background information should not be considered a substitute for a comprehensive review and synthesis of relevant research literature.

Hart, Cris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage, 1998; Pyrczak, Fred. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences . 8th edition. Glendale, CA: Pyrczak Publishing, 2014.

• << Previous: The C.A.R.S. Model
• Next: The Research Problem/Question >>
• Last Updated: Mar 8, 2024 1:02 PM
• URL: https://libguides.usc.edu/writingguide

How to Write the Background of a Study

• Research Process

The background to a study sets the scene . It lays out the “state of the art”. It tells your reader about other research done on the topic in question, via useful review papers and other summaries of the literature.

Updated on May 5, 2023

The background to your study, sometimes called the ‘state of the art’ (especially in grant writing), sets the scene for a paper. This section shows readers why your research is important, relevant, and why they should continue reading. You must hook them in with a great background to your study, which is part of the overall introduction to your research paper.

In higher impact articles, such as those published in Nature or Science (which is what we are all aiming for, after all …), the study background is t he middle section of an essentially three-part introduction . This section is framed by a presentation of ‘the question’ (first part of the introduction) and a quick explanation of ‘what this paper will do’ (the third part of the introduction).

The introduction of a research paper should be “shaped” like an upside down triangle: 

Start broad. Set the scene with a large-scale general research area [e.g., why doing a PhD erases your writing skills (ha ha) or mental health in teenagers and why this is such a widespread global issue] and then focus down to the question your research addresses (e.g., how can writing skills be improved in PhD students, or brain scans and how these can be used in treatment).

Read on to learn more about framing your next research paper with a well-written and researched background section.

What is the background of a study?

The background to a study sets the scene . It lays out the “state of the art”. It tells your reader about other research done on the topic in question, via useful review papers and other summaries of the literature. 

A background is not a literature review: No one wants to read endless citations back-to-back in this section. You don’t need to list all the papers you’ve read, or all the work done in the past on this topic. 

Set the scene and frame your question in the context of the literature. Seek out review articles in particular. The aim of this section is to build on what has come before so your reader will be armed with all the information they need to understand the remainder of your article, and why - in context - the aims of your study are important.

How to write the background to your research paper

Cater to your audience.

It’s important to frame your background to the right audience.

The background of your study needs to be pitched differently depending on your target journal. A more subject-area specific journal (e.g. Journal of Brain Studies ) will be read by specialists in your field. Generally, less information to set up the paper in a wider context and less background information will be required. Your readers are already experts on the topic in question .

However, if you are aiming your paper at a more general audience (a journal like Nature or Science , for example) then you're going to need to explain more in your background. A reader of a specialized journal will know about the neocortex within the brain and where this is located, but a general reader will need you to set things up more.

Readers are always the most important people in research publishing, after all: If you want your work to be read, used, and cited (and therefore drive up your H-index as well as your institution’s ranking) you’ll need a well-pitched background of your study.

What is included in the background of a study?

Remember this section sits in the middle of the introduction. Here’s a handy template for what to include:

• Existing research on the area of study (not everything, but a broad overview. Aim to cite review papers if you can). Start this section with preliminary data and then build it out;
• Mention any controversies around your topic (either that you’ve identified, or that have been picked up by earlier work. Check the discussion sections of recent articles for pointers here);
• Any gaps in existing research?, and;
• How will your study fill these gaps? State your research methodologies. Any further research that needs to be done?

Aim for one paragraph , or a series of short paragraphs within one section. The last two of the topics outlined above can be short, just one or two sentences. These are there to hook the reader in and to frame your background so that the text leads into the final section of the introduction where you explain ‘What your paper is going to do’.

Simple really.

And finally…some thoughts

I used to get really bogged down with article writing, especially the shape of the introduction.

Here’s a trick to keep in mind: Remember that the average length of an academic research paper published in a peer reviewed journal is around 4,000 - 5,000 words - not too long. 

This means that you're likely going to be aiming for an article of about this length the next time you sit down to write: Not too many words for an effective and well-structured introduction. You’ve got about 1,500 - 2,000 words maximum. And aim to keep it short (this will be enforced by word count limits, especially in higher impact journals like Nature and Science ). Editors at these journals are trained to cut down your writing to make sure your research fits in.

Less is more, in other words.

Keeping tight word count limits in mind means you can’t write an expansive, flowing background to your study that goes off in all directions and covers a huge amount of ground. Keep an eye on our tips for what to include, cite review papers, and keep your readers interested in the question your paper seeks to address.

A well written background to your study will ensure your paper gets read all the way through to the end. Can’t ask for more than that!

The AJE Team

See our "Privacy Policy"

• Affiliate Program

• UNITED STATES
• 台灣 (TAIWAN)
• TÜRKIYE (TURKEY)
• Academic Editing Services
• - Research Paper
• - Journal Manuscript
• - Dissertation
• - College & University Assignments
• Admissions Editing Services
• - Application Essay
• - Personal Statement
• - Recommendation Letter
• - Cover Letter
• - CV/Resume
• Business Editing Services
• - Business Documents
• - Report & Brochure
• - Website & Blog
• Writer Editing Services
• - Script & Screenplay
• Our Editors
• Client Reviews
• Editing & Proofreading Prices
• Wordvice Points
• Partner Discount
• Plagiarism Checker
• APA Citation Generator
• MLA Citation Generator
• Chicago Citation Generator
• Vancouver Citation Generator
• - APA Style
• - MLA Style
• - Chicago Style
• - Vancouver Style
• Writing & Editing Guide
• Academic Resources
• Admissions Resources

What is the Background of the Study and How to Write It

What is the Background of the Study in Research? 

The background of the study is the first section of a research paper and gives context surrounding the research topic. The background explains to the reader where your research journey started, why you got interested in the topic, and how you developed the research question that you will later specify. That means that you first establish the context of the research you did with a general overview of the field or topic and then present the key issues that drove your decision to study the specific problem you chose.

Once the reader understands where you are coming from and why there was indeed a need for the research you are going to present in the following—because there was a gap in the current research, or because there is an obvious problem with a currently used process or technology—you can proceed with the formulation of your research question and summarize how you are going to address it in the rest of your manuscript.

Why is the Background of the Study Important?

No matter how surprising and important the findings of your study are, if you do not provide the reader with the necessary background information and context, they will not be able to understand your reasons for studying the specific problem you chose and why you think your study is relevant. And more importantly, an editor who does not share your enthusiasm for your work (because you did not fill them in on all the important details) will very probably not even consider your manuscript worthy of their and the reviewers’ time and will immediately send it back to you.

To avoid such desk rejections , you need to make sure you pique the reader’s interest and help them understand the contribution of your work to the specific field you study, the more general research community, or the public. Introducing the study background is crucial to setting the scene for your readers.

Table of Contents:

• What is “Background Information” in a Research Paper?
• What Should the Background of a Research Paper Include?
• Where Does the Background Section Go in Your Paper?

Background of the Study Structure

Before writing your study background, it is essential to understand what to include. The following elements should all be included in the background and are presented in greater detail in the next section:

• A general overview of the topic and why it is important (overlaps with establishing the “importance of the topic” in the Introduction)
• The current state of the research on the topic or on related topics in the field
• Controversies about current knowledge or specific past studies that undergird your research methodology
• Any claims or assumptions that have been made by researchers, institutions, or politicians that might need to be clarified
• Methods and techniques used in the study or from which your study deviated in some way

Presenting the Study Background

As you begin introducing your background, you first need to provide a general overview and include the main issues concerning the topic. Depending on whether you do “basic” (with the aim of providing further knowledge) or “applied” research (to establish new techniques, processes, or products), this is either a literature review that summarizes all relevant earlier studies in the field or a description of the process (e.g., vote counting) or practice (e.g., diagnosis of a specific disease) that you think is problematic or lacking and needs a solution.

Example s of a general overview

If you study the function of a Drosophila gene, for example, you can explain to the reader why and for whom the study of fly genetics is relevant, what is already known and established, and where you see gaps in the existing literature. If you investigated how the way universities have transitioned into online teaching since the beginning of the Covid-19 pandemic has affected students’ learning progress, then you need to present a summary of what changes have happened around the world, what the effects of those changes have been so far, and where you see problems that need to be addressed. Note that you need to provide sources for every statement and every claim you make here, to establish a solid foundation of knowledge for your own study. 

Describing the current state of knowledge

When the reader understands the main issue(s), you need to fill them in more specifically on the current state of the field (in basic research) or the process/practice/product use you describe (in practical/applied research). Cite all relevant studies that have already reported on the Drosophila gene you are interested in, have failed to reveal certain functions of it, or have suggested that it might be involved in more processes than we know so far. Or list the reports from the education ministries of the countries you are interested in and highlight the data that shows the need for research into the effects of the Corona-19 pandemic on teaching and learning.

Discussing controversies, claims, and assumptions

Are there controversies regarding your topic of interest that need to be mentioned and/or addressed? For example, if your research topic involves an issue that is politically hot, you can acknowledge this here. Have any earlier claims or assumptions been made, by other researchers, institutions, or politicians, that you think need to be clarified?

Mentioning methodologies and approaches

While putting together these details, you also need to mention methodologies : What methods/techniques have been used so far to study what you studied and why are you going to either use the same or a different approach? Are any of the methods included in the literature review flawed in such a way that your study takes specific measures to correct or update? While you shouldn’t spend too much time here justifying your methods (this can be summarized briefly in the rationale of the study at the end of the Introduction and later in the Discussion section), you can engage with the crucial methods applied in previous studies here first.

When you have established the background of the study of your research paper in such a logical way, then the reader should have had no problem following you from the more general information you introduced first to the specific details you added later. You can now easily lead over to the relevance of your research, explain how your work fits into the bigger picture, and specify the aims and objectives of your study. This latter part is usually considered the “ statement of the problem ” of your study. Without a solid research paper background, this statement will come out of nowhere for the reader and very probably raise more questions than you were planning to answer.   

Where does the study background section go in a paper?

Unless you write a research proposal or some kind of report that has a specific “Background” chapter, the background of your study is the first part of your introduction section . This is where you put your work in context and provide all the relevant information the reader needs to follow your rationale. Make sure your background has a logical structure and naturally leads into the statement of the problem at the very end of the introduction so that you bring everything together for the reader to judge the relevance of your work and the validity of your approach before they dig deeper into the details of your study in the methods section .

Consider Receiving Professional Editing Services

Now that you know how to write a background section for a research paper, you might be interested in our AI text editor at Wordvice AI. And be sure to receive professional editing services , including academic editing and proofreading , before submitting your manuscript to journals. On the Wordvice academic resources website, you can also find many more articles and other resources that can help you with writing the other parts of your research paper , with making a research paper outline before you put everything together, or with writing an effective cover letter once you are ready to submit.

How to Write a Research Paper: Background Research Tips

• Anatomy of a Research Paper
• Developing a Research Focus
• Background Research Tips
• Searching Tips
• Scholarly Journals vs. Popular Journals
• Thesis Statement
• Annotated Bibliography
• Citing Sources
• Evaluating Sources
• Literature Review
• Academic Integrity
• Scholarship as Conversation
• Understanding Fake News
• Data, Information, Knowledge

Suggested Guidelines

*Your instructor will often provide you with an approximate number of source you will need.

Primary vs. Secondary Sources

A primary source is a document or physical object which was written or created at the time under study. 

Types of primary sources include: 

• Original Documents: Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, and official records 
• Creative Works: Poetry, drama, novels music, and art 
• Relics of Artifacts: pottery, furniture, clothing, and buildings

A secondary source interprets and analyzes primary source. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes, or graphics of primary sources in them. 

Types of secondary sources include: 

• Journal Articles 
• Magazine Articles
• Histories 
• Criticisms 
• Commentaries 
• Encyclopedias

Tertiary sources  index, abstract, organize, compile, or digest other sources. They are not usually not credited to a particular author. 

Types of tertiary sources include: 

• Dictionaries
• Directories 

Keep Track of Resources

-Create the reference or Works Cited page as you gather your resources. This will save you time and effort because you will not have to search for the material again and you will have this part done as you work on the paper. 

-Annotate the reference list so you know why you printed out or saved the article.

• << Previous: Developing a Research Focus
• Next: Searching Tips >>
• Last Updated: Feb 27, 2024 11:57 AM
• URL: https://libguide.umary.edu/researchpaper

We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy

• A Research Guide
• Research Paper Guide

How to Write a Background for a Research Paper

• What is the background
• Background structure
• Literature review vs background
• Step-by-step writing guide
• Tips to avoid mistakes

Background information example

The background of any academic paper is the academic backbone it relates to. Thus, you must carefully write the first section to keep the end goal clear for your reader.

We’ve got you covered if you need more time or writing skills to create a solid study paper! This article will provide the necessary information to write a background for a research paper. Let’s go!

What is the background of the study in research?

The research paper background refers to the section, component, or thesis that provides context and justification for conducting the study. It outlines the existing knowledge, gaps, and limitations in the field or topic you currently investigate.

The definition of “background” says it should begin with a general introduction to the subject matter, providing an overview of the broader scientific area. It aims to familiarize the reader with the topic and establish its significance and relevance in the existing body of knowledge.

Furthermore, the background of the study highlights the specific problem or knowledge gap that the current study aims to address. It emphasizes the need for further investigation, highlighting the unanswered questions or areas where you have to conduct an additional examination.

The background of the study also plays a crucial role in shaping the study objectives, questions, and hypotheses . By reviewing the existing literature and identifying gaps, academic associates can formulate clearer goals and design appropriate methodologies to address the specific problems.

The background of the study structure

The background statement can vary depending on the scientific field and the paper or thesis requirements. However, it generally follows a logical flow and includes several key components. Here is a standard structure for the background structure:

• Introduction: Begin with a brief introduction that provides an overview of the chosen topic and its importance. This section should capture the reader’s interest and establish the context for the study.
• Current problem: As an academic author, you must clearly identify the scientif problem or gap in the existing knowledge the study aims to address. Please explain why this problem is significant and why it requires further investigation.
• Literature review: Review the relevant literature related to the research topic. Summarize critical theories, concepts, and findings from previous studies directly relevant to the research problem. Discuss the existing knowledge and highlight any limitations or gaps the current study aims to fill.
• Research questions/objectives/hypotheses: To write background information, you should clearly state the research questions, objectives, or assumptions that guide the study. These should be directly derived from the research problem and align with the gaps identified in the literature review.
• Study rationale: Explain the potential contributions and implications of the study. Discuss how the findings may advance knowledge, address practical issues, or have broader impacts in the field or society. Justify why the study is worth conducting and how it adds value to the existing body of knowledge.
• Scope and limitations: Define the size of the study by outlining the boundaries and specific aspects you will cover. Discuss any limits or constraints impacting the study’s findings or generalizability.
• Summary: Provide a concise summary or conclusion of the background section of a research paper, emphasizing the research problem, significance, and the need for further investigation.

It’s important to note that you can imply changes to the structure based on your requirements and the specific guidelines provided by your college advisor.

Difference between literature review and background

The literature review and the background of the study are two distinct components of a research paper or thesis, although they are closely related. Let’s explore the differences between these two sections:

Steps to write a good background section

When writing a background section for a research paper, you can follow these three steps to ensure a clear and compelling presentation:

Identify the Research Problem

• Begin by clearly identifying and defining the research problem or gap in the existing knowledge that your study aims to address.
• Consider the significance and relevance of the problem within your research field or discipline.
• Briefly explain why the problem is essential and how addressing it can contribute to the existing body of knowledge.

Review the Relevant Literature

• Conduct a thorough literature review to gather relevant information and understand the current state of knowledge on your research topic.
• Summarize critical theories, concepts, and findings from previous studies that directly relate to your research problem.
• Highlight any gaps, controversies, or limitations in the existing literature that your study aims to address.
• Organize the literature review logically, either by themes, sub-topics, or chronologically, depending on what they mean for your research.

Provide Rationale and Objectives

• Provide a clear rationale for conducting your study based on the research problem and the gaps identified in the literature review.
• Explain why your research is essential and how it will contribute to filling the identified gaps or advancing knowledge in the field.
• State the specific research objectives or questions your study aims to answer.
• Align the objectives with the research problem and the gaps identified in the literature, demonstrating how your study will address those gaps.

Following these steps, you can create a well-structured and coherent background section that establishes your research’s context, significance, and rationale. Remember to provide sufficient background information and be concise yet informative in your presentation.

The main tips to avoid mistakes

Here are a few tips to help you avoid common mistakes when writing background paragraphs:

• Focus on the research topic;
• Be concise and clear;
• Use credible and up-to-date sources;
• Provide a logical flow;
• Avoid excessive jargon and technical terms;
• Balance breadth and depth;
• Use citations appropriately;
• Revise and proofread.

By following these tips, you can enhance the quality of your background section, ensuring that it effectively sets the stage for your research and engages the reader from the beginning of your paper.

To write the background of a research paper, you must understand the overall structure and know exactly how this section should look.

Let’s see an excellent example of a background section for a research paper on the topic of “The Impact of Social Media on Mental Health”:

“The rapid rise of social media platforms in recent years has transformed how people communicate, connect, and share information. Platforms such as Facebook, Instagram, Twitter, and Snapchat have become integral parts of daily life for millions of individuals worldwide. 

While social media offers numerous benefits, including increased social connectivity and access to diverse perspectives, concerns have been raised regarding its potential impact on mental health.

Numerous studies have investigated the relationship between social media use and mental health outcomes, focusing on depression, anxiety, and body image dissatisfaction. 

This study seeks to contribute to the existing knowledge by employing a longitudinal design and examining a broad range of mental health outcomes among a diverse sample of adults aged 18-45.

Research has shown that excessive use of social media and constant exposure to carefully curated and idealized representations of others’ lives can contribute to feelings of inadequacy, social comparison, and low self-esteem. 

Additionally, cyberbullying has emerged as a significant concern, as individuals may experience harassment, negative comments, and exclusion within the online environment”.

Brief Summary

You have to be very concise and clear to write a background paragraph. Remember that it often serves as the first point of contact between your research and the reader. As a result, the background section has to focus on the study, explaining the significance and relevance of the research problem.

• Writing a Research Paper
• Research Paper Title
• Research Paper Sources
• Research Paper Problem Statement
• Research Paper Thesis Statement
• Hypothesis for a Research Paper
• Research Question
• Research Paper Outline
• Research Paper Summary
• Research Paper Prospectus
• Research Paper Proposal
• Research Paper Format
• Research Paper Styles
• AMA Style Research Paper
• MLA Style Research Paper
• Chicago Style Research Paper
• APA Style Research Paper
• Research Paper Structure
• Research Paper Cover Page
• Research Paper Abstract
• Research Paper Introduction
• Research Paper Body Paragraph
• Research Paper Literature Review
• Research Paper Background
• Research Paper Methods Section
• Research Paper Results Section
• Research Paper Discussion Section
• Research Paper Conclusion
• Research Paper Appendix
• Research Paper Bibliography
• APA Reference Page
• Annotated Bibliography
• Bibliography vs Works Cited vs References Page
• Research Paper Types
• What is Qualitative Research

Receive paper in 3 Hours!

• Choose the number of pages.
• Select your deadline.
• Complete your order.

Number of Pages

550 words (double spaced)

Deadline: 10 days left

By clicking "Log In", you agree to our terms of service and privacy policy . We'll occasionally send you account related and promo emails.

Sign Up for your FREE account

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• Research paper

How to Write a Research Paper | A Beginner's Guide

A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.

This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.

Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:

• Read it carefully, looking for anything confusing you might need to clarify with your professor.
• Identify the assignment goal, deadline, length specifications, formatting, and submission method.
• Make a bulleted list of the key points, then go back and cross completed items off as you’re writing.

Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.

The only proofreading tool specialized in correcting academic writing - try for free!

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Try for free

There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.

You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.

You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.

Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:

• A paper following the chronology of World War II would not be original or specific enough.
• A paper on the experience of Danish citizens living close to the German border during World War II would be specific and could be original enough.

Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.

Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.

• Is there anything people seem to overlook in the sources you research?
• Are there any heated debates you can address?
• Do you have a unique take on your topic?
• Have there been some recent developments that build on the extant research?

In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”

A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.

The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.

You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.

Scribbr Citation Checker New

The AI-powered Citation Checker helps you avoid common mistakes such as:

• Missing commas and periods
• Incorrect usage of “et al.”
• Ampersands (&) in narrative citations
• Missing reference entries

A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.

A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.

Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:

• Maintaining forward momentum — write now, perfect later.
• Paying attention to clear organization and logical ordering of paragraphs and sentences, which will help when you come to the second draft.
• Expressing your ideas as clearly as possible, so you know what you were trying to say when you come back to the text.

You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.

Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.

Paragraph structure

Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.

Example paragraph

George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.

Citing sources

It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.

You can use our free citation generators to automatically create citations and save your reference list as you go.

APA Citation Generator MLA Citation Generator

The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.

What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.

Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?

How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.

The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.

One way to stay on track is to use your thesis statement and topic sentences . Check:

• topic sentences against the thesis statement;
• topic sentences against each other, for similarities and logical ordering;
• and each sentence against the topic sentence of that paragraph.

Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.

The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.

Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.

You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.

You should not :

• Offer new arguments or essential information
• Take up any more space than necessary
• Begin with stock phrases that signal you are ending the paper (e.g. “In conclusion”)

There are four main considerations when it comes to the second draft.

• Check how your vision of the paper lines up with the first draft and, more importantly, that your paper still answers the assignment.
• Identify any assumptions that might require (more substantial) justification, keeping your reader’s perspective foremost in mind. Remove these points if you cannot substantiate them further.
• Be open to rearranging your ideas. Check whether any sections feel out of place and whether your ideas could be better organized.
• If you find that old ideas do not fit as well as you anticipated, you should cut them out or condense them. You might also find that new and well-suited ideas occurred to you during the writing of the first draft — now is the time to make them part of the paper.

The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .

Global concerns

• Confirm that your paper completes every task specified in your assignment sheet.
• Check for logical organization and flow of paragraphs.
• Check paragraphs against the introduction and thesis statement.

Fine-grained details

Check the content of each paragraph, making sure that:

• each sentence helps support the topic sentence.
• no unnecessary or irrelevant information is present.
• all technical terms your audience might not know are identified.

Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .

Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading  or create an APA title page .

Scribbr’s professional editors can help with the revision process with our award-winning proofreading services.

Discover our paper editing service

Checklist: Research paper

I have followed all instructions in the assignment sheet.

My introduction presents my topic in an engaging way and provides necessary background information.

My introduction presents a clear, focused research problem and/or thesis statement .

My paper is logically organized using paragraphs and (if relevant) section headings .

Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .

Each paragraph is relevant to my research problem or thesis statement.

I have used appropriate transitions  to clarify the connections between sections, paragraphs, and sentences.

My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.

My conclusion shows how my research has contributed to knowledge or understanding of my topic.

My conclusion does not present any new points or information essential to my argument.

I have provided an in-text citation every time I refer to ideas or information from a source.

I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .

I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.

I have followed all formatting guidelines (page numbers, headers, spacing, etc.).

You've written a great paper. Make sure it's perfect with the help of a Scribbr editor!

Open Google Slides Download PowerPoint

Is this article helpful?

Other students also liked.

• Writing a Research Paper Introduction | Step-by-Step Guide
• Writing a Research Paper Conclusion | Step-by-Step Guide
• Research Paper Format | APA, MLA, & Chicago Templates

More interesting articles

• Academic Paragraph Structure | Step-by-Step Guide & Examples
• Checklist: Writing a Great Research Paper
• How to Create a Structured Research Paper Outline | Example
• How to Write a Discussion Section | Tips & Examples
• How to Write Recommendations in Research | Examples & Tips
• How to Write Topic Sentences | 4 Steps, Examples & Purpose
• Research Paper Appendix | Example & Templates
• Research Paper Damage Control | Managing a Broken Argument
• What Is a Theoretical Framework? | Guide to Organizing

What is your plagiarism score?

Submit Manuscript

Easy Online Form

Get Newsletter

Sign Up Today

How to Write the Background of Your Scientific Paper

Home » Writing the Manuscript » How to Write the Background of Your Scientific Paper

You can think of the background of your study as being like the story that preceded your own work. Usually, you will present this background in the introduction of your paper or thesis, although you also can elaborate on it in some cases in your discussion section. No matter where you give the background for your research, you should focus on some key goals in presenting it.

The reason you are giving your reader background is so that they understand why you asked the research question you did and how your findings add to this existing evidence. That means that as you walk the reader through the results that came before yours, you also need to show the reader where the gaps persist. One or more of these gaps is what you hope to fill with your own research.

Photo by   Drew Graham

Stay focused

Although it is tempting to begin any story at the very beginning, you need to choose the right starting point in the continuum of evidence for the story of your work. If the subject of your study is island biogeography, you do not need to begin your background information by describing the 19 th -century work of Alfred Russel Wallace. Instead, you’ll need to home in on fresher findings or more recent results that highlight persistent gaps in your field.

As you unspool the evidence that pointed the way to your own work, do not go into too much detail. Background information does not need to include every detail of previous findings, every step in a biochemical pathway, or every P value or odds ratio from clinical studies you cite. Give the main finding that’s relevant to your own work and why you pursued your research question.

Connect your ideas

For example, if your work is in cancer cell biology with a focus on a specific pathway, that pathway and the step or steps that you worked on are the theme. In presenting the background of this work, you should always use evidence that relates directly to that pathway, especially the specific steps your own research focused on. And you should avoid becoming more expansive and talking about other pathways or broader issues in cell or cancer biology.

Highlight the gaps

You asked a research question because it was an open question that needed an answer. That means that somewhere in the evidence that already existed, you found a gap. As you lay out the focused, relevant evidence that took you to your research question, be sure to point to these gaps. Do not be afraid to explicitly say that they are gaps and that your research is intended in some part to fill them.

Do not write a literature review

If you are writing a thesis, the background section is not the place for the literature review. Your background relates directly to what your work addresses and should retain a focus on that theme. A literature review is broader and can encompass anything even generally related to your work. It’s a place to take the publications you mention in the background and expand on their content and implications, giving them a fuller and more detailed treatment.

3 tips for writing your background section

1. Think: as you would for writing an introduction to a research paper, think about the direct chain of evidence that led to your own work. Make a list of the most important findings that make up that chain of evidence.

2. Organize: use only a few sentences to summarize each contribution to that chain, and then form them into a story that makes sense and stays on theme. Use connecting words and phrases, such as “then” or “after that discovery” or “following on these findings” to keep the connections obvious for the reader.

3. Delete: after you have written your first draft, go through it and delete anything that is not absolutely required for the reader to follow the chain of evidence that led to your research and the gap you’re addressing. Remember that if this is your thesis, you will be able to elaborate and add in plentiful detail in your literature review section. In fact, you can think of your background section in this situation as a sort of summary of your literature review.

San Francisco Edit specializes in scientific editing in the United States and we work with scientists from all over the world.

Sign up for our newsletter, latest from the blog.

Peer Reviewing a Scientific Paper: Strategies for a Thorough Analysis

Effective Discussion in Research Papers: Navigating the Path to Publication Success

Mastering the Effective Cover Letter for Journal Submission: A Comprehensive Guide

Research Paper Structure: Essential Tips for Publishing

• Knowledge Center
• English Grammar
• Getting Published
• Journal Submission
• Marketing Your Paper and Yourself
• Peer Reviewing a Scientific Paper
• Presenting Your Research
• Thesis vs Dissertation
• What is Scientific Editing
• Why Edit and Types of Editing
• Writing the Manuscript
• Scientific Editing
• Business Editing
• Language Editing
• Newsletters
• Testimonials
• Areas of Expertise

San Francisco Edit 1755 Jackson Street Suite 610 San Francisco, CA 94109 Email: [email protected]

Copyright © 2003-2022 San Francisco Edit. All Rights Reserved.

Join 90,000+ Scientist Who Get Useful Tips For Writing Better Manuscripts

Don't miss out on future newsletters. sign up now..

• Privacy Policy

Buy Me a Coffee

Home » Research Paper – Structure, Examples and Writing Guide

Research Paper – Structure, Examples and Writing Guide

Table of Contents

Research Paper

Definition:

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

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

Structure of Research Paper

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

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

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

Introduction

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

Literature Review

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

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

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

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

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

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

How to Write Research Paper

You can write Research Paper by the following guide:

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

Research Paper Example

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

Research Paper Example sample for Students:

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

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

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

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

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

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

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

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

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

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

References :

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

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

Social Media and Mental Health Survey

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

Thank you for your participation!

Applications of Research Paper

Research papers have several applications in various fields, including:

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

When to Write Research Paper

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

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

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

Purpose of Research Paper

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

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

Characteristics of Research Paper

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

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

Advantages of Research Paper

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

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

Limitations of Research Paper

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Research Paper Conclusion – Writing Guide and...

Appendices – Writing Guide, Types and Examples

How to Cite Research Paper – All Formats and...

Research Report – Example, Writing Guide and...

Delimitations in Research – Types, Examples and...

Get Your Research Started: Find Background Info

• Your Research Question
• Find Background Info
• Find Sources
• Find Primary Sources This link opens in a new window
• Read and Evaluate
• Write and Cite

Why Background Research Helps

Background research (or pre-research) is the research that you do before you start writing your paper or working on your project. Sometimes background research happens before you've even chosen a topic. The purpose of background research is to make the research that goes into your paper or project easier and more successful. 

Some reasons to do background research include:

• Determining an appropriate scope for your research:  Successful research starts with a topic or question that is appropriate to the scope of the assignment. A topic that is too broad means too much relevant information to review and distill. If your topic is too narrow, there won't be enough information to do meaningful research.
• Understanding how your research fits in with the broader conversation surrounding the topic:  What are the major points of view or areas of interest in discussions of your research topic and how does your research fit in with these? Answering this question can help you define the parts of your topic that you need to explore.
• Establishing the value of your research : What is the impact of your research and why does it matter? How might your research clarify or change our understanding of the topic?
• Identifying experts and other important perspectives:  Are there scholars whose work you need to understand for your research to be complete? Are there points of view that you need to include or address?

Doing background research helps you choose a topic that you'll be happy with and develop a sense of what research you'll need to do in order to successfully complete your assignment. It will also help you plan your research and understand how much time you'll need to dedicate to understanding and exploring your topic.

Remember: we generally do not cite information from encyclopedias, dictionaries, or reference books in our papers. 

Information adapted from Old Dominion University.

Credo Reference

Credo is a library database containing digital versions of encyclopedias and other reference works. Think of it as an academic Wikipedia, only curated by librarians instead of the general public.

Oxford Reference

• Oxford Reference Online This link opens in a new window Includes digitized, continuously updated entries from Oxfords dictionaries, companions, and encyclopedias, spanning 25 different subject areas including archaeology, classical studies, linguistics, philosophy, and more.
• << Previous: Your Research Question
• Next: Find Sources >>
• Last Updated: Jan 23, 2024 1:09 PM
• URL: https://libguides.library.cofc.edu/libraryresearch

College Quick Links

What are the Different Types of Research Papers?

There is a diverse array of research papers that one can find in academic writing. Research papers are a rigorous combination of knowledge, thinking, analysis, research, and writing. Early career researchers and students need to know that research papers can be of fundamentally different types. Generally, they combine aspects and elements of multiple strands or frameworks of research. This depends primarily on the aim of the study, the discipline, the critical requirements of research publications and journals and the research topic or area. Specifically, research papers can be differentiated by their primary rationale, structure, and emphasis. The different types of research papers contribute to the universe of knowledge while providing invaluable insights for policy and scope for further advanced research and development. In this article, we will look at various kinds of research papers and understand their underlying principles, objectives, and purposes.  

Different types of research papers

• Argumentative Research Paper:  In an argumentative paper, the researcher is expected to present facts and findings on both sides of a given topic but make an extended and persuasive argument supporting one side  over  the other. The purpose of such research papers is to provide evidence-based arguments to support the claim or thesis statement taken up by the researcher. Emotions mustn’t inform the building up of the case. Conversely, facts and findings must be objective and logical while presenting both sides of the issue. The position taken up by the researcher must be stated clearly and in a well-defined manner. The evidence supporting the claim must be well-researched and up-to-date, and the paper presents differing views on the topic, even if these do not agree or align with the researcher’s thesis statement. 
• Analytical Research Paper:  In an analytical research paper, the researcher starts by asking a research question, followed by a collection of appropriate data from a wide range of sources. These include primary and secondary data, which the researcher needs to analyze and interpret closely. Critical and analytical thinking skills are therefore crucial to this process. Rather than presenting a summary of the data, the researcher is expected to analyze the findings and perspectives of each source material before putting forward their critical insights and concluding. Personal biases or positions mustn’t influence or creep into the process of writing an analytical research paper. 
• Experimental Research Paper:  Experimental research papers provide a detailed report on a particular research experiment undertaken by a researcher and its outcomes or findings. Based on the research experiment, the researcher explains the experimental design and procedure, shows sufficient data, presents analysis, and draws a conclusion. Such research papers are more common in fields such as biology, chemistry, and physics. Experimental research involves conducting experiments in controlled conditions to test specific hypotheses. This not only allows researchers to arrive at particular conclusions but also helps them understand causal relationships. As it lends itself to replicating the findings of the research, it enhances the validity of the research conducted. 

Some more types of research papers

In addition to the above-detailed types of research papers, there are many more types, including review papers, case study papers, comparative research papers and so on.  

• Review papers   provide a detailed overview and analysis of existing research on a particular topic. The key objective of a review paper is to provide readers with a comprehensive understanding of the latest research findings on a specific subject. 
• Case study papers  usually focus on a single or small number of cases. This is used in research when the aim is to obtain an in-depth investigation of an issue.  
• Comparative research papers  involve comparing and contrasting two or more entities or cases that help to identify and arrive at trends or relationships. The objective of relative research papers is to increase knowledge and understand issues in different contexts. 
• Survey research papers  require that a survey be conducted on a given topic by posing questions to potential respondents. Once the survey has been completed, the researcher analyzes the information and presents it as a research paper. 
• Interpretative paper s  employ the knowledge or information gained from pursuing a specific issue or research topic in a particular field. It is written around theoretical frameworks and uses data to support the thesis statement and findings.  

Research papers are an essential part of academic writing and contribute significantly to advancing our knowledge and understanding of different subjects. The researcher’s ability to conduct research, analyze data, and present their findings is crucial to producing high-quality research papers. By understanding the different types of research papers and their underlying principles, researchers can contribute to the advancement of knowledge in their respective fields and provide invaluable insights for policy and further research.

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

Experience the future of academic writing – Sign up to Paperpal and start writing for free!  

Related Reads:

How to make translating academic papers less challenging.

• Paraphrasing in Academic Writing: Answering Top Author Queries
• How to Paraphrase Research Papers Effectively
• What is a Literature Review? How to Write It (with Examples)

Plagiarism Checkers vs. AI Content Detection: Navigating the Academic Landscape

You may also like, how long should a chapter be, how to cite social media sources in academic writing , what is a literature review how to write..., 6 tips for post-doc researchers to take their..., how to write a scientific paper in 10..., presenting research data effectively through tables and figures, empirical research: a comprehensive guide for academics , ethics in science: importance, principles & guidelines , jenni ai review: top features, pricing, and alternatives.

This paper is in the following e-collection/theme issue:

Published on 15.3.2024 in Vol 26 (2024)

The EMPOWER Occupational e–Mental Health Intervention Implementation Checklist to Foster e–Mental Health Interventions in the Workplace: Development Study

Authors of this article:

Original Paper

• Alberto Raggi 1 , PsyD, PhD   ; 
• Renaldo M Bernard 2 , PhD   ; 
• Claudia Toppo 1 , MSc   ; 
• Carla Sabariego 2, 3, 4 , PhD   ; 
• Luis Salvador Carulla 5, 6 , PhD   ; 
• Sue Lukersmith 5 , PhD   ; 
• Leona Hakkaart-van Roijen 7 , PhD   ; 
• Dorota Merecz-Kot 8 , PhD   ; 
• Beatriz Olaya 9, 10 , PhD   ; 
• Rodrigo Antunes Lima 9, 10 , PhD   ; 
• Desirée Gutiérrez-Marín 9 , PhD   ; 
• Ellen Vorstenbosch 2, 9, 10 , MSc   ; 
• Chiara Curatoli 1 , MSc   ; 
• Martina Cacciatore 1 , MSc  

1 Neurology, Public Health and Disability Unit, Fondazione IRCCS Istituto Neurologico Carlo Besta, Milano, Italy

2 Swiss Paraplegic Research, Nottwil, Switzerland

3 Faculty of Health Sciences and Medicine, University of Lucerne, Lucerne, Switzerland

4 Center for Rehabilitation in Global Health Systems, University of Lucerne, Lucerne, Switzerland

5 Health Research Institute, University of Canberra, Canberra, Australia

6 Healthcare Information Systems (CTS553), University of Cadiz, Cadiz, Spain

7 Erasmus School of Health Policy and Management, Erasmus University, Rotterdam, Netherlands

8 Institute of Psychology, University of Lodz, Lodz, Poland

9 Research, Innovation and Teaching Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain

10 Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Madrid, Spain

Corresponding Author:

Alberto Raggi, PsyD, PhD

Neurology, Public Health and Disability Unit

Fondazione IRCCS Istituto Neurologico Carlo Besta

Via Celoria 11

Milano, 20133

Phone: 39 0223943105

Email: [email protected]

Background: Occupational e–mental health (OeMH) interventions significantly reduce the burden of mental health conditions. The successful implementation of OeMH interventions is influenced by many implementation strategies, barriers, and facilitators across contexts, which, however, are not systematically tracked. One of the reasons is that international consensus on documenting and reporting the implementation of OeMH interventions is lacking. There is a need for practical guidance on the key factors influencing the implementation of interventions that organizations should consider. Stakeholder consultations secure a valuable source of information about these key strategies, barriers, and facilitators that are relevant to successful implementation of OeMH interventions.

Objective: The objective of this study was to develop a brief checklist to guide the implementation of OeMH interventions.

Methods: Based on the results of a recently published systematic review, we drafted a comprehensive checklist with a wide set of strategies, barriers, and facilitators that were identified as relevant for the implementation of OeMH interventions. We then used a 2-stage stakeholder consultation process to refine the draft checklist to a brief and practical checklist comprising key implementation factors. In the first stage, stakeholders evaluated the relevance and feasibility of items on the draft checklist using a web-based survey. The list of items comprised 12 facilitators presented as statements addressing “elements that positively affect implementation” and 17 barriers presented as statements addressing “concerns toward implementation.” If a strategy was deemed relevant, respondents were asked to rate it using a 4-point Likert scale ranging from “very difficult to implement” to “very easy to implement.” In the second stage, stakeholders were interviewed to elaborate on the most relevant barriers and facilitators shortlisted from the first stage. The interview mostly focused on the relevance and priority of strategies and factors affecting OeMH intervention implementation. In the interview, the stakeholders’ responses to the open survey’s questions were further explored. The final checklist included strategies ranked as relevant and feasible and the most relevant facilitators and barriers, which were endorsed during either the survey or the interviews.

Results: In total, 26 stakeholders completed the web-based survey (response rate=24.8%) and 4 stakeholders participated in individual interviews. The OeMH intervention implementation checklist comprised 28 items, including 9 (32.1%) strategies, 8 (28.6%) barriers, and 11 (39.3%) facilitators. There was widespread agreement between findings from the survey and interviews, the most outstanding exception being the idea of proposing OeMH interventions as benefits for employees.

Conclusions: Through our 2-stage stakeholder consultation, we developed a brief checklist that provides organizations with a guide for the implementation of OeMH interventions. Future research should empirically validate the effectiveness and usefulness of the checklist.

Introduction

Mental health is a major concern in the workplace and is considered a worldwide public health priority. In Europe, stress, depression, and anxiety are the third-most common mental health problems caused or worsened by work [ 1 ]. About half of the European workers report stress and psychosocial risks as a common phenomenon in the workplace, causing approximately 50% of all working days lost [ 2 ]. Of the working-age population, 6%-8% of females and 4.0%-5.5% of males suffer from depression and 5%-6% of females and around 3% of males suffer from anxiety [ 3 ]. Depression and anxiety are common mental disorders that impact the working status of individuals in terms of unemployment, absenteeism (ie, loss of workdays due to a condition), and presenteeism (ie, reduced ability at work due to a condition). A review study showed that 21% of unemployed people have depression and that depression and unemployment are strongly interrelated [ 4 ]. In addition, research shows that past and current anxiety or depressive disorders are associated with higher absenteeism, with the highest effect in those with comorbid anxiety and depression [ 5 ]. This has economic consequences: mental ill health was estimated to cost the world economy about US $2.5 trillion a year in 2010, with a projection of US $6 trillion by 2030 [ 6 ]. Investment in mental health promotion is needed, and it is estimated that each dollar invested in scaled-up treatment for depression and anxiety will produce a US $4 return on investment in improved health and productivity [ 6 ].

A growing body of evidence identifies psychosocial and contextual risk factors related to mental health at the workplace, such as working conditions (eg, job insecurity, work-life balance, job pressure), organizational culture, and type of work [ 7 - 9 ]. For instance, anxiety and barriers at the workplace, including social, attitudinal, and health system–related environmental ones, are key determinants of work performance for workers with depression [ 10 ]. Moreover, other factors, such as highly conflicting and excessive work demands, time pressure, low autonomy levels, excessive authority, and lack of social support within the workplace, can increase stress and the risk of developing or worsening mental health conditions [ 11 - 13 ]. These workplace-based factors are critical as good mental health in the workplace is important for the well-being and success of employees, employers, and society.

Addressing mental health issues in the workplace ideally serves a dual purpose: to enhance the well-being of both employees and employers and to strengthen employers’ ability to manage stressful situations. In this regard, existing evidence on occupational e–mental health (OeMH) interventions indicates their effectiveness in promoting mental health and alleviating the associated burdens [ 14 - 16 ]. In particular, a meta-analysis by Carolan et al [ 15 ] showed that workplace mental health interventions delivered via mobile technologies, computers, or the internet are effective in promoting psychological well-being and reducing anxiety and depression. Although evidence on their effectiveness has been exhaustively evaluated, research addressing implementation strategies, barriers, and facilitators is limited [ 17 - 19 ]. A contributing factor is the lack of guidance for documenting and reporting successful implementation of OeMH interventions, as well as related barriers and facilitators [ 17 ].

Although limited, implementation research on OeMH interventions has revealed a myriad of strategies, barriers, and facilitators that influence the successful implementation of these interventions [ 17 ]. A brief and user-friendly checklist comprising key implementation factors is potentially instrumental, if used prior to implementation, in ensuring the successful uptake of OeMH interventions. Such a checklist would be particularly useful for those who are interested in implementing OeMH interventions, including those who develop interventions, the employers, and the implementation team.

To develop such a checklist, the knowledge and perspective of stakeholders are crucial. Developers of OeMH interventions typically focus on the technical and content-related aspects of the interventions. The available research on the strategies for OeMH intervention implementation and particularly implementation in the workplace is limited [ 17 ]. Furthermore, we could not identify research, based on a real-wold experience, that accounted and systematically analyzed the knowledge and opinion of end users and of other organizational stakeholders on factors that should be considered for OeMH intervention implementation. Stakeholder consultations regarding the uptake of interventions are essential during the phases of development, implementation, and evaluation of interventions in the workplace [ 20 ]. The experience-based knowledge and expertise gained from stakeholders can provide unique insights into the major factors that facilitate or hinder implementation in a workplace setting [ 21 ].

The objective of this study was to develop a brief checklist including the most relevant and feasible strategies, barriers, and facilitators for the implementation of OeMH interventions. We achieved this objective through 2 different stages: first, by reducing a comprehensive set of strategies, barriers, and facilitators, compiled in a recently published systematic review [ 17 ], through an online survey that involved a set of relevant stakeholders and, second, by refining the information through individual interviews with a restricted number of stakeholders who were available to provide additional feedback.

We carried out a 2-stage stakeholder consultation as part of the EMPOWER (European Platform to Promote Wellbeing and Health in the workplace) project; a more detailed description of the project can be found in the EMPOWER protocol paper [ 22 ].

As part of the EMPOWER project activity, we contacted a group of stakeholders through contacts from EMPOWER consortium collaborators, and additional possible contacts were provided by the already contacted stakeholders. A total of 120 stakeholders were included on our list: representatives from advocacy groups, labor organizations, government organizations, nongovernmental organizations (NGOs), the scientific community, and other interested parties, including the European Commission, universities, vocational training institutions, employment advisors, and members of the European Parliament, specifically those participating in the interparliamentarian group on disability and mental health. The 120 stakeholders from our list were predominantly female (n=71, 59.2%) and on average 50 years old. Presumably, they had on average 20 years of experience; 44 (36.7%) worked for NGOs or policy institutions and 30 (25%) were from related research areas. In most cases (n=68, 56.7%), they had a managerial or executive role within their organizations. Additionally, we contacted 25 senior authors of papers included in the scoping review by Bernard et al [ 17 ] to complement the practice-level perspective with a more technical perspective of those who had implemented an OeMH intervention and described strategies, barriers, and facilitators in a publication.

Stakeholder Consultation

First stage: web-based survey.

The first consultation stage involved participants completing a web-based survey in English, implemented using Google Forms. The survey included a brief section requesting sociodemographic information, such as country of employment, highest career position, work sector, and organization type and size (based on the Organization for Economic Co-operation and Development [OECD] classification: microenterprises for <10 employees, small enterprises for 10-49 employees, medium-size enterprises for 50-249 employees, and large enterprises for 250 or more employees) [ 23 ]. Respondents were asked to rate the relevance and feasibility of items on a comprehensive checklist comprising strategies, barriers, and facilitators relevant to OeMH intervention implementation identified in the scoping review by Bernard et al [ 17 ]: specifically, 13 strategies for the implementation of OeMH interventions, 12 associated facilitators, and 17 barriers were included in the survey. A detailed description of the online survey is included in Multimedia Appendix 1 .

Questions about the implementation strategies addressed the relevance and feasibility of each strategy operationalized in terms of ease or difficulty of practical implementation. For each strategy, the first response option was “not relevant,” which was meant to exclude the strategy from further consideration. If a strategy was deemed relevant, respondents were asked to rate it using a 4-point Likert scale ranging from “very difficult to implement” to “very easy to implement.” The facilitators and barriers were presented to participants as statements addressing “elements that positively affect implementation” and “concerns toward implementation,” respectively. Participants were asked to indicate the extent to which they agreed with the statements on a 5-point Likert scale ranging from “strongly disagree” to “strongly agree,” with a neutral middle position. The survey also included optional open-ended questions where participants could elaborate on responses and suggest additional implementation strategies, barriers, or facilitators not mentioned in the closed-ended questions. Responses were collected between January 31 and March 31, 2022, and reminder emails to complete the survey were sent every 2 weeks during this time.

Second Stage: Semistructured Individual Interviews

Qualitative semistructured individual interviews were conducted with stakeholders who agreed on participating in a follow-up interview after the web-based survey or in the interview only. An interview guide was developed based on the survey results:

• Stakeholder background, including the field of work and level of experience
• General comments on the survey’s results (showed to the interviewee during the interview)
• Analysis of the relevance and priority of strategies and factors affecting OeMH intervention implementation
• Analysis of responses to the survey’s open questions

The interviews were held online and in English, led by a senior researcher and assisted by 2 researchers, who took notes. A summary of the interview transcript was sent to interviewees for approval after each interview.

Ethical Considerations

Prior to the consultation, participants were asked to read and provide informed consent. The protocol for the consultation was approved by the Ethics Committee of the Fundació Sant Joan de Déu (ref: PS-19-20). Participation was on a voluntary basis: no compensation was offered.

The 120 stakeholders included on our list already provided consent to being contacted again for research purposes at the time they were included on our list. The 25 senior authors of the papers included in Bernard et al’s [ 17 ] review were contacted using the same approach we used for the stakeholders on the list, the only difference being that they were directly informed that the survey was online.

The information produced from the web-based survey was anonymous (ie, no survey field with names and contact information was mandatory). Therefore, to be contacted also for the interview, participants willing to contribute had to explicitly disclose their identities.

Data Analysis

Microsoft Excel was used for calculations. We used frequency-based percentages to report how strategies were perceived by respondents. We ranked the strategies from the easiest to the most difficult to implement based on the response options (very easy, easy, difficult, and very difficult); strategies were defined as easy to implement if ≥50% of the respondents reported them as easy or very easy and difficult to implement if ≥50% of the respondents reported them as difficult or very difficult. Frequency-based percentages were also used to report the level of agreement among respondents regarding the identification of barriers and facilitators. We ranked the barriers and facilitators based on the degree of agreement, from the most agreed ones (ie, those with higher percentages of “strongly agree” and “agree”) to the less agreed ones (ie, those with higher percentages of “strongly disagree” and “disagree”). Barriers and facilitators were considered relevant to our analysis if ≥50% of the respondents agreed with the particular item.

A qualitative description was provided. We used the notes taken during interviews to (1) address whether strategies, barriers, and facilitators not endorsed from the survey were instead endorsed by the interviewees; (2) address whether open-ended survey questions might suggest a new construct, which should be included in the final checklist, or whether it was a different formulation of an item included in the comprehensive list of strategies, barriers, and facilitators; and (3) define additional strategies, barriers, and facilitators. Factors identified during the interviews, and not previously raised, were then retained for inclusion in the OeMH intervention implementation checklist.

EMPOWER OeMH Intervention Implementation Checklist Development

The final EMPOWER OeMH intervention implementation checklist was developed considering the 2-stage consultation process. Strategies were retained if ≥50% of the respondents judged them as “easy” or “very easy” to implement, whereas barriers and facilitators were retained if ≥50% of the respondents agreed with considering an item as either a barrier or a facilitator, respectively. In addition, we retained those items that did not reach the 50% threshold but that were endorsed during the individual interviews, as well as those added by interviewees and not included in the survey (and thus not identified by the literature review). Therefore, the checklist included strategies ranked as relevant and feasible and the most relevant facilitators and barriers. To improve the user-friendliness of the checklist, we rephrased all items so that users can check whether a condition is met or avoided (in the case of barriers).

First Stage of the Stakeholder Consultation: Web-Based Survey

Descriptive statistics.

Of the 145 individuals to whom emails were sent, 105 (72.4%) participants were reached as 40 (27.6%) emails were inactive. Of those 105 participants reached, 26 (24.8%) completed the survey. They reported being from Poland (n=4, 15%), Finland (n=4, 15%), Spain (n=3, 12%), Switzerland (n=2, 8%), and Malta (n=2, 8%). The remaining 42% (n=11) were originally from other European countries (Slovenia, Austria, Belgium, Germany, Serbia, Lithuania, the United Kingdom, the Czech Republic, Croatia, Sweden, and Denmark). Half of the stakeholders worked in health and social work activities, 26.9% (n=7) in education, 15.4% (n=4) in the field of research, 3.8% (n=1) in the information and communication sector, and 3.8% (n=1) in a patient NGO. Most worked mainly in the public sector (n=22, 84.6%). Some (n=7, 26.9%) represented senior management, 26.9% (n=7) middle management, 23.1% (n=6) executive management (eg, chief executive officer [CEO]), 15.4% (n=4) operations (eg, staff), and 7.7% (n=2) a consultant position. At the time of the survey, 65.4% (n=17) worked in a large enterprise, 15.4% (n=4) in a medium-size one, and 19.2% (n=5) in a microenterprise or a small enterprise (ie up to 49 employees).

Implementation Strategies

Almost all 13 implementation strategies were rated as relevant (see Multimedia Appendix 2 for frequency tables). The strategy rated as havin the least relevance was “customizing recruitment activities to enhance reach” (n=3, 12%). Figure 1 shows the frequency-based ranking of the strategies.

In addition, 6 (46.2%) implementation strategies were identified as “easy to implement” or “very easy to implement” by ≥50% of the respondents: “developing and distributing education material,” “sending reminders for completing the intervention,” “using social or mass media to increase reach,” “providing support for users during the intervention,” “providing opportunities for users to obtain feedback on progress,” and “conducting educational meetings.” Conversely, “involving senior management,” “customizing recruitment,” and “providing incentives” were perceived as the most difficult to implement.

Barriers and Facilitators

Of the 17 elements presented as potential barriers towards implementation, 8 (47.1%) were considered as such by participants. Specifically, the most negatively perceived barriers were “apps providing generic, irrelevant, or contradictory information,” “long and effortful activities negatively impact usage of apps,” and “apps are not tailored to an employee’s situation and organization’s culture.” Conversely, 9 (52.9%) barriers were not endorsed by participants: in particular, the less negatively perceived barriers were “mental health symptoms will hinder app usage,” “employees refusing mental health support will not use the app,” and “users cannot progress at their own pace.” Figure 2 shows the frequency-based ranking of the barriers.

All the 12 items presented as potential facilitators toward implementation were perceived as such, with the exception of “employers should plan contingencies for organizational restructuring that could hinder implementation.” Among the endorsed facilitators, the 3 (27.3%) rated as most relevant were “employers should guarantee anonymity and confidentiality,” “employers should allow employees enough time to use the app,” and “the intervention should use reliable data storage systems.” Figure 3 shows the frequency-based ranking of the facilitators.

Overall, the responses to the web-based survey showed greater heterogeneity in the evaluations of barriers, whereas a general agreement toward facilitators was observed. Specifically, the key elements identified included the importance of the intervention’s usability, the ease of access and use, the presence of engaging content, the exclusion of excessively effortful activities, and the presence of accurate information without diagnostic labeling.

Optional Open-Ended Questions

In addition to the predefined list of strategies, barriers, and facilitators, stakeholders provided some additional suggestions in optional open-ended questions included in the web-based survey, including 7 strategies, 3 barriers, and 3 facilitators (see Textbox 1 ).

• Encouraging dialogue with trade unions and workers
• Providing access to a helpline
• Involving occupational health specialists
• Conducting market analysis to identify similar apps and address posed risks to the successful implementation of the newly proposed app
• Involving people with experience of mental disorders who are already using a similar tool
• Conducting usability tests before launch to verify the app’s actual usability and, if required, improving it before its full implementation
• Testing the occupational e–mental health (OeMH) intervention with health managers (eg, from the human resources departments) of large companies
• Noninvolvement of end users in cocreation
• Confidentiality issues (eg, will others, such as my boss or colleagues, know that I am using such an app?)
• Unclear data protection policies that poorly convey who, especially within the organization, can view usage information

Facilitators

• Having an open dialogue with managers showing willingness to share information about their past problems with mental health difficulties in the workplace (eg, stress or anxiety)
• Clearly identifying who is in the position of deciding whether to use the app (ie, the employer or single employees?)
• Providing mental health interventions in established mental health and community services

Second Stage of the Stakeholder Consultation: Semistructured Individual Interviews

A total of 4 stakeholders, 2 (50%) from Italy, 1 (25%) from Serbia, and 1 (25%) from Denmark, agreed to participate in an individual interview. These stakeholders came from different work sectors, namely human resources, disability management, and health education and public health, respectively. During the interviews, 5 topics were related to implementation strategies and 4 to barriers and facilitators.

Main Interview Topics on Implementation Strategies

Five main topics related to implementation strategies were addressed during the interviews, and 1 new strategy was suggested by an interviewee.

First, the assessment of an organization’s readiness to implement OeMH interventions was considered a crucial preliminary step to be taken regardless of its difficulty.

Second, strategies exclusively focused on the simple “distribution of information” were deemed at a high risk of failure due to being too impersonal and because they cannot be used alone. Examples of these included “developing and distributing education material,” “sending reminders for completing the intervention,” and “using social or mass media to increase reach.” These strategies could be perceived as ways employers provide quick mental health solutions that are inadequately personalized. One interviewee described such kind of information-focused strategies as “a fit for all approach that may not fit anyone.”

Third, a similar consideration was made about strategies aimed at involving occupational health specialists and senior management (eg, sharing of experience). Such strategies cannot work if used alone. On the one hand, they might be effective for fostering the promotion of interventions; on the other hand, much of these strategies’ success depends on the “personality” of the managers (ie, the degree to which they are available to “get involved” also on a personal level), rather than the overall culture of specific workplaces, regardless of whether such kind of personal exposure is realistic.

Fourth, involving employees (ie, the end users) in the implementation processes is a necessary strategy to avoid them perceiving interventions as being imposed by management. In fact, the level of adherence to an intervention might be seriously hindered if the intervention itself is perceived as mandatory.

Fifth, a new strategy was suggested by an interviewee, which involved offering interventions as an employee benefit provided by the company. This would have the advantage of employees seeing the intervention as an investment for their welfare. Further, it might be particularly valuable for those working in small and medium-size enterprises, where health and social interventions may be not available through the workplace, in contrast to those working in large enterprises.

Main Interview Topics on Barriers and Facilitators

Four main topics focused on barriers and facilitators: none of them constituted a new topic, and they were a further endorsement of topics already included in the survey.

First, interviewees stressed that using unnecessary diagnostic labels within interventions (eg, marketing it as “a way to combat depression”) might hinder their acceptance.

Second, interviewees highlighted the risk associated with the stigma surrounding the use of OeMH interventions, a topic that in the web-based survey was included among facilitators (ie, “Employers should address the stigma associated with app use.”). The role of employers in combating stigma associated with app use was, of course, emphasized.

Third, interviewees stressed the importance of employers as guarantors of anonymity and confidentiality of any information that is shared when using the intervention.

Fourth, it is important that employers demonstrate their commitment to adopting mental health interventions, while motivating employees to use such interventions and maintaining a dialogue with them.

EMPOWER OeMH Intervention Implementation Checklist

There was widespread agreement between findings from the survey and interviews, except regarding the level of management participation and the idea of proposing the OeMH intervention as a benefit for employees. By combining the results of Bernard et al’s [ 17 ] scoping review and this stakeholder consultation, we developed an EMPOWER OeMH intervention implementation checklist ( Textbox 2 ). It comprises 28 items: 9 (32.1%) address implementation strategies, 8 (28.6%) refer to implementation barriers, and 11 (39.3%) refer to facilitators for implementation.

Implementation strategies (n=9)

• Promotion messages are sent via mass media channels to reach a large audience.
• Educational material has been developed and distributed (eg, leaflets or emails).
• Educational meetings are planned or have been conducted.
• Organization readiness has been assessed before intervention implementation.
• The intervention is proposed as a benefit for employees.
• End users have been involved throughout the implementation process.
• Support for using the intervention (eg, online support for technical problems with the app or platform) is available.
• Opportunities for users to obtain feedback on progress (eg, percentage of completion) are available.
• Reminders for completing the intervention are envisaged.

Barriers (n=8)

• Avoid generic, irrelevant, contradictory, or inaccurately translated content.
• Avoid long and effortful tasks.
• Avoid interventions that are not tailored to employees’ work situation and the organization’s culture.
• Avoid intervention components that exclusively target specific use cases and are difficult to adapt to other scenarios.
• Avoid unnecessary diagnostic labeling in the intervention (eg, people with depression or stress).
• Avoid poor accessibility, technical issues, and complicated user interfaces.
• Avoid content that is not engaging and presented in a single media format.
• Avoid having all tasks be single-user tasks (ie, no group activities).

Facilitators (n=11)

• Guarantee anonymity and confidentiality.
• Allow employees enough time to use the intervention.
• Use reliable data storage systems for the intervention.
• Address any stigma associated with using an OeMH intervention.
• Demonstrate the employers’ commitment to and interest in employees’ participation in the intervention .
• Use multiple communication channels (eg, leaflets, emails, or meetings) to promote the intervention.
• Provide sufficient resources (eg, money or personnel) to support the implementation of the intervention.
• Provide a quiet and private space for employees to use the intervention.
• Ensure access to the technology required (eg, devices or WiFi) to use the intervention.
• Allow flexibility regarding intervention attendance during work hours.
• Motivate employees to use the intervention.

Principal Findings and Comparison With Prior Work

We developed an EMPOWER OeMH intervention implementation checklist, a 28-item checklist including 9 strategies, 8 barriers, and 11 facilitators, which guides the implementation of OeMH interventions. The checklist constitutes a step forward in documenting different implementation strategies for OeMH interventions and might fill the gap in the understanding of the reasons some OeMH interventions succeed and others fail.

Two major difficulties were identified in the implementation of OeMH interventions: first, involving the actors of the organizations, particularly those in management roles, in the promotion of the intervention and, second, adapting and customizing the intervention to the individual organization and end-user needs. The 3 strategies evaluated as most relevant and easy to implement (namely, “developing and distributing education material,” “sending reminders,” and “using social or mass media to increase reach”) include simple activities in terms of the time needed to implement them and are expected to easily reach more end users, in line with a previous study [ 24 ]. Unsurprisingly, such automated and less time-consuming strategies were considered easier to implement. As shown in a recent systematic review [ 25 ], automated strategies foster a positive user experience and offer a low-cost alternative to human support. On the contrary, our interviewees issued a warning about the use of automated strategies as they could be perceived as impersonal, which may result in a low level of commitment from employers. For these reasons, we support a multiplicity of strategies, not just automated ones.

A low level of commitment is a disadvantage: if employees think that employers are uncommitted, the likelihood of benefiting from the OeMH intervention will be much lower. Our results highlight the importance of organizational commitment in promoting an OeMH intervention, including the need to identify and dedicate resources to the implementation, such as giving employees flexibility, time, and space to participate in the intervention. These findings are in line with previous research showing that the lack of allocated time and adequate private space could hinder engagement with these interventions [ 25 , 26 ]. Organizational commitment is also relevant to addressing stigma, which is known to be a significant barrier to the implementation of mental health services in the community [ 27 ]. In contrast, antistigma interventions at the workplace are overwhelmingly effective [ 28 ]. Therefore, addressing stigma, including cultural factors that perpetuate stigma attached to mental illness [ 29 ], could be critical to foster the implementation of OeMH interventions.

Usability is an essential feature to enhance user engagement, as outlined in different studies on mental health interventions [ 25 , 30 , 31 ]. This is in line with the recommendations of the “Use of Digital Technology” guidelines [ 32 - 34 ], which advocate for enhancing content clarity through the use of explicit labels and sentences to describe content and instructions in the OeMH interventions.

The interview and web-based survey results were closely aligned on barriers and facilitators, whereas a different perspective on implementation strategies was offered by interviewees. A key point was the need to actively involve both management and end users in the process of implementation in order to avoid perceiving OeMH interventions as mandatory. The involvement of all actors, in particular end users, is a general principle in our checklist, recognized through one of the items. Of course, involvement has a voluntary basis, as no one can be forced to engage in any kind of intervention: from the side of companies, this means providing all possible facilitators that enable use and involvement in OeMH intervention uptake in the workplace. Such a general principle is thus recognized in the last facilitators included in our checklist, which focus on resources and space provision; access to technologies, if needed; time flexibility; and fostering of employees’ motivation. The survey findings about the inclusion of senior management, judged as less feasible, and about preferring strategies that are time limited apparently contradict the interview results, which pointed out that an initial investment of time, including time from managers, might be preferred to foster the uptake of OeMH interventions. The latter is in line with previous work suggesting the importance of management participation in the early stages of implementation in order to make strategic decisions that meet the specific needs of organizations [ 26 ], thus positively influencing intervention success [ 35 , 36 ].

Assessing organizational readiness before implementing an intervention is a crucial step [ 37 - 40 ], and it was judged among the most relevant strategies by the interviewees. Such a readiness assessment should consider any stigma attached to mental illness within the organization and ensure the anonymity and data protection of end users. Organizations failing to account for these issues carry the risk that OeMH interventions will be negatively perceived by employees (eg, seen as an attempt to deceive employees or to force them to reveal their mental health status or as an untrustworthy system incapable of keeping employee health information private and secure).

Interviewees suggested presenting OeMH interventions as an economic benefit for employees. Highlighting both a personal and an economic value conveys the message that organizations invest in improving employees’ health and well-being, exactly in the way in which other services, either health related or otherwise, are presented as part of their remuneration. Such a strategy was deemed to be potentially effective as it demonstrates a strong commitment from companies. Indeed, effectively communicating the intervention’s proven benefits for employee end users is an important strategy for uptake [ 26 ].

A due consideration is that no single strategy exists to manage the complex process of OeMH intervention implementation. The strategies that have been identified because of the different stages of our activity are summative and highly complementary: the possibility to use a combined set of different approaches, composed of different strategies and facilitators, in the process of OeMH intervention implementation is therefore the preferred approach. The kind of OeMH intervention, the cultural context (including the organization’s culture and values as well as the country’s culture), and the circumstance in which the OeMH intervention is proposed (eg, response to a particular event or as a more general approach for promoting employees’ mental health) may influence implementation.

Implications and Recommendations for Practice and Future Research

The EMPOWER OeMH intervention implementation checklist is a good starting point to determine the factors that enhance the success of OeMH interventions. Implementation research on OeMH interventions can also benefit from our checklist to collect information about the most usfeful strategies and about the most important barriers to and facilitators of implementation. More research is needed on the general validity, usefulness, and acceptability of different implementation strategies, as well as a broadly accepted definition of successful implementation (eg, number of users, usage over time, outcomes).

Limitations

The main limitation of this study is related to the small stakeholder sample size. A total of 26 stakeholders responded to the online survey, corresponding to a response rate of 24.8% and a limited number of them participated in the individual interviews. Such a low response rate is likely due to staff turnover of people who held institutional positions. Although a common problem for web-based surveys, studies with our observed ~25% response rate have demonstrated consistent and accurate results [ 41 , 42 ]. Although the invitation was sent to several stakeholders from different geographical areas, it has to be remembered that potential respondents were limited to those referred by EMPOWER consortium members and to the senior authors of the papers included in Bernard et al. [ 17 ] review. Participants had heterogeneous backgrounds and position levels within the respective organizations, which was an advantage as it likely led to obtaining a wide and heterogeneous set of items. Results may have been different, in terms of the amount of additional implementation strategies, barriers, or facilitators suggested during this study, if there was a larger group of stakeholders. A second limitation is that the checklist has not been piloted and evaluated in an implementation project. Future research is thus needed to validate the checklist.

We developed an EMPOWER OeMH intervention implementation checklist comprising key strategies, barriers, and facilitators relevant to the implementation of OeMH interventions. The checklist could serve as a guide for organizations implementing OeMH interventions and those reporting on these implementations. Future studies that implement this checklist and assess its validity, usefulness, and acceptability in different contexts should be planned.

Acknowledgments

The research leading to these results received funding from the European Union’s Union Horizon 2020 Research and Innovation Programme (grant 848180) and the National Health and Medical Research Council of Australia (grant APP1195937).

AR is supported by the Italian Ministry of Health (RRC). BO is supported by the Miguel Servet (CP20/00040) contract, funded by the Instituto de Salud Carlos III (Spain) and cofunded by the European Union (European Regional Development Fund/European Social Funds, “Investing in your Future”). RAL is supported by the Beatriu de Pinós program, Secretaria d’Universitats i Recerca, Departament d’Empresa I Coneixement, Generalitat de Catalunya (grant 2020 BP 00085).

The authors would like to thank the stakeholders who participated to the web-based survey and the individual interviews.

Data Availability

The deidentified quantitative data sets generated and analyzed during the study are available from the corresponding author upon reasonable request as long as the main objective of the data-sharing request is to replicate the analysis and findings, as reported in this paper (without investigator support), after approval of a proposal and with a signed data access agreement. The qualitative data sets generated and analyzed during the study are not publicly available due the risk of reidentification of participants.

Conflicts of Interest

None declared.

Web survey form.

Frequency tables for implementation strategies, barriers, and facilitators.

• Leclerc C, De Keulenaer F, Belli S. OSH Pulse – occupational safety and health in post-pandemic workplaces: Flash Eurobarometer report. European Agency for Safety and Health at Work. 2022. URL: https://tinyurl.com/4r838w9d [accessed 2024-02-16]
• Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on a comprehensive approach to mental health. COM(2023) 298 final. European Commmission. 2023. URL: https://tinyurl.com/22xd2j57 [accessed 2023-10-31]
• Depression and other common mental disorders: global health estimates. World Health Organization. 2017. URL: https://apps.who.int/iris/handle/10665/254610 [accessed 2023-04-18]
• Amiri S. Unemployment associated with major depression disorder and depressive symptoms: a systematic review and meta-analysis. Int J Occup Saf Ergon. Dec 2022;28(4):2080-2092. [ CrossRef ] [ Medline ]
• Hendriks SM, Spijker J, Licht CMM, Hardeveld F, de Graaf R, Batelaan NM, et al. Long-term work disability and absenteeism in anxiety and depressive disorders. J Affect Disord. Jun 01, 2015;178:121-130. [ CrossRef ] [ Medline ]
• The Lancet Global Health. Mental health matters. Lancet Glob Health. Nov 2020;8(11):e1352. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Young KP, Kolcz DL, O'Sullivan DM, Ferrand J, Fried J, Robinson K. Health Care Workers' Mental Health and Quality of Life During COVID-19: Results From a Mid-Pandemic, National Survey. Psychiatr Serv. Feb 01, 2021;72(2):122-128. [ CrossRef ] [ Medline ]
• Cahill J, Cullen P, Anwer S, Wilson S, Gaynor K. Pilot Work Related Stress (WRS), Effects on Wellbeing and Mental Health, and Coping Methods. The International Journal of Aerospace Psychology. Jan 14, 2021;31(2):87-109. [ CrossRef ]
• Sampson H, Ellis N. Stepping up: the need for Proactive Employer Investment in Safeguarding Seafarers’ Mental Health and Wellbeing. Maritime Policy & Management. Dec 30, 2020;48(8):1069-1081. [ CrossRef ]
• Ivandic I, Kamenov K, Rojas D, Cerón G, Nowak D, Sabariego C. Determinants of work performance in workers with depression and anxiety: a cross-sectional study. Int J Environ Res Public Health. Apr 26, 2017;14(5):466. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Day A, Kelloway EK, Hurrell JJ. Workplace Well-Being: How to Build Psychologically Healthy Workplaces. New York, NY. John Wiley & Sons; 2014.
• Attridge M. A Global Perspective on Promoting Workplace Mental Health and the Role of Employee Assistance Programs. Am J Health Promot. May 2019;33(4):622-629. [ CrossRef ] [ Medline ]
• LaMontagne AD, Martin A, Page KM, Reavley NJ, Noblet AJ, Milner AJ, et al. Workplace mental health: developing an integrated intervention approach. BMC Psychiatry. May 9, 2014;14(1):131. [ CrossRef ]
• Phillips EA, Gordeev VS, Schreyögg J. Effectiveness of occupational e-mental health interventions: a systematic review and meta-analysis of randomized controlled trials. Scand J Work Environ Health. Nov 01, 2019;45(6):560-576. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Carolan S, Harris PR, Cavanagh K. Improving Employee Well-Being and Effectiveness: Systematic Review and Meta-Analysis of Web-Based Psychological Interventions Delivered in the Workplace. J Med Internet Res. Jul 26, 2017;19(7):e271. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Tan L, Wang M, Modini M, Joyce S, Mykletun A, Christensen H, et al. Erratum to: preventing the development of depression at work: a systematic review and meta-analysis of universal interventions in the workplace. BMC Med. Nov 13, 2014;12(1):74. [ CrossRef ]
• Bernard RM, Toppo C, Raggi A, de Mul M, de Miquel C, Pugliese MT, et al. Strategies for Implementing Occupational eMental Health Interventions: Scoping Review. J Med Internet Res. Jun 01, 2022;24(6):e34479. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Proctor EK, Powell BJ, McMillen JC. Implementation strategies: recommendations for specifying and reporting. Implement Sci. Dec 01, 2013;8:139. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Powell BJ, McMillen JC, Proctor EK, Carpenter CR, Griffey RT, Bunger AC, et al. A compilation of strategies for implementing clinical innovations in health and mental health. Med Care Res Rev. Apr 2012;69(2):123-157. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Schmidt L, Falk T, Siegmund-Schultze M, Spangenberg JH. The Objectives of Stakeholder Involvement in Transdisciplinary Research. A Conceptual Framework for a Reflective and Reflexive Practise. Ecological Economics. Oct 2020;176:106751. [ CrossRef ]
• Salvador-Carulla L, Lukersmith S, Sullivan W. From the EBM pyramid to the Greek temple: a new conceptual approach to Guidelines as implementation tools in mental health. Epidemiol Psychiatr Sci. Mar 14, 2017;26(2):105-114. [ CrossRef ]
• Olaya B, Van der Feltz-Cornelis CM, Hakkaart-van Roijen L, Merecz-Kot D, Sinokki M, Naumanen P, EMPOWER Consortium, et al. Study protocol of EMPOWER: A cluster randomized trial of a multimodal eHealth intervention for promoting mental health in the workplace following a stepped wedge trial design. Digit Health. 2022;8:20552076221131145. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Enterprises by business size. Organization for Economic Co-operation and Development. URL: https://data.oecd.org/entrepreneur/enterprises-by-business-size.htm [accessed 2023-04-18]
• Kayrouz R, Dear BF, Karin E, Titov N. Facebook as an effective recruitment strategy for mental health research of hard to reach populations. Internet Interv. May 2016;4:1-10. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Borghouts J, Eikey E, Mark G, De Leon C, Schueller SM, Schneider M, et al. Barriers to and Facilitators of User Engagement With Digital Mental Health Interventions: Systematic Review. J Med Internet Res. Mar 24, 2021;23(3):e24387. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Muuraiskangas S, Harjumaa M, Kaipainen K, Ermes M. Process and Effects Evaluation of a Digital Mental Health Intervention Targeted at Improving Occupational Well-Being: Lessons From an Intervention Study With Failed Adoption. JMIR Ment Health. May 11, 2016;3(2):e13. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Patel V, Maj M, Flisher A, De Silva MJ, Koschorke M, Prince M, et al. WPA ZonalMember Society Representatives. Reducing the treatment gap for mental disorders: a WPA survey. World Psychiatry. Oct 2010;9(3):169-176. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Hanisch SE, Twomey CD, Szeto ACH, Birner UW, Nowak D, Sabariego C. The effectiveness of interventions targeting the stigma of mental illness at the workplace: a systematic review. BMC Psychiatry. Jan 06, 2016;16:1. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Mascayano F, Toso-Salman J, Ho YCS, Dev S, Tapia T, Thornicroft G, et al. Including culture in programs to reduce stigma toward people with mental disorders in low- and middle-income countries. Transcult Psychiatry. Feb 2020;57(1):140-160. [ CrossRef ] [ Medline ]
• Lattie EG, Adkins EC, Winquist N, Stiles-Shields C, Wafford QE, Graham AK. Digital Mental Health Interventions for Depression, Anxiety, and Enhancement of Psychological Well-Being Among College Students: Systematic Review. J Med Internet Res. Jul 22, 2019;21(7):e12869. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Lemon C, Huckvale K, Carswell K, Torous J. A Narrative Review of Methods for Applying User Experience in the Design and Assessment of Mental Health Smartphone Interventions. Int J Technol Assess Health Care. Jan 24, 2020;36(1):64-70. [ CrossRef ]
• Web Content Accessibility Guidelines (WCAG) 2.0. W3C recommendation 11 December 2008. World Wide Web Consortium. 2008. URL: http://www.w3.org/TR/WCAG20/ [accessed 2023-04-18]
• Treviranus J, McCathieNevile C, Jacobs I, Richards J. Authoring Tool Accessibility Guidelines 1.0. W3C recommendation 3 February 2000. World Wide Web Consortium. 2000. URL: https://www.w3.org/TR/ATAG10/atag10.pdf [accessed 2024-02-19]
• Jacobs I, Gunderson J, Hansen E. User Agent Accessibility Guidelines 1. W3C recommendation 17 December 2002. World Wide Web Consortium. 2002. URL: http://www.w3.org/TR/WAI-USERAGENT/ [accessed 2023-04-18]
• Gayed A, LaMontagne AD, Milner A, Deady M, Calvo RA, Christensen H, et al. A New Online Mental Health Training Program for Workplace Managers: Pre-Post Pilot Study Assessing Feasibility, Usability, and Possible Effectiveness. JMIR Ment Health. Jul 03, 2018;5(3):e10517. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Saksvik P, Nytrø K, Dahl-Jørgensen C, Mikkelsen A. A process evaluation of individual and organizational occupational stress and health interventions. Work Stress. Mar 2002;16(1):37-57. [ CrossRef ]
• Khan S, Timmings C, Moore JE, Marquez C, Pyka K, Gheihman G, et al. The development of an online decision support tool for organizational readiness for change. Implement Sci. May 10, 2014;9:56. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Weiner BJ, Amick H, Lee SD. Conceptualization and measurement of organizational readiness for change: a review of the literature in health services research and other fields. Med Care Res Rev. Aug 2008;65(4):379-436. [ CrossRef ] [ Medline ]
• Attieh R, Gagnon M, Estabrooks CA, Légaré F, Ouimet M, Roch G, et al. Organizational readiness for knowledge translation in chronic care: a review of theoretical components. Implement Sci. Nov 28, 2013;8:138. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Holt DT, Helfrich CD, Hall CG, Weiner BJ. Are you ready? How health professionals can comprehensively conceptualize readiness for change. J Gen Intern Med. Jan 2010;25 Suppl 1(Suppl 1):50-55. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Morton SM, Bandara DK, Robinson EM, Carr PEA. In the 21st Century, what is an acceptable response rate? Aust N Z J Public Health. Apr 2012;36(2):106-108. [ FREE Full text ] [ CrossRef ] [ Medline ]
• Walsh EI, Chung Y, Cherbuin N, Salvador-Carulla L. Experts' perceptions on the use of visual analytics for complex mental healthcare planning: an exploratory study. BMC Med Res Methodol. May 07, 2020;20(1):110. [ FREE Full text ] [ CrossRef ] [ Medline ]

Abbreviations

Edited by A Mavragani; submitted 26.04.23; peer-reviewed by M Gasmi , E Phillips, C Lemon; comments to author 18.10.23; revised version received 29.11.23; accepted 21.12.23; published 15.03.24.

©Alberto Raggi, Renaldo M Bernard, Claudia Toppo, Carla Sabariego, Luis Salvador Carulla, Sue Lukersmith, Leona Hakkaart-van Roijen, Dorota Merecz-Kot, Beatriz Olaya, Rodrigo Antunes Lima, Desirée Gutiérrez-Marín, Ellen Vorstenbosch, Chiara Curatoli, Martina Cacciatore. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 15.03.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.