what is the format of research article

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Primacy of the research question, structure of the paper, writing a research article: advice to beginners.

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Thomas V. Perneger, Patricia M. Hudelson, Writing a research article: advice to beginners, International Journal for Quality in Health Care , Volume 16, Issue 3, June 2004, Pages 191–192, https://doi.org/10.1093/intqhc/mzh053

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Writing research papers does not come naturally to most of us. The typical research paper is a highly codified rhetorical form [ 1 , 2 ]. Knowledge of the rules—some explicit, others implied—goes a long way toward writing a paper that will get accepted in a peer-reviewed journal.

A good research paper addresses a specific research question. The research question—or study objective or main research hypothesis—is the central organizing principle of the paper. Whatever relates to the research question belongs in the paper; the rest doesn’t. This is perhaps obvious when the paper reports on a well planned research project. However, in applied domains such as quality improvement, some papers are written based on projects that were undertaken for operational reasons, and not with the primary aim of producing new knowledge. In such cases, authors should define the main research question a posteriori and design the paper around it.

Generally, only one main research question should be addressed in a paper (secondary but related questions are allowed). If a project allows you to explore several distinct research questions, write several papers. For instance, if you measured the impact of obtaining written consent on patient satisfaction at a specialized clinic using a newly developed questionnaire, you may want to write one paper on the questionnaire development and validation, and another on the impact of the intervention. The idea is not to split results into ‘least publishable units’, a practice that is rightly decried, but rather into ‘optimally publishable units’.

What is a good research question? The key attributes are: (i) specificity; (ii) originality or novelty; and (iii) general relevance to a broad scientific community. The research question should be precise and not merely identify a general area of inquiry. It can often (but not always) be expressed in terms of a possible association between X and Y in a population Z, for example ‘we examined whether providing patients about to be discharged from the hospital with written information about their medications would improve their compliance with the treatment 1 month later’. A study does not necessarily have to break completely new ground, but it should extend previous knowledge in a useful way, or alternatively refute existing knowledge. Finally, the question should be of interest to others who work in the same scientific area. The latter requirement is more challenging for those who work in applied science than for basic scientists. While it may safely be assumed that the human genome is the same worldwide, whether the results of a local quality improvement project have wider relevance requires careful consideration and argument.

Once the research question is clearly defined, writing the paper becomes considerably easier. The paper will ask the question, then answer it. The key to successful scientific writing is getting the structure of the paper right. The basic structure of a typical research paper is the sequence of Introduction, Methods, Results, and Discussion (sometimes abbreviated as IMRAD). Each section addresses a different objective. The authors state: (i) the problem they intend to address—in other terms, the research question—in the Introduction; (ii) what they did to answer the question in the Methods section; (iii) what they observed in the Results section; and (iv) what they think the results mean in the Discussion.

In turn, each basic section addresses several topics, and may be divided into subsections (Table 1 ). In the Introduction, the authors should explain the rationale and background to the study. What is the research question, and why is it important to ask it? While it is neither necessary nor desirable to provide a full-blown review of the literature as a prelude to the study, it is helpful to situate the study within some larger field of enquiry. The research question should always be spelled out, and not merely left for the reader to guess.

Typical structure of a research paper

The Methods section should provide the readers with sufficient detail about the study methods to be able to reproduce the study if so desired. Thus, this section should be specific, concrete, technical, and fairly detailed. The study setting, the sampling strategy used, instruments, data collection methods, and analysis strategies should be described. In the case of qualitative research studies, it is also useful to tell the reader which research tradition the study utilizes and to link the choice of methodological strategies with the research goals [ 3 ].

The Results section is typically fairly straightforward and factual. All results that relate to the research question should be given in detail, including simple counts and percentages. Resist the temptation to demonstrate analytic ability and the richness of the dataset by providing numerous tables of non-essential results.

The Discussion section allows the most freedom. This is why the Discussion is the most difficult to write, and is often the weakest part of a paper. Structured Discussion sections have been proposed by some journal editors [ 4 ]. While strict adherence to such rules may not be necessary, following a plan such as that proposed in Table 1 may help the novice writer stay on track.

References should be used wisely. Key assertions should be referenced, as well as the methods and instruments used. However, unless the paper is a comprehensive review of a topic, there is no need to be exhaustive. Also, references to unpublished work, to documents in the grey literature (technical reports), or to any source that the reader will have difficulty finding or understanding should be avoided.

Having the structure of the paper in place is a good start. However, there are many details that have to be attended to while writing. An obvious recommendation is to read, and follow, the instructions to authors published by the journal (typically found on the journal’s website). Another concerns non-native writers of English: do have a native speaker edit the manuscript. A paper usually goes through several drafts before it is submitted. When revising a paper, it is useful to keep an eye out for the most common mistakes (Table 2 ). If you avoid all those, your paper should be in good shape.

Common mistakes seen in manuscripts submitted to this journal

Huth EJ . How to Write and Publish Papers in the Medical Sciences , 2nd edition. Baltimore, MD: Williams & Wilkins, 1990 .

Browner WS . Publishing and Presenting Clinical Research . Baltimore, MD: Lippincott, Williams & Wilkins, 1999 .

Devers KJ , Frankel RM. Getting qualitative research published. Educ Health 2001 ; 14 : 109 –117.

Docherty M , Smith R. The case for structuring the discussion of scientific papers. Br Med J 1999 ; 318 : 1224 –1225.

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13.1 Formatting a Research Paper

Learning objectives.

• Identify the major components of a research paper written using American Psychological Association (APA) style.
• Apply general APA style and formatting conventions in a research paper.

In this chapter, you will learn how to use APA style , the documentation and formatting style followed by the American Psychological Association, as well as MLA style , from the Modern Language Association. There are a few major formatting styles used in academic texts, including AMA, Chicago, and Turabian:

• AMA (American Medical Association) for medicine, health, and biological sciences
• APA (American Psychological Association) for education, psychology, and the social sciences
• Chicago—a common style used in everyday publications like magazines, newspapers, and books
• MLA (Modern Language Association) for English, literature, arts, and humanities
• Turabian—another common style designed for its universal application across all subjects and disciplines

While all the formatting and citation styles have their own use and applications, in this chapter we focus our attention on the two styles you are most likely to use in your academic studies: APA and MLA.

If you find that the rules of proper source documentation are difficult to keep straight, you are not alone. Writing a good research paper is, in and of itself, a major intellectual challenge. Having to follow detailed citation and formatting guidelines as well may seem like just one more task to add to an already-too-long list of requirements.

Following these guidelines, however, serves several important purposes. First, it signals to your readers that your paper should be taken seriously as a student’s contribution to a given academic or professional field; it is the literary equivalent of wearing a tailored suit to a job interview. Second, it shows that you respect other people’s work enough to give them proper credit for it. Finally, it helps your reader find additional materials if he or she wishes to learn more about your topic.

Furthermore, producing a letter-perfect APA-style paper need not be burdensome. Yes, it requires careful attention to detail. However, you can simplify the process if you keep these broad guidelines in mind:

• Work ahead whenever you can. Chapter 11 “Writing from Research: What Will I Learn?” includes tips for keeping track of your sources early in the research process, which will save time later on.
• Get it right the first time. Apply APA guidelines as you write, so you will not have much to correct during the editing stage. Again, putting in a little extra time early on can save time later.
• Use the resources available to you. In addition to the guidelines provided in this chapter, you may wish to consult the APA website at http://www.apa.org or the Purdue University Online Writing lab at http://owl.english.purdue.edu , which regularly updates its online style guidelines.

General Formatting Guidelines

This chapter provides detailed guidelines for using the citation and formatting conventions developed by the American Psychological Association, or APA. Writers in disciplines as diverse as astrophysics, biology, psychology, and education follow APA style. The major components of a paper written in APA style are listed in the following box.

These are the major components of an APA-style paper:

Body, which includes the following:

• Headings and, if necessary, subheadings to organize the content
• In-text citations of research sources
• References page

All these components must be saved in one document, not as separate documents.

The title page of your paper includes the following information:

• Title of the paper
• Author’s name
• Name of the institution with which the author is affiliated
• Header at the top of the page with the paper title (in capital letters) and the page number (If the title is lengthy, you may use a shortened form of it in the header.)

List the first three elements in the order given in the previous list, centered about one third of the way down from the top of the page. Use the headers and footers tool of your word-processing program to add the header, with the title text at the left and the page number in the upper-right corner. Your title page should look like the following example.

The next page of your paper provides an abstract , or brief summary of your findings. An abstract does not need to be provided in every paper, but an abstract should be used in papers that include a hypothesis. A good abstract is concise—about one hundred fifty to two hundred fifty words—and is written in an objective, impersonal style. Your writing voice will not be as apparent here as in the body of your paper. When writing the abstract, take a just-the-facts approach, and summarize your research question and your findings in a few sentences.

In Chapter 12 “Writing a Research Paper” , you read a paper written by a student named Jorge, who researched the effectiveness of low-carbohydrate diets. Read Jorge’s abstract. Note how it sums up the major ideas in his paper without going into excessive detail.

Write an abstract summarizing your paper. Briefly introduce the topic, state your findings, and sum up what conclusions you can draw from your research. Use the word count feature of your word-processing program to make sure your abstract does not exceed one hundred fifty words.

Depending on your field of study, you may sometimes write research papers that present extensive primary research, such as your own experiment or survey. In your abstract, summarize your research question and your findings, and briefly indicate how your study relates to prior research in the field.

Margins, Pagination, and Headings

APA style requirements also address specific formatting concerns, such as margins, pagination, and heading styles, within the body of the paper. Review the following APA guidelines.

Use these general guidelines to format the paper:

• Set the top, bottom, and side margins of your paper at 1 inch.
• Use double-spaced text throughout your paper.
• Use a standard font, such as Times New Roman or Arial, in a legible size (10- to 12-point).
• Use continuous pagination throughout the paper, including the title page and the references section. Page numbers appear flush right within your header.
• Section headings and subsection headings within the body of your paper use different types of formatting depending on the level of information you are presenting. Additional details from Jorge’s paper are provided.

Begin formatting the final draft of your paper according to APA guidelines. You may work with an existing document or set up a new document if you choose. Include the following:

• Your title page
• The abstract you created in Note 13.8 “Exercise 1”
• Correct headers and page numbers for your title page and abstract

APA style uses section headings to organize information, making it easy for the reader to follow the writer’s train of thought and to know immediately what major topics are covered. Depending on the length and complexity of the paper, its major sections may also be divided into subsections, sub-subsections, and so on. These smaller sections, in turn, use different heading styles to indicate different levels of information. In essence, you are using headings to create a hierarchy of information.

The following heading styles used in APA formatting are listed in order of greatest to least importance:

• Section headings use centered, boldface type. Headings use title case, with important words in the heading capitalized.
• Subsection headings use left-aligned, boldface type. Headings use title case.
• The third level uses left-aligned, indented, boldface type. Headings use a capital letter only for the first word, and they end in a period.
• The fourth level follows the same style used for the previous level, but the headings are boldfaced and italicized.
• The fifth level follows the same style used for the previous level, but the headings are italicized and not boldfaced.

Visually, the hierarchy of information is organized as indicated in Table 13.1 “Section Headings” .

Table 13.1 Section Headings

A college research paper may not use all the heading levels shown in Table 13.1 “Section Headings” , but you are likely to encounter them in academic journal articles that use APA style. For a brief paper, you may find that level 1 headings suffice. Longer or more complex papers may need level 2 headings or other lower-level headings to organize information clearly. Use your outline to craft your major section headings and determine whether any subtopics are substantial enough to require additional levels of headings.

Working with the document you developed in Note 13.11 “Exercise 2” , begin setting up the heading structure of the final draft of your research paper according to APA guidelines. Include your title and at least two to three major section headings, and follow the formatting guidelines provided above. If your major sections should be broken into subsections, add those headings as well. Use your outline to help you.

Because Jorge used only level 1 headings, his Exercise 3 would look like the following:

Citation Guidelines

In-text citations.

Throughout the body of your paper, include a citation whenever you quote or paraphrase material from your research sources. As you learned in Chapter 11 “Writing from Research: What Will I Learn?” , the purpose of citations is twofold: to give credit to others for their ideas and to allow your reader to follow up and learn more about the topic if desired. Your in-text citations provide basic information about your source; each source you cite will have a longer entry in the references section that provides more detailed information.

In-text citations must provide the name of the author or authors and the year the source was published. (When a given source does not list an individual author, you may provide the source title or the name of the organization that published the material instead.) When directly quoting a source, it is also required that you include the page number where the quote appears in your citation.

This information may be included within the sentence or in a parenthetical reference at the end of the sentence, as in these examples.

Epstein (2010) points out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Here, the writer names the source author when introducing the quote and provides the publication date in parentheses after the author’s name. The page number appears in parentheses after the closing quotation marks and before the period that ends the sentence.

Addiction researchers caution that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (Epstein, 2010, p. 137).

Here, the writer provides a parenthetical citation at the end of the sentence that includes the author’s name, the year of publication, and the page number separated by commas. Again, the parenthetical citation is placed after the closing quotation marks and before the period at the end of the sentence.

As noted in the book Junk Food, Junk Science (Epstein, 2010, p. 137), “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive.”

Here, the writer chose to mention the source title in the sentence (an optional piece of information to include) and followed the title with a parenthetical citation. Note that the parenthetical citation is placed before the comma that signals the end of the introductory phrase.

David Epstein’s book Junk Food, Junk Science (2010) pointed out that “junk food cannot be considered addictive in the same way that we think of psychoactive drugs as addictive” (p. 137).

Another variation is to introduce the author and the source title in your sentence and include the publication date and page number in parentheses within the sentence or at the end of the sentence. As long as you have included the essential information, you can choose the option that works best for that particular sentence and source.

Citing a book with a single author is usually a straightforward task. Of course, your research may require that you cite many other types of sources, such as books or articles with more than one author or sources with no individual author listed. You may also need to cite sources available in both print and online and nonprint sources, such as websites and personal interviews. Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.2 “Citing and Referencing Techniques” and Section 13.3 “Creating a References Section” provide extensive guidelines for citing a variety of source types.

Writing at Work

APA is just one of several different styles with its own guidelines for documentation, formatting, and language usage. Depending on your field of interest, you may be exposed to additional styles, such as the following:

• MLA style. Determined by the Modern Languages Association and used for papers in literature, languages, and other disciplines in the humanities.
• Chicago style. Outlined in the Chicago Manual of Style and sometimes used for papers in the humanities and the sciences; many professional organizations use this style for publications as well.
• Associated Press (AP) style. Used by professional journalists.

References List

The brief citations included in the body of your paper correspond to the more detailed citations provided at the end of the paper in the references section. In-text citations provide basic information—the author’s name, the publication date, and the page number if necessary—while the references section provides more extensive bibliographical information. Again, this information allows your reader to follow up on the sources you cited and do additional reading about the topic if desired.

The specific format of entries in the list of references varies slightly for different source types, but the entries generally include the following information:

• The name(s) of the author(s) or institution that wrote the source
• The year of publication and, where applicable, the exact date of publication
• The full title of the source
• For books, the city of publication
• For articles or essays, the name of the periodical or book in which the article or essay appears
• For magazine and journal articles, the volume number, issue number, and pages where the article appears
• For sources on the web, the URL where the source is located

The references page is double spaced and lists entries in alphabetical order by the author’s last name. If an entry continues for more than one line, the second line and each subsequent line are indented five spaces. Review the following example. ( Chapter 13 “APA and MLA Documentation and Formatting” , Section 13.3 “Creating a References Section” provides extensive guidelines for formatting reference entries for different types of sources.)

In APA style, book and article titles are formatted in sentence case, not title case. Sentence case means that only the first word is capitalized, along with any proper nouns.

Key Takeaways

• Following proper citation and formatting guidelines helps writers ensure that their work will be taken seriously, give proper credit to other authors for their work, and provide valuable information to readers.
• Working ahead and taking care to cite sources correctly the first time are ways writers can save time during the editing stage of writing a research paper.
• APA papers usually include an abstract that concisely summarizes the paper.
• APA papers use a specific headings structure to provide a clear hierarchy of information.
• In APA papers, in-text citations usually include the name(s) of the author(s) and the year of publication.
• In-text citations correspond to entries in the references section, which provide detailed bibliographical information about a source.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Paper Format

Consistency in the order, structure, and format of a paper allows readers to focus on a paper’s content rather than its presentation.

To format a paper in APA Style, writers can typically use the default settings and automatic formatting tools of their word-processing program or make only minor adjustments.

The guidelines for paper format apply to both student assignments and manuscripts being submitted for publication to a journal. If you are using APA Style to create another kind of work (e.g., a website, conference poster, or PowerPoint presentation), you may need to format your work differently in order to optimize its presentation, for example, by using different line spacing and font sizes. Follow the guidelines of your institution or publisher to adapt APA Style formatting guidelines as needed.

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• 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.

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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.

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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.

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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 .

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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.).

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APA Style (7th ed.)

• Cite: Why? When?
• Book, eBook, Dissertation
• Article or Report
• Basic Structure for an Article
• Online or Print, with DOI

Two Authors

• Three to Twenty Authors
• Online or Print, no DOI
• No Author, Volume, or Issue Number

Conference Session

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• Business Sources
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• In-Text Citation
• Format Your Paper

Basic structure for an article: 

Author, a. a., & author, b. b. (year). title of article in non-italics: capital letter also for subtitle.  journal title in italics, volume# (issue#), pg#-pg#. https://doi.org/10.xxxxxxxx.

You can leave out any parts that you don't have, like a DOI, the volume, issue, or page numbers.

Online or Print, with DOI (p. 316+ in Manual)

On all article citations, whether you read online or print, include the Digital Object Identifier (DOI) if available.  The DOI is like a digital thumbprint: its unique and permanent numbers and letters help identify it. It is typically on the first or last page of the article. It may also be listed in the  CrossRef Database . If you are having trouble finding the DOI,  ask a librarian .  If there is no DOI, see  this example . 

Note  that as of March 2017,  CrossRef  and  APA  both recommend that DOIs be formatted as such:  https://doi.org/10.xxxx/xxxxx  with no period at the end.  

In-text Citation

Parenthetical Citation :  The Coast Guard narrative provides meaning to the practice of modern day piracy (Bueger, 2013).

Narrative Citation : According to Bueger (2013) the coast guard narrative can be treated as a "meaningful fiction which gives coherence to the practice of piracy" (p. 1824). 

List both authors in the order they appear in the article. Use an ampersand (&) rather than "and" between the author names.

Parenthetical Citation : In the fast fashion business model, retailers use enhanced design and quick response to complement each other (Cachon & Swinney, 2005).

Narrative Citation : Cachon & Swinney (2005) explain how enhanced design and quick response complement each other in the fast fashion retail model. 

Three or more authors 

List each author in the order they appear in the article. Use an ampersand (&) rather than "and" between the last two.

If you have more than 20 authors, list the first 19 authors, then ..., then the last author (so there is a total of 20 names in the citation). 

Parenthetical Citation :  Group membership may determine the bias of language used by an individual describing a specific event (Wenneker et al., 2005).

Narrative Citation : According to Wenneker et al., (2005) an individual's group membership may determine the bias of language used to describe a specific event.

Report (see p. 329-330 in Manual)

After the report title, include any report number if available and the Source, which can be thought of like the Publisher of a book.

Group Author or Government Report (see p. 329-330 in Manual)

In governmental reports, you can have multiple "levels," or offices/departments, in the Source element, separated by a comma.

The  Author  is the office that was most directly responsible for creating the content, and any parent offices are the  Source . If you aren't sure which office created the content, look on Google or on their general webpage to figure out the structure -- which office is "under" another office?

Parenthetical Citation :  Law enforcement agencies have started to increase the use of drones since 2016 for a variety of purposes (Police Executive Research Forum, 2020).

Narrative Citation : According to the Police Executive Research Forum (2020), law enforcement agencies have been using drones for a variety of purposes such as search and rescue, crime scene reconstruction, and disaster response.

Named Author 

Parenthetical Citation :  A large share of the manufacturing labor force in certain developing countries consists of self-employed individuals (McKenzie, 2009).

Narrative Citation : McKenzie (2009) states that "Self-employment accounts for a large share of the labor force in most developing countries" (p.211).

Online or Print, no DOI  (p. 317 in Manual)

Italicize the journal title and volume number, but not the issue number in parentheses. 

Parenthetical Citation : The limited academic presence of Latino scholars has led to non-Latino administrators and colleagues having a greater impact on Latino Studies programs (Aparicio, 1999).

Narrative Citation : According to Aparicio (1999), the limited academic presence of Latino scholars translates to non-Latino administrators and colleagues having a greater impact on Latino Studies programs.

Magazine (p. 320 in Manual)

Online with no doi.

Include the stable URL. Page numbers, volume, and issue may be omitted if not available. 

Parenthetical Citation :  Marcus Hutchins was lauded as the hacker who saved the internet for his work in stopping the WannaCry cyber security attack (Greenberg, 2020).

Narrative Citation : Greenberg (2020) outlined Marcus Hutchins journey from creating malware to being lauded as the hacker who saved the internet.

Print or from a Database with no DOI

Italicize the magazine title and volume number, but not the issue number in parentheses.  If a magazine has a month and/or date, you may include that.

Parenthetical Citation :  Approximately 20 million Americans have been recruited for clinical trials each year (Rodgers, 2009).

Narrative Citation : Rodgers (2009) estimates that approximately 20 million Americans have been recruited for clinical trials each year. 

Newspaper (p. 320 in Manual)

• Use this format for articles from both print newspapers as well as newspaper websites such as  The New York Times  or  The Washington Post.
• Use the format for  websites  for citing articles from a news website. Common examples are BBC News, BET News, Bloomberg, CNN, HuffPost, MSNBC, Reuters, Salon, and Vox. These sites do not have associated daily or weekly newspapers.

Parenthetical Citation :  Foreign language instruction supporters would prefer the integration of lessons into the core curriculum thus preventing their easy removal during budget cuts (Hu, 2009).

Narrative Citation : Hu (2009) reports that supporters of foreign language instruction would prefer lessons be integrated into the core curriculum to prevent their easy removal during budget cuts. 

Print or from a Database with no DOI 

If an article appears on discontinuous pages, list each of the page numbers where it appears. For multiple pages, use "pp." Most newspapers have a month and/or date, so include that.

Parenthetical Citation : The recent migrant crisis has caused the police chief to reach out to state and federal elected officials for financial support (Fidlin, 2023).

Narrative Citation : According to Fidlin (2023) the police chief has reached out to state and federal elected officials for financial support to aid in the recent migrant crisis.

No Author, Volume, or Issue Number 

Remember that APA encourages researchers to use the name of a corporate author, a governmental organization, an office, a department, etc. as the author (see  an example like this) .

However, if no author can be found, as is sometimes the case with newspaper and magazine articles, begin the citation with the title of the article. 

Parenthetical Citation :  Close to three hundred deaths reported in Alberta in 2015 have been connected to illicit fentanyl (How Globe and Mail reporters traced the rise of fentanyl, 2016).

Narrative Citation : According to the article, How Globe and Mail reporters traced the rise of fentanyl (2015) close to three hundred deaths reported in Alberta in 2015 have been connected to illicit fentanyl. 

Parenthetical Citation :  The Hmong in Minnesota have continued their cultural traditions such as celebrating the Hmong New Year in spite of  expatriation (In the US, Hmong New Year, 2023).

Note: Shorten the title for the in-text citation if it is too long. 

Parenthetical Citation : Music therapy is a good way for teachers to help engage their students in the classroom (Fistek et al., 2017).

Narrative Citation : Fistek et al. (2017) argue that music therapy is a good way for teachers to help their students in the classroom. 

More questions? Check out the authoritative source:  APA style blog

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How to format a research paper

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Writing a research paper can be daunting if you’re not experienced with the process. Getting the proper format is one of the most challenging aspects of the task. Reviewers will immediately dismiss a paper that doesn't comply with standard formatting, regardless of the valuable content it contains. 

In this article, we'll delve into the essential characteristics of a research paper, including the proper formatting.

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• What is a research paper?

A research paper is a document that provides a thorough analysis of a topic , usually for an academic institution or professional organization. A research paper may be of any length, but they are typically 2,000–10,000 words. 

Unlike less formal papers, such as articles or essays, empirical evidence and data are key to research papers. In addition to students handing in papers, scientists, attorneys, medical researchers, and independent scholars may need to produce research papers.

People typically write research papers to prove a particular point or make an argument. This could support or disprove a theoretical point, legal case, scientific theory, or an existing piece of research on any topic. 

One of the distinguishing characteristics of research papers is that they contain citations to prior research. Citing sources using the correct format is essential for creating a legitimate research paper. 

• Top considerations for writing a research paper

To write a research paper, you must consider several factors. Fields such as the sciences, humanities, and technical professions have certain criteria for writing research papers. 

You’ll write a research paper using one of several types of formatting. These include APA, MLA, and CMOS styles, which we’ll cover in detail to guide you on citations and other formatting rules. 

Specific requirements of the assignment

If the paper is for a college, university, or any specific organization, they’ll give you certain requirements, such as the range of topics, length, and formatting requirements.

You should study the specifics of the assignment carefully, as these will override more general guidelines you may find elsewhere. If you're writing for a particular professor, they may ask for single or double spacing or a certain citation style. 

• Components of a research paper

Here are the basic steps to writing a quality research paper, assuming you've chosen your topic and considered the requirements of the paper. Depending on the specific conditions of the paper you're writing, you may need the following elements:

Thesis statement

The thesis statement provides a blueprint for the paper. It conveys the theme and purpose of the paper. It also informs you and readers what your paper will argue and the type of research it will contain. As you write the paper, you can refer to the thesis statement to help you decide whether or not to include certain items.

Most research papers require an abstract as well as a thesis. While the thesis is a short (usually a single sentence) summary of the work, an abstract contains more detail. Many papers use the IMRaD structure for the abstract, especially in scientific fields. This consists of four elements:

Introduction : Summarize the purpose of the paper

Methods : Describe the research methods (e.g., collecting data , interviews , field research)

Results: Summarize your conclusions.  

Discussion: Discuss the implications of your research. Mention any significant limitations to your approach and suggest areas for further research.

The thesis and abstract come at the beginning of a paper, but you should write them after completing the paper. This approach ensures a clear idea of your main topic and argument, which can evolve as you write the paper.

Table of contents

Like most nonfiction books, a research paper usually includes a table of contents. 

Tables, charts, and illustrations

If your paper contains multiple tables, charts, illustrations, or other graphics, you can create a list of these. 

Works cited or reference page

This page lists all the works you cited in your paper. For MLA and APA styles, you will use in-text citations in the body of the paper. For Chicago (CMOS) style, you'll use footnotes. 

Bibliography

While you use a reference page to note all cited papers, a bibliography lists all the works you consulted in your research, even if you don't specifically cite them. 

While references are essential, a bibliography is optional but usually advisable to demonstrate the breadth of your research.

Dedication and acknowledgments

You may include a dedication or acknowledgments at the beginning of the paper directly after the title page and before the abstract.

• Steps for writing a research paper

These are the most critical steps for researching, writing, and formatting a research paper:

Create an outline

The outline is not part of the published paper; it’s for your use. An outline makes it easier to structure the paper, ensuring you include all necessary points and research. 

Here you can list all topics and subtopics that will support your argument. When doing your research, you can refer to the outline to ensure you include everything. 

Gather research

Solid research is the hallmark of a research paper. In addition to accumulating research, you need to present it clearly. However, gathering research is one of the first tasks. If you compile each piece of research correctly, it will be easier to format the paper correctly. You want to avoid having to go back and look up information constantly.

Start by skimming potentially useful sources and putting them aside for later use. Reading each source thoroughly at this stage will be time-consuming and slow your progress. You can thoroughly review the sources to decide what to include and discard later. At this stage, note essential information such as names, dates, page numbers, and website links. Citing sources will be easier when you’ve written all the information down.

Be aware of the quality of your sources. A research paper should reference scholarly, academic, or scientific journals. It’s vital to understand the difference between primary and secondary sources. 

A primary source is an original, firsthand account of a topic. A secondary source is someone else covering the topic, as in a popular article or interview. While you may include secondary sources, your paper should also include primary research . Online research can be convenient, but you need to be extra careful when assessing the quality of your sources.

Write the first draft

Create a first draft where you put together all your research and address the topic described in your thesis and abstract. 

Edit and format the paper

Proofread, edit, and make any necessary adjustments and improvements to the first draft. List your citations as described below. Ensure your thesis and abstract describe your research accurately. 

• Formatting a research paper: MLA, APA, and CMOS styles

There are several popular formats for research papers: MLA (Modern Language Association) and APA (American Psychological Association). Certain academic papers use CMOS (Chicago Manual of Style). Other formats may apply to particular fields. 

For example, medical research may use AMA (American Medical Association) formatting and IEEE (Institute of Electrical and Electronics Engineers) for particular technical papers. The following are the guidelines and examples of the most popular formats:

The humanities typically use MLA format, including literature, history, and culture. Look over examples of papers created in MLA format . Here are the main rules to keep in mind:

Double-spaced lines.

Indent new paragraphs 1/2 inch.

Title case for headings, where all major words are capitalized, as in "How to Write a Research Paper." 

Use a popular font such as Times New Roman. This applies to all formatting styles.

Use one-inch margins on all sides. 

Number sections of the paper using Arabic numerals (1, 2, 3, etc.). 

Use a running head for each page on the upper right-hand corner, which consists of your last name and the page number.

Use an in-text citation within the text, using the author's last name followed by the page number: "Anything worth dying for is certainly worth living for" (Heller 155).  

On the citations page, list the full name, book or periodical, and other information. For MLA, you will not need footnotes, only in-text citations.

List citations in alphabetical order on a separate page at the end of the paper entitled “Works Cited.” 

Continuing with the above example from Heller, the listing would be: Heller, Joseph. Catch-22, Simon & Schuster, 1961.

For a periodical, the format is "Thompson, Hunter S. "The Kentucky Derby is Decadent and Depraved" Scanlon's, June 1970."

Use title case for source titles, as in "On the Origin of Species."

The sciences typically use APA format, including physical sciences such as physics and social sciences such as psychology. Simply Psychology provides examples of APA formatting . The following are the most important rules of the APA format.

Begin the paper with a title page, which is not required for MLA.

Use double-line spacing.

Use a running head for each page in the upper right-hand corner, which consists of the paper's title in capital letters followed by the page number.

The citations page at the end should be titled "References."

In-text citations should include the publication date: (Smith, 1999, p. 50). Note also that there's a "p" for "page," whereas in MLA, you write the page number without a "p."

As with MLA, use title case for headings, as in "Most Popular Treatments for Cognitive Disorders."

Use sentence case for titles of sources, as in "History of the decline and fall of the Roman empire." Note "Roman" starts with a capital because it's a proper noun.  

When citing in-text references, use the author's last name and the first and middle initials. 

Always use the Oxford comma. This comma goes before the words "or" and "and" in a list. For example, "At the store, I bought oranges, paper towels, and pasta."

CMOS formatting

Book publishers and many academic papers use CMOS formatting based on the Chicago Manual of Style. CMOS is also called Turabian, named after Kate L. Turabian, who wrote the first manual for this style. Here are examples of CMOS style formatting and citations.

Include an unnumbered title page.

Place page numbers on the upper right-hand corner of the page. Do not list your name or the paper's title as you would for MLA or APA styles.

Use title case for both headings and sources (same as MLA).

Unlike MLA and APA, the Chicago style uses footnotes for citations. Use a superscript for footnotes: "Smith argues against Jones' theory¹.” Footnotes may appear at the bottom of the page or the end of the document.  

CMOS supports both short notes and full notes. In most cases, you'll use the full note: "Michael Pollan, The Omnivore's Dilemma: A Natural History of Four Meals (New York: Penguin, 2006), 76." For further references to the same source, use a short note: " Pollan, Omnivore's Dilemma, 45." The requirements of some papers may specify using only short notes for all footnotes.

• General guidelines for writing and formatting research papers

Keep these guidelines in mind for all types of research papers:

Initial formatting

As you create your first draft, don't worry about formatting. If you try to format it perfectly as you write the paper, it will be difficult to progress and develop a flow of thought. With the first draft, you don't have to be concerned about ordering the sections. You can rearrange headings and sections later. 

Citation tools

Use automation tools for citations . Some useful tools make citations easier by automatically generating a citation list and bibliography. Many work with APA, MLA, and CMOS styles.

Check for plagiarism

Use a plagiarism detector to make sure your paper isn't unintentionally plagiarizing. There are many free and paid plagiarism checkers online, such as Grammarly. 

Proofread your work

Do several rounds of editing and proofreading. Editing is necessary for any type of writing, but you’ll need to revisit several distinct areas with a research paper:

Check for spelling and grammatical errors.

Read the paper to make sure it's well-argued and that you’ve organized it properly. 

Check that you’ve correctly formatted citations. It's easy to make errors, such as incorrect numbering of footnotes (e.g., Chicago style) or forgetting to include a source on your citations page.

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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

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• Research Guides

Reading for Research: Social Sciences

Structure of a research article.

• Structural Read

Guide Acknowledgements

How to Read a Scholarly Article from the Howard Tilton Memorial Library at Tulane University

Strategic Reading for Research   from the Howard Tilton Memorial Library at Tulane University

Bridging the Gap between Faculty Expectation and the Student Experience: Teaching Students toAnnotate and Synthesize Sources

Librarian for Sociology, Environmental Sociology, MHS and Public Policy Studies

Academic writing has features that vary only slightly across the different disciplines. Knowing these elements and the purpose of each serves help you to read and understand academic texts efficiently and effectively, and then apply what you read to your paper or project.

Social Science (and Science) original research articles generally follow IMRD: Introduction- Methods-Results-Discussion

Introduction

• Introduces topic of article
• Presents the "Research Gap"/Statement of Problem article will address
• How research presented in the article will solve the problem presented in research gap.
• Literature Review. presenting and evaluating previous scholarship on a topic.  Sometimes, this is separate section of the article. 

​Method & Results

• How research was done, including analysis and measurements.  
• Sometimes labeled as "Research Design"
• What answers were found
• Interpretation of Results (What Does It Mean? Why is it important?)
• Implications for the Field, how the study contributes to the existing field of knowledge
• Suggestions for further research
• Sometimes called Conclusion

You might also see IBC: Introduction - Body - Conclusion

• Identify the subject
• State the thesis 
• Describe why thesis is important to the field (this may be in the form of a literature review or general prose)

Body  

• Presents Evidence/Counter Evidence
• Integrate other writings (i.e. evidence) to support argument 
• Discuss why others may disagree (counter-evidence) and why argument is still valid
• Summary of argument
• Evaluation of argument by pointing out its implications and/or limitations 
• Anticipate and address possible counter-claims
• Suggest future directions of research
• Next: Structural Read >>
• Last Updated: Jan 19, 2024 10:44 AM
• URL: https://researchguides.library.vanderbilt.edu/readingforresearch

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Formatting guide

This guide describes how to prepare contributions for submission. We recommend you read this in full if you have not previously submitted a contribution to Nature . We also recommend that, before submission, you familiarize yourself with Nature ’s style and content by reading the journal, either in print or online, particularly if you have not submitted to the journal recently.

Formats for Nature contributions

Articles are the main format for original research contributions to Nature . In addition, Nature publishes other submitted material as detailed below.

Articles are original reports whose conclusions represent a substantial advance in understanding of an important problem and have immediate, far-reaching implications. In print, physical sciences papers do not normally exceed 6 pages on average, and biological, clinical and social-sciences papers do not normally exceed 8 pages on average. However, the final print length is at the editor’s discretion.

Articles start with a fully referenced summary paragraph, ideally of no more than 200 words, which is separate from the main text and avoids numbers, abbreviations, acronyms or measurements unless essential. It is aimed at readers outside the discipline. This summary paragraph should be structured as follows: 2-3 sentences of basic-level introduction to the field; a brief account of the background and rationale of the work; a statement of the main conclusions (introduced by the phrase 'Here we show' or its equivalent); and finally, 2-3 sentences putting the main findings into general context so it is clear how the results described in the paper have moved the field forwards. Please refer to our annotated example   to see how the summary paragraph should be constructed.

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Readability

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Proofs are sent before publication; authors are welcome to discuss proposed changes with Nature 's subeditors, but Nature reserves the right to make the final decision about matters of style and the size of figures.

A useful set of articles providing general advice about writing and submitting scientific papers can be found on the SciDev.Net website.

Format of Articles

Contributions should be double-spaced and written in English (spellings as in the Oxford English Dictionary ).

Contributions should be organized in the sequence: title, authors, affiliations (plus present addresses), bold first paragraph, main text, main references, tables, figure legends, methods (including separate data and code availability statements), methods references, acknowledgements, author contributions, competing interest declaration, additional information (containing supplementary information line (if any) and corresponding author line), extended data figure/table legends. In order to facilitate the review process, for initial submissions we encourage authors to present the manuscript text and figures together in a single file (Microsoft Word or PDF, up to 30 MB in size). The figures may be inserted within the text at the appropriate positions or grouped at the end, and each figure legend should be presented together with its figure. Also, please include line numbers within the text.

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An uninterrupted page of text contains about 1250 words.

A typical 6-page Article contains about 2,500 words of text and, additionally, 4 modest display items (figures and/or tables) with brief legends, reference list and online-only methods section if applicable. A composite figure (with several panels) usually needs to take about half a page, equivalent to about 600 words, in order for all the elements to be visible (see section 5.9 for instructions on sizing figures).

A typical 8-page Article contains about 4300 words of text and, additionally, 5-6 modest display items (figures and/or tables) with brief legends, reference list and online-only methods section if applicable. A composite figure (with several panels) usually needs to take about half a page, equivalent to about 600 words, in order for all the elements to be visible (see section 5.9 for instructions on sizing figures).

Authors of contributions that significantly exceed the limits stated here (or as specified by the editor) will have to shorten their papers before acceptance, inevitably delaying publication.

Nature requires authors to specify the contribution made by their co-authors in the end notes of the paper (see section 5.5). If authors regard it as essential to indicate that two or more co-authors are equal in status, they may be identified by an asterisk symbol with the caption ‘These authors contributed equally to this work’ immediately under the address list. If more than three co-authors are equal in status, this should be indicated in the author contributions statement. Present addresses appear immediately below the author list (below the footnote rule at the bottom of the first page) and may be identified by a dagger symbol; all other essential author-related explanation is placed in the acknowledgements.

Our preferred format for text is Microsoft Word, with the style tags removed.

TeX/LaTeX: If you have prepared your paper using TeX/LaTeX, we will need to convert this to Word after acceptance, before your paper can be typeset. All textual material of the paper (including references, tables, figure captions, online methods, etc.) should be included as a single .tex file.

We prefer the use of a ‘standard’ font, preferably 12-point Times New Roman. For mathematical symbols, Greek letters and other special characters, use normal text or Symbol font. Word Equation Editor/MathType should be used only for formulae that cannot be produced using normal text or Symbol font.

The ‘Methods’ section is in the main text file, following the figure legends. This Methods section will appear in the PDF and in the full-text (HTML) version of the paper online, but will not appear in the printed issue. The Methods section should be written as concisely as possible but should contain all elements necessary to allow interpretation and replication of the results. As a guideline, the Methods section does not typically exceed 3,000 words. To increase reproducibility, authors are encouraged to deposit a detailed description of protocols used in their study in a protocol sharing platform of their choice. Springer Nature’s protocols.io is a free and open service designed to help researchers share experimental know-how. Protocols deposited by the authors in www.protocols.io will be linked to the online Methods section upon publication

Detailed descriptions of methods already published should be avoided; a reference number can be provided to save space, with any new addition or variation stated.

The Methods section should be subdivided by short bold headings referring to methods used and we encourage the inclusion of specific subsections for statistics, reagents and animal models. If further references are included in this section their numbering should continue from the end of the last reference number in the rest of the paper and they are listed after the Methods section.

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The Methods section cannot contain figures or tables (essential display items should be included in the Extended Data or exceptionally in the Supplementary Information).

References are each numbered, ordered sequentially as they appear in the text, tables, boxes, figure legends, Methods, Extended Data tables and Extended Data figure legends.

When cited in the text, reference numbers are superscript, not in brackets unless they are likely to be confused with a superscript number.

Do not use linked fields (produced by EndNote and similar programs). Please use the one-click button provided by EndNote to remove EndNote codes before saving your file.

As a guideline, Articles allow up to 50 references in the main text if needed and within the average page budget. Only one publication can be listed for each number. Additional references for Methods or Supplementary Information are not included in this count.

Only articles that have been published or accepted by a named publication, or that have been uploaded to a recognized preprint server (for example, arXiv, bioRxiv), should be in the reference list; papers in preparation should be mentioned in the text with a list of authors (or initials if any of the authors are co-authors of the present contribution).

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Please follow the style below in the published edition of Nature in preparing reference lists.

Authors should be listed surname first, followed by a comma and initials of given names.

Titles of all cited articles are required. Titles of articles cited in reference lists should be in upright, not italic text; the first word of the title is capitalized, the title written exactly as it appears in the work cited, ending with a full stop. Book titles are italic with all main words capitalized. Journal titles are italic and abbreviated according to common usage. Volume numbers are bold. The publisher and city of publication are required for books cited. (Refer to published papers in Nature for details.)

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Recognized preprints may be cited in the reference list. Example: Babichev, S. A., Ries, J. & Lvovsky, A. I. Quantum scissors: teleportation of single-mode optical states by means of a nonlocal single photon. Preprint at http://arXiv.org/quant-ph/0208066 (2002).

References to web-only journals should give authors, article title and journal name as above, followed by URL in full - or DOI if known - and the year of publication in parentheses.

References to websites should give authors if known, title of cited page, URL in full, and year of posting in parentheses.

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Competing interests  statement.

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Life sciences and behavioural & social sciences reporting guidelines

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Guidance and resources related to the use and reporting of statistics are available here .

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Standard table formats are available for submissions of cryo-EM , NMR and X-ray crystallography data . Authors providing these data must use these standard tables and include them as Extended Data.

Figure legends

For initial submissions, we encourage authors to present the manuscript text and figures together in a single Word doc or PDF file, and for each figure legend to be presented together with its figure. However, when preparing the final paper to be accepted, we require figure legends to be listed one after the other, as part of the text document, separate from the figure files, and after the main reference list.

Each figure legend should begin with a brief title for the whole figure and continue with a short description of each panel and the symbols used. If the paper contains a Methods section, legends should not contain any details of methods. Legends should be fewer than 300 words each.

All error bars and statistics must be defined in the figure legend, as discussed above.

Nature requires figures in electronic format. Please ensure that all digital images comply with the Nature journals’ policy on image integrity .

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Some brief guidance for figure preparation:

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Scale bars should be used rather than magnification factors.

Layering type directly over shaded or textured areas and using reversed type (white lettering on a coloured background) should be avoided where possible.

Where possible, text, including keys to symbols, should be provided in the legend rather than on the figure itself.

Figure quality

At initial submission, figures should be at good enough quality to be assessed by referees, preferably incorporated into the manuscript text in a single Word doc or PDF, although figures can be supplied separately as JPEGs if authors are unable to include them with the text. Authors are advised to follow the initial and revised submissions guidelines with respect to sizing, resolution and labelling.

Please note that print-publication quality figures are large and it is not helpful to upload them at the submission stage. Authors will be asked for high-quality figures when they are asked to submit the final version of their article for publication.At that stage, please prepare figures according to these guidelines .

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Figure costs

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Production-quality figures

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Extended Data

Extended Data figures and tables are online-only (appearing in the online PDF and full-text HTML version of the paper), peer-reviewed display items that provide essential background to the Article but are not included in the printed version of the paper due to space constraints or being of interest only to a few specialists. A maximum of ten Extended Data display items (figures and tables) is typically permitted. See Composition of a Nature research paper .

Extended Data tables should be formatted along similar lines to tables appearing in print (see section 5.7) but the main body (excluding title and legend, which should be included at the end of the Word file) should be submitted separately as an image rather than as an editable format in Word, as Extended Data tables are not edited by Nature’s subediting department. Small tables may also be included as sub-panels within Extended Data figures. See Extended Data Formatting Guide .

Extended Data figures should be prepared along slightly different guidelines compared to figures appearing in print, and may be multi-panelled as long as they fit to size rules (see Extended Data Formatting Guide ). Extended Data figures are not edited or styled by Nature’s art department; for this reason, authors are requested to follow Nature style as closely as possible when preparing these figures. The legends for Extended Data figures should be prepared as for print figures and should be listed one after the other at the end of the Word file.

If space allows, Nature encourages authors to include a simple schematic, as a panel in an Extended Data figure, that summarizes the main finding of the paper, where appropriate (for example, to assist understanding of complex detail in cell, structural and molecular biology disciplines).

If a manuscript has Extended Data figures or tables, authors are asked to refer to discrete items at an appropriate place in the main text (for example, Extended Data Fig. 1 and Extended Data Table 1).

If further references are included in the Extended Data tables and Extended Data figure legends, the numbering should continue from the end of the last reference number in the main paper (or from the last reference number in the additional Methods section if present) and the list should be added to the end of the list accompanying the additional Methods section, if present, or added below the Extended Data legends if no additional Methods section is present.

Supplementary Information

Supplementary Information (SI) is online-only, peer-reviewed material that is essential background to the Article (for example, large data sets, methods, calculations), but which is too large or impractical, or of interest only to a few specialists, to justify inclusion in the printed version of the paper. See the Supplementary Information page for further details.

Supplementary Information should not contain figures (any figures additional to those appearing in print should be formatted as Extended Data figures). Tables may be included in Supplementary Information, but only if they are unsuitable for formatting as Extended Data tables (for example, tables containing large data sets or raw data that are best suited to Excel files).

If a manuscript has accompanying SI, either at submission or in response to an editor’s letter that requests it, authors are asked to refer to discrete items of the SI (for example, videos, tables) at an appropriate point in the main manuscript.

Chemical structures and characterization of chemical materials

For guidelines describing Nature ’s standards for experimental methods and the characterization of new compounds, please see the information sheet on the characterization of chemical materials .

We aim to produce chemical structures in a consistent format throughout our articles. Please use the Nature Portfolio Chemical Structures Guide and ChemDraw template to ensure that you prepare your figures in a format that will require minimal changes by our art and production teams. Submit final files at 100% as .cdx files.

Registered Reports

Registered Reports are empirical articles testing confirmatory hypotheses in which the methods and proposed analyses are pre-registered and peer reviewed prior to research being conducted. For further details about Registered Reports and instructions for how to submit such articles to Nature please consult our Registered Reports page.

All contributions should be submitted online , unless otherwise instructed by the editors. Please be sure to read the information on what to include in your cover letter as well as several important content-related issues when putting a submission together.

Before submitting, all contributors must agree to all of Nature's publication policies .

Nature authors must make data and materials publicly available upon publication. This includes deposition of data into the relevant databases and arranging for them to be publicly released by the online publication date (not after). A description of our initiative to improve the transparency and the reproducibility of published results is available here . A full description of Nature’s publication policies is at the Nature Portfolio Authors and Referees website .

Other Nature Research journals

An account of the relationship between all the Nature journals is provided at the Nature family page . 

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• Int J Sports Phys Ther
• v.7(5); 2012 Oct

HOW TO WRITE A SCIENTIFIC ARTICLE

Barbara j. hoogenboom.

1 Grand Valley State University, Grand Rapids, MI, USA

Robert C. Manske

2 University of Wichita, Wichita, KS, USA

Successful production of a written product for submission to a peer‐reviewed scientific journal requires substantial effort. Such an effort can be maximized by following a few simple suggestions when composing/creating the product for submission. By following some suggested guidelines and avoiding common errors, the process can be streamlined and success realized for even beginning/novice authors as they negotiate the publication process. The purpose of this invited commentary is to offer practical suggestions for achieving success when writing and submitting manuscripts to The International Journal of Sports Physical Therapy and other professional journals.

INTRODUCTION

“The whole of science is nothing more than a refinement of everyday thinking” Albert Einstein

Conducting scientific and clinical research is only the beginning of the scholarship of discovery. In order for the results of research to be accessible to other professionals and have a potential effect on the greater scientific community, it must be written and published. Most clinical and scientific discovery is published in peer‐reviewed journals, which are those that utilize a process by which an author's peers, or experts in the content area, evaluate the manuscript. Following this review the manuscript is recommended for publication, revision or rejection. It is the rigor of this review process that makes scientific journals the primary source of new information that impacts clinical decision‐making and practice. 1 , 2

The task of writing a scientific paper and submitting it to a journal for publication is a time‐consuming and often daunting task. 3 , 4 Barriers to effective writing include lack of experience, poor writing habits, writing anxiety, unfamiliarity with the requirements of scholarly writing, lack of confidence in writing ability, fear of failure, and resistance to feedback. 5 However, the very process of writing can be a helpful tool for promoting the process of scientific thinking, 6 , 7 and effective writing skills allow professionals to participate in broader scientific conversations. Furthermore, peer review manuscript publication systems requiring these technical writing skills can be developed and improved with practice. 8 Having an understanding of the process and structure used to produce a peer‐reviewed publication will surely improve the likelihood that a submitted manuscript will result in a successful publication.

Clear communication of the findings of research is essential to the growth and development of science 3 and professional practice. The culmination of the publication process provides not only satisfaction for the researcher and protection of intellectual property, but also the important function of dissemination of research results, new ideas, and alternate thought; which ultimately facilitates scholarly discourse. In short, publication of scientific papers is one way to advance evidence‐based practice in many disciplines, including sports physical therapy. Failure to publish important findings significantly diminishes the potential impact that those findings may have on clinical practice. 9

BASICS OF MANUSCRIPT PREPARATION & GENERAL WRITING TIPS

To begin it might be interesting to learn why reviewers accept manuscripts! Reviewers consider the following five criteria to be the most important in decisions about whether to accept manuscripts for publication: 1) the importance, timeliness, relevance, and prevalence of the problem addressed; 2) the quality of the writing style (i.e., that it is well‐written, clear, straightforward, easy to follow, and logical); 3) the study design applied (i.e., that the design was appropriate, rigorous, and comprehensive); 4) the degree to which the literature review was thoughtful, focused, and up‐to‐date; and 5) the use of a sufficiently large sample. 10 For these statements to be true there are also reasons that reviewers reject manuscripts. The following are the top five reasons for rejecting papers: 1) inappropriate, incomplete, or insufficiently described statistics; 2) over‐interpretation of results; 3) use of inappropriate, suboptimal, or insufficiently described populations or instruments; 4) small or biased samples; and 5) text that is poorly written or difficult to follow. 10 , 11 With these reasons for acceptance or rejection in mind, it is time to review basics and general writing tips to be used when performing manuscript preparation.

“Begin with the end in mind” . When you begin writing about your research, begin with a specific target journal in mind. 12 Every scientific journal should have specific lists of manuscript categories that are preferred for their readership. The IJSPT seeks to provide readership with current information to enhance the practice of sports physical therapy. Therefore the manuscript categories accepted by IJSPT include: Original research; Systematic reviews of literature; Clinical commentary and Current concept reviews; Case reports; Clinical suggestions and unique practice techniques; and Technical notes. Once a decision has been made to write a manuscript, compose an outline that complies with the requirements of the target submission journal and has each of the suggested sections. This means carefully checking the submission criteria and preparing your paper in the exact format of the journal to which you intend to submit. Be thoughtful about the distinction between content (what you are reporting) and structure (where it goes in the manuscript). Poor placement of content confuses the reader (reviewer) and may cause misinterpretation of content. 3 , 5

It may be helpful to follow the IMRaD format for writing scientific manuscripts. This acronym stands for the sections contained within the article: Introduction, Methods, Results, and Discussion. Each of these areas of the manuscript will be addressed in this commentary.

Many accomplished authors write their results first, followed by an introduction and discussion, in an attempt to “stay true” to their results and not stray into additional areas. Typically the last two portions to be written are the conclusion and the abstract.

The ability to accurately describe ideas, protocols/procedures, and outcomes are the pillars of scientific writing . Accurate and clear expression of your thoughts and research information should be the primary goal of scientific writing. 12 Remember that accuracy and clarity are even more important when trying to get complicated ideas across. Contain your literature review, ideas, and discussions to your topic, theme, model, review, commentary, or case. Avoid vague terminology and too much prose. Use short rather than long sentences. If jargon has to be utilized keep it to a minimum and explain the terms you do use clearly. 13

Write with a measure of formality, using scientific language and avoiding conjunctions, slang, and discipline or regionally specific nomenclature or terms (e.g. exercise nicknames). For example, replace the term “Monster walks” with “closed‐chain hip abduction with elastic resistance around the thighs”. You may later refer to the exercise as “also known as Monster walks” if you desire.

Avoid first person language and instead write using third person language. Some journals do not ascribe to this requirement, and allow first person references, however, IJSPT prefers use of third person. For example, replace “We determined that…” with “The authors determined that….”.

For novice writers, it is really helpful to seek a reading mentor that will help you pre‐read your submission. Problems such as improper use of grammar, tense, and spelling are often a cause of rejection by reviewers. Despite the content of the study these easily fixed errors suggest that the authors created the manuscript with less thought leading reviewers to think that the manuscript may also potentially have erroneous findings as well. A review from a second set of trained eyes will often catch these errors missed by the original authors. If English is not your first language, the editorial staff at IJSPT suggests that you consult with someone with the relevant expertise to give you guidance on English writing conventions, verb tense, and grammar. Excellent writing in English is hard, even for those of us for whom it is our first language!

Use figures and graphics to your advantage . ‐ Consider the use of graphic/figure representation of data and important procedures or exercises. Tables should be able to stand alone and be completely understandable at a quick glance. Understanding a table should not require careful review of the manuscript! Figures dramatically enhance the graphic appeal of a scientific paper. Many formats for graphic presentation are acceptable, including graphs, charts, tables, and pictures or videos. Photographs should be clear, free of clutter or extraneous background distractions and be taken with models wearing simple clothing. Color photographs are preferred. Digital figures (Scans or existing files as well as new photographs) must be at least 300dpi. All photographs should be provided as separate files (jpeg or tif preferred) and not be embedded in the paper. Quality and clarity of figures are essential for reproduction purposes and should be considered before taking images for the manuscript.

A video of an exercise or procedure speaks a thousand words. Please consider using short video clips as descriptive additions to your paper. They will be placed on the IJSPT website and accompany your paper. The video clips must be submitted in MPEG‐1, MPEG‐2, Quicktime (.mov), or Audio/Video Interface (.avi) formats. Maximum cumulative length of videos is 5 minutes. Each video segment may not exceed 50 MB, and each video clip must be saved as a separate file and clearly identified. Formulate descriptive figure/video and Table/chart/graph titles and place them on a figure legend document. Carefully consider placement of, naming of, and location of figures. It makes the job of the editors much easier!

Avoid Plagiarism and inadvertent lack of citations. Finally, use citations to your benefit. Cite frequently in order to avoid any plagiarism. The bottom line: If it is not your original idea, give credit where credit is due . When using direct quotations, provide not only the number of the citation, but the page where the quote was found. All citations should appear in text as a superscripted number followed by punctuation. It is the authors' responsibility to fully ensure all references are cited in completed form, in an accurate location. Please carefully follow the instructions for citations and check that all references in your reference list are cited in the paper and that all citations in the paper appear correctly in the reference list. Please go to IJSPT submission guidelines for full information on the format for citations.

Sometimes written as an afterthought, the abstract is of extreme importance as in many instances this section is what is initially previewed by readership to determine if the remainder of the article is worth reading. This is the authors opportunity to draw the reader into the study and entice them to read the rest of the article. The abstract is a summary of the article or study written in 3 rd person allowing the readers to get a quick glance of what the contents of the article include. Writing an abstract is rather challenging as being brief, accurate and concise are requisite. The headings and structure for an abstract are usually provided in the instructions for authors. In some instances, the abstract may change slightly pending content revisions required during the peer review process. Therefore it often works well to complete this portion of the manuscript last. Remember the abstract should be able to stand alone and should be as succinct as possible. 14

Introduction and Review of Literature

The introduction is one of the more difficult portions of the manuscript to write. Past studies are used to set the stage or provide the reader with information regarding the necessity of the represented project. For an introduction to work properly, the reader must feel that the research question is clear, concise, and worthy of study.

A competent introduction should include at least four key concepts: 1) significance of the topic, 2) the information gap in the available literature associated with the topic, 3) a literature review in support of the key questions, 4) subsequently developed purposes/objectives and hypotheses. 9

When constructing a review of the literature, be attentive to “sticking” or “staying true” to your topic at hand. Don't reach or include too broad of a literature review. For example, do not include extraneous information about performance or prevention if your research does not actually address those things. The literature review of a scientific paper is not an exhaustive review of all available knowledge in a given field of study. That type of thorough review should be left to review articles or textbook chapters. Throughout the introduction (and later in the discussion!) remind yourself that a paper, existing evidence, or results of a paper cannot draw conclusions, demonstrate, describe, or make judgments, only PEOPLE (authors) can. “The evidence demonstrates that” should be stated, “Smith and Jones, demonstrated that….”

Conclude your introduction with a solid statement of your purpose(s) and your hypothesis(es), as appropriate. The purpose and objectives should clearly relate to the information gap associated with the given manuscript topic discussed earlier in the introduction section. This may seem repetitive, but it actually is helpful to ensure the reader clearly sees the evolution, importance, and critical aspects of the study at hand See Table 1 for examples of well‐stated purposes.

Examples of well-stated purposes by submission type.

The methods section should clearly describe the specific design of the study and provide clear and concise description of the procedures that were performed. The purpose of sufficient detail in the methods section is so that an appropriately trained person would be able to replicate your experiments. 15 There should be complete transparency when describing the study. To assist in writing and manuscript preparation there are several checklists or guidelines that are available on the IJSPT website. The CONSORT guidelines can be used when developing and reporting a randomized controlled trial. 16 The STARD checklist was developed for designing a diagnostic accuracy study. 17 The PRISMA checklist was developed for use when performing a meta‐analyses or systematic review. 18 A clear methods section should contain the following information: 1) the population and equipment used in the study, 2) how the population and equipment were prepared and what was done during the study, 3) the protocol used, 4) the outcomes and how they were measured, 5) the methods used for data analysis. Initially a brief paragraph should explain the overall procedures and study design. Within this first paragraph there is generally a description of inclusion and exclusion criteria which help the reader understand the population used. Paragraphs that follow should describe in more detail the procedures followed for the study. A clear description of how data was gathered is also helpful. For example were data gathered prospectively or retrospectively? Who if anyone was blinded, and where and when was the actual data collected?

Although it is a good idea for the authors to have justification and a rationale for their procedures, these should be saved for inclusion into the discussion section, not to be discussed in the methods section. However, occasionally studies supporting components of the methods section such as reliability of tests, or validation of outcome measures may be included in the methods section.

The final portion of the methods section will include the statistical methods used to analyze the data. 19 This does not mean that the actual results should be discussed in the methods section, as they have an entire section of their own!

Most scientific journals support the need for all projects involving humans or animals to have up‐to‐date documentation of ethical approval. 20 The methods section should include a clear statement that the researchers have obtained approval from an appropriate institutional review board.

Results, Discussion, and Conclusions

In most journals the results section is separate from the discussion section. It is important that you clearly distinguish your results from your discussion. The results section should describe the results only. The discussion section should put those results into a broader context. Report your results neutrally, as you “found them”. Again, be thoughtful about content and structure. Think carefully about where content is placed in the overall structure of your paper. It is not appropriate to bring up additional results, not discussed in the results section, in the discussion. All results must first be described/presented and then discussed. Thus, the discussion should not simply be a repeat of the results section. Carefully discuss where your information is similar or different from other published evidence and why this might be so. What was different in methods or analysis, what was similar?

As previously stated, stick to your topic at hand, and do not overstretch your discussion! One of the major pitfalls in writing the discussion section is overstating the significance of your findings 4 or making very strong statements. For example, it is better to say: “Findings of the current study support….” or “these findings suggest…” than, “Findings of the current study prove that…” or “this means that….”. Maintain a sense of humbleness, as nothing is without question in the outcomes of any type of research, in any discipline! Use words like “possibly”, “likely” or “suggests” to soften findings. 12

Do not discuss extraneous ideas, concepts, or information not covered by your topic/paper/commentary. Be sure to carefully address all relevant results, not just the statistically significant ones or the ones that support your hypotheses. When you must resort to speculation or opinion, be certain to state that up front using phrases such as “we therefore speculate” or “in the authors' opinion”.

Remember, just as in the introduction and literature review, evidence or results cannot draw conclusions, just as previously stated, only people, scientists, researchers, and authors can!

Finish with a concise, 3‐5 sentence conclusion paragraph. This is not just a restatement of your results, rather is comprised of some final, summative statements that reflect the flow and outcomes of the entire paper. Do not include speculative statements or additional material; however, based upon your findings a statement about potential changes in clinical practice or future research opportunities can be provided here.

CONCLUSIONS

Writing for publication can be a challenging yet satisfying endeavor. The ability to examine, relate, and interlink evidence, as well as to provide a peer‐reviewed, disseminated product of your research labors can be rewarding. A few suggestions have been offered in this commentary that may assist the novice or the developing writer to attempt, polish, and perfect their approach to scholarly writing.

Scholarly Journal Articles: Structure and Function

• Scholarly Publications
• Forms of Literature
• Peer-review
• Structure of a research article
• Sample Articles
• Title and Abstract
• Authors and Funding
• Introduction and Methods
• Results and Discussion

Structure of a research article in the health sciences

Research in the health sciences can be qualitative, quantitative, or a combination of the two. This guide will focus primarily on quantitative research.

Quantitative research articles are usually written in a standardized format called the IMRaD format. This acronym refers to the I ntroduction, M ethods, R esults, (and) D iscussion sections of the articles. There is also usually a Conclusions section. By following this conventional structure, authors ensure that readers of their articles will be able to readily locate the paper's critical elements.

This rule is not hard and fast, and sometimes the sections may be rearranged or combined, or the authors may use alternate wording for the headings. Regardless, the basic elements are usually present.

Some types of original studies , such as case reports, do not readily lend themselves to this format. But even these types of papers will often follow a logical progression, in which they begin by stating the problem, then move on to describing their findings, and finally to offering possible explanations or conclusions.

Journal articles that are not primary literature, most notably review articles, will be written in whatever style is most appropriate to the content.

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• Insights blog

Different types of research articles

A guide for early career researchers.

In scholarly literature, there are many different kinds of articles published every year. Original research articles are often the first thing you think of when you hear the words ‘journal article’. In reality, research work often results in a whole mixture of different outputs and it’s not just the final research article that can be published.

Finding a home to publish supporting work in different formats can help you start publishing sooner, allowing you to build your publication record and research profile.

But before you do, it’s very important that you check the  instructions for authors  and the  aims and scope  of the journal(s) you’d like to submit to. These will tell you whether they accept the type of article you’re thinking of writing and what requirements they have around it.

Understanding the different kind of articles

There’s a huge variety of different types of articles – some unique to individual journals – so it’s important to explore your options carefully. While it would be impossible to cover every single article type here, below you’ll find a guide to the most common research articles and outputs you could consider submitting for publication.

Book review

Many academic journals publish book reviews, which aim to provide insight and opinion on recently published scholarly books. Writing book reviews is often a good way to begin academic writing. It can help you get your name known in your field and give you valuable experience of publishing before you write a full-length article.

If you’re keen to write a book review, a good place to start is looking for journals that publish or advertise the books they have available for review. Then it’s just a matter of putting yourself forward for one of them.

You can check whether a journal publishes book reviews by browsing previous issues or by seeing if a book review editor is listed on the editorial board. In addition, some journals publish other types of reviews, such as film, product, or exhibition reviews, so it’s worth bearing those in mind as options as well.

Get familiar with instructions for authors

Be prepared, speed up your submission, and make sure nothing is forgotten by understanding a journal’s individual requirements.

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Case report

A medical case report – also sometimes called a clinical case study – is an original short report that provides details of a single patient case.

Case reports include detailed information on the symptoms, signs, diagnosis, treatment, and follow-up of an individual patient. They remain one of the cornerstones of medical progress and provide many new ideas in medicine.

Depending on the journal, a case report doesn’t necessarily need to describe an especially novel or unusual case as there is benefit from collecting details of many standard cases.

Take a look at  F1000Research’s guidance on case reports , to understand more about what’s required in them. And don’t forget that for all studies involving human participants, informed written consent to take part in the research must be obtained from the participants –  find out more about consent to publish.

Clinical study

In medicine, a clinical study report is a type of article that provides in-depth detail on the methods and results of a clinical trial. They’re typically similar in length and format to original research articles.

Most journals now require that you register protocols for clinical trials you’re involved with in a publicly accessible registry. A list of eligible registries can be found on the  WHO International Clinical Trials Registry Platform (ICTRP) . Trials can also be registered at  clinicaltrials.gov  or the  EU Clinical Trials Register . Once registered, your trial will be assigned a clinical trial number (CTN).

Before you submit a clinical study, you’ll need to include clinical trial numbers and registration dates in the manuscript, usually in the abstract and methods sections.

Commentaries and letters to editors

Letters to editors, as well as ‘replies’ and ‘discussions’, are usually brief comments on topical issues of public and political interest (related to the research field of the journal), anecdotal material, or readers’ reactions to material published in the journal.

Commentaries are similar, though they may be slightly more in-depth, responding to articles recently published in the journal. There may be a ‘target article’ which various commentators are invited to respond to.

You’ll need to look through previous issues of any journal you’re interested in writing for and review the instructions for authors to see which types of these articles (if any) they accept.

Conference materials

Many of our medical journals  accept conference material supplements. These are open access peer-reviewed, permanent, and citable publications within the journal. Conference material supplements record research around a common thread, as presented at a workshop, congress, or conference, for the scientific record. They can include the following types of articles:

Poster extracts

Conference abstracts

Presentation extracts

Find out more about submitting conference materials.

Data notes  are a short peer-reviewed article type that concisely describe research data stored in a repository. Publishing a data note can help you to maximize the impact of your data and gain appropriate credit for your research.

Data notes promote the potential reuse of research data and include details of why and how the data were created. They do not include any analysis but they can be linked to a research article incorporating analysis of the published dataset, as well as the results and conclusions.

F1000Research  enables you to publish your data note rapidly and openly via an author-centric platform. There is also a growing range of options for publishing data notes in Taylor & Francis journals, including in  All Life  and  Big Earth Data .

Read our guide to data notes to find out more.

Letters or short reports

Letters or short reports (sometimes known as brief communications or rapid communications) are brief reports of data from original research.

Editors publish these reports where they believe the data will be interesting to many researchers and could stimulate further research in the field. There are even entire journals dedicated to publishing letters.

As they’re relatively short, the format is useful for researchers with results that are time sensitive (for example, those in highly competitive or quickly-changing disciplines). This format often has strict length limits, so some experimental details may not be published until the authors write a full original research article.

Brief reports  (previously called Research Notes) are a type of short report published by  F1000Research  – part of the Taylor & Francis Group. To find out more about the requirements for a brief report, take a look at  F1000Research’s guidance .

Method article

A method article is a medium length peer-reviewed, research-focused article type that aims to answer a specific question. It also describes an advancement or development of current methodological approaches and research procedures (akin to a research article), following the standard layout for research articles. This includes new study methods, substantive modifications to existing methods, or innovative applications of existing methods to new models or scientific questions. These should include adequate and appropriate validation to be considered, and any datasets associated with the paper must publish all experimental controls and make full datasets available.  

Posters and slides

With F1000Research, you can publish scholarly posters and slides covering basic scientific, translational, and clinical research within the life sciences and medicine. You can find out more about how to publish posters and slides  on the F1000Research website .

Registered report

A  Registered Report  consists of two different kinds of articles: a study protocol and an original research article.

This is because the review process for Registered Reports is divided into two stages. In Stage 1, reviewers assess study protocols before data is collected. In Stage 2, reviewers consider the full published study as an original research article, including results and interpretation.

Taking this approach, you can get an in-principle acceptance of your research article before you start collecting data. We’ve got  further guidance on Registered Reports here , and you can also  read F1000Research’s guidance on preparing a Registered Report .

Research article

Original research articles are the most common type of journal article. They’re detailed studies reporting new work and are classified as primary literature.

You may find them referred to as original articles, research articles, research, or even just articles, depending on the journal.

Typically, especially in STEM subjects, these articles will include Abstract, Introduction, Methods, Results, Discussion, and Conclusion sections. However, you should always check the instructions for authors of your chosen journal to see whether it specifies how your article should be structured. If you’re planning to write an original research article, take a look at our guidance on  writing a journal article .

Review article

Review articles provide critical and constructive analysis of existing published literature in a field. They’re usually structured to provide a summary of existing literature, analysis, and comparison. Often, they identify specific gaps or problems and provide recommendations for future research.

Unlike original research articles, review articles are considered as secondary literature. This means that they generally don’t present new data from the author’s experimental work, but instead provide analysis or interpretation of a body of primary research on a specific topic. Secondary literature is an important part of the academic ecosystem because it can help explain new or different positions and ideas about primary research, identify gaps in research around a topic, or spot important trends that one individual research article may not.

There are 3 main types of review article

Literature review

Presents the current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic.

Systematic review

Identifies, appraises and synthesizes all the empirical evidence that meets pre-specified eligibility criteria to answer a specific research question. Researchers conducting systematic reviews use explicit, systematic methods that are selected with a view aimed at minimizing bias, to produce more reliable findings to inform decision making.

Meta-analysis

A quantitative, formal, epidemiological study design used to systematically assess the results of previous research to derive conclusions about that body of research. Typically, but not necessarily, a meta-analysis study is based on randomized, controlled clinical trials.

Take a look at our guide to  writing a review article  for more guidance on what’s required.

Software tool articles

A  software tool article  – published by  F1000Research  – describes the rationale for the development of a new software tool and details of the code used for its construction.

The article should provide examples of suitable input data sets and include an example of the output that can be expected from the tool and how this output should be interpreted. Software tool articles submitted to F1000Research should be written in open access programming languages. Take a look at  their guidance  for more details on what’s required of a software tool article.

Further resources

Ready to write your article, but not sure where to start?

For more guidance on how to prepare and write an article for a journal you can download the  Writing your paper eBook .

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APA Citations (7th edition)

Citing journal articles.

• Citing Books and eBooks
• Citing Videos
• Citing Web Resources

APA: Citing Journal Articles  from  Lawrence W. Tyree Library  on  Vimeo . View a transcript  here.

In this tutorial, you will learn the basics for citing journal articles with and without a DOI and how to cite open access journal articles.

Every APA reference needs four parts:  author, date, title,  and  source . As you go through these examples, you will learn how to identify these four parts and how to place and format them into a proper APA reference.

Example 1: A Journal Article with a DOI

For the first example, you will learn how to cite a journal article with a DOI. Often, you will find journal articles online using the library's databases or other online resources. 

The first step is to identify the  author  of the article. The author of this article is Brittanie Atteberry-Ash,

To list an author, write the  last name , a  comma , and the  first and middle initials .

Example: Atteberry-Ash.

Next, identify when this article was published. For journal articles, you typically only need the  year . In this case, this article was published in 2022. You can usually find the date at the top of the article, the cover of the journal, or, for online articles, the article's record.

List the  date  after the author(s), in  parentheses , followed by a  period .

Example: Atteberry-Ash, B. (2022).

Now, identify the  title of the article . The title will usually be at the very top of the article, in a larger size font.

List the  title  of the article after the date. Make sure you only capitalize the  first word of the title ,  the first word of the subtitle , which comes after a colon, and any  proper nouns . End with a period. In this title, only the words Social  and  A  are capitalized.

Example: Atteberry-Ash, B. (2022). Social work and social justice: A conceptual review.

For the last component, you need the  source . For an article, this is the  title of the journal, volume, issue , which is sometimes called  number , and  page numbers  of the article. Usually this information can be found on the cover of the journal, on the table of contents, or at the top of the article. For the page numbers, you should look at the first and last pages of the article. For online articles, this information is usually found in the article's record.

Type the  journal title , in  italics , capitalizing all major words, a comma, the  volume , also in  italics , the  number or issue  in parentheses, a comma, and then the  page numbers  of the article.

Example:  Atteberry-Ash, B. (2022). Social work and social justice: A conceptual review.  Social Work,   68  (1), 38-46.

The last element of the  source  is the  DOI , which stands for Digital Object Identifier. A DOI can be found in the article’s record or on the first page of the article.

Type the  DOI , using the prefix  https://doi.org/ . There is no period after the DOI.

Example:  Atteberry-Ash, B. (2022). Social work and social justice: A conceptual review.  Social Work,   68  (1), 38-46. https://doi.org/10.1093/sw/swac042

If you refer to a work in your paper, either by directly quoting, paraphrasing, or by referring to main ideas, you will need to include an in-text parenthetical citation. There are a number of ways to do this. In this example, a  signal phrase  is used to introduce a direct quote. The  author's name  is given in the text, and the  publication date  and  page number(s)  are enclosed in parentheses at the beginning and end of the sentence.

Example: Atteberry-Ash (2022) notes "social workers are called on to practice socially just values and to address the consequences of oppression, specifically lost opportunity, social disenfranchisement, and isolation" (p. 38).

Example 2: Multiple Authors and No DOI

In this example, most of the components needed for the reference can be found in the article’s record. This article, however, has multiple authors and does not have a DOI listed in its record or in the article itself.

Format all the citation components of this journal article like the first example. For multiple authors, list the authors in the order they are listed in the article. Use a  comma  to separate each author and an  ampersand (&)  should be placed before the last author’s name. This applies for articles with up to twenty authors. Since there is no DOI listed for this article, simply omit that element. The reference will conclude after the page numbers.  

Example: Penprase, B., Mileto, L., Bittinger, A., Hranchook, A. M., Atchley, J. A., Bergakker, S., Eimers, T., & Franson, H. (2012). The use of high-fidelity simulation in the admissions process: One nurse anesthesia program’s experience.  AANA Journal, 80 (1), 43–48.

If you refer to a work in your paper that has three or more authors, the in-text citation will include the first author's name only, followed by  et al.  which means "and all the rest."

Example: Penprase et al. (2012) states that "Admission into nurse anesthesia programs is known to be a competitive process among a diverse pool of candidates" (p. 43).

Example 3: An Open Access Journal Article

This article was found in  PLOS One  which is an open access journal. Open access journal articles are articles with the full text freely available online and do not require logging in.

You will need all of the same information from the previous examples to cite an open access article. In this example, most of this information can be found at the top of the article.

In this example, the article's volume, issue, and the  article number  are found in the citation provided by the journal. Article numbers are used in place of page numbers in some online journals.

The format for open access journals is the same as the other examples. In this example, an article number is used in place of the page numbers. After the issue number, type  Article  and then the article number. If an open access journal does not provide a DOI, you may provide the URL of the article instead. Only include the URL if it directly brings you to the full text of the article without logging in.

Example: Francis, H. M., Stevenson, R. J., Chambers, J. R., Gupta, D., Newey, B., & Lim, C. K. (2019). A brief diet intervention can reduce symptoms of depression in young adults – A randomised controlled trial.  PLOS ONE, 14 (1), Article e0222768. https://doi.org/10.1371/journal.pone.0222768

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Literature Cited Section

Guides from other schools, citation styles & writing guides, "literature cited checklist" from: how to write a good scientific paper. chris a. mack. spie. 2018..

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This is the last section of the paper. Here you should provide an alphabetical listing of all the published work you cited in the text of the paper. This does not mean every article you found in your research; only include the works you actually cited in the text of your paper. A standard format is used both to cite literature in the text and to list these studies in the Literature Cited section.  Hypothetical examples of the format used in the journal Ecology are below:     Djorjevic, M., D.W. Gabriel and B.G. Rolfe. 1987. Rhizobium: Refined parasite of legumes. Annual Review of Phytopathology 25: 145-168.     Jones, I. J. and B. J. Green. 1963. Inhibitory agents in walnut trees. Plant Physiology 70:101-152.     MacArthur, R.H. and E.O. Wilson. 1967. The Theory of Island Biogeography. Princeton University Press, Princeton, N.J.     Smith, E. A. 1949. Allelopathy in walnuts. American Journal of Botany 35:1066-1071. Here is a dissection of the first entry, in the format for Ecology :       Firstauthor, M., D.W. Secondauthor and B.G. Thirdauthor. Year. Article title with only the first letter capitalized. Journal Article Title with Important Words in Caps  volume#(issue# if there is one): firstpage-lastpage. Notice some of the following details:       - the list is alphabetized;     - no first or middle names are listed (the author's first and middle initials are used instead);     - only the first word in the title of the journal article (except for proper nouns) is capitalized;     - different journals use different styles for Literature Cited sections.   You should pay careful attention to details of formatting when you write your own Literature Cited section. For papers published in journals you must provide the date, title, journal name, volume number, and page numbers. For books you need the publication date, title, publisher, and place of publication.

• Bates College Guide to Citing Sources
• American Psychological Association (APA) style A guide to formatting papers using APA from Purdue University.
• APA 2007 Revision of Citation Styles An online revision of the information presented in the fifth edition of the Publication Manual of the American Psychological Association . more... less... This guide serves a resource for citation styles and uniform means of referencing authoritative works.
• APA Documentation (University of Wisconsin-Madison) A quick resource for citing references in papers using the 5th edition of the Publication Manual of the American Psychological Association (2001). Provided by The Writing Center at the University of Wisconsin-Madison.
• American Anthropological Association Style Manual Prepared for and preferred by the American Anthropological Association (AAA) using the Chicago Manual of Style. Citation examples listed from pages 10-14. Also recommend consulting the Chicago Manual of Style Online.

• Elements of Style This classic work by William Strunk is intended for use in which the practice of composition is combined with the study of literature. It gives the main requirements of plain English style and concentrates on the rules of usage most often abused.
• IEEE Editorial Style Manual This link will take you to a downloadable version of the IEEE Editorial Style Manual.
• Modern Language Association (MLA) style
• Purdue OWL (Online Writing Lab) Easy-to-use site that provides information and examples for using the American Psychological Association (APA) citation and format style and the Modern Language Association (MLA) citation and format style. Also included information about the Chicago Manual of Style (16th ed.)
• Include citations that provide sufficient context to allow for critical analysis of this
• work by others.
• Include citations that give the reader sources of background and related material so
• that the current work can be understood by the target audience.
• Include citations that provide examples of alternate ideas, data, or conclusions to
• compare and contrast with this work, if they exist. Do not exclude contrary evidence.
• Include citations that acknowledge and give credit to sources relied upon for this
• Are the citations up to date, referencing that latest work on this topic?
• It is the job of the authors to verify the accuracy of the references.
• Avoid: spurious citations (citations that are not needed but are included anyway);

biased citations (references added or omitted for reasons other than meeting the above goals of citations); excessive self-cites (citations to one’s own work). 

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Additional Resources

• Anatomy of a Scholarly Article This interactive page explains the different sections that are often present with scholarly/academic articles.
• Guide on the Side: Reading Scholarly Articles An excellent step-by-step interactive guide hosted by Indiana University.
• How to Read a Journal Article How you should read journal articles and when you should look an article structurally (big picture) versus closely (nitty-gritty). By Frederique Laubepin, Ph.D., Inter-University Consortium for Political and Social Research, University of Michigan (2013)
• CLIP Tutorial: Popular and Scholarly Sources This chart explains the differences between popular and scholarly sources.

How To Read a Scholarly Journal Article

This video excels at describing and highlighting the anatomy of scholarly articles and their value to readers.

Things to Consider When Reading a Scholarly Article

Consider the following points when reading a scholarly article:

• Know your research question or argument.  Though your question/argument may change or evolve as you delve deeper into the research process, you will want to have a solid idea of your research focus.
• You don't have to read the entire article in order.  Start with the abstract which will give you a general summary of the article. If the abstract seems relevant then move to the conclusion or discussion section of the article to gain a better understanding of the article's main claims. At this point if the article does not seem relevant or useful then discard it. However, if the article does seem useful then spend as much time as necessary reading the article.
• Read critically.  What is the author's argument? You will need to use your judgment when evaluating each source of information. Further research may be necessary if you find the author to be biased or you do not believe the validity of their argument. 
• Read the reference section.  Reading the references or works cited may lead you to other useful resources. You might also get a better understanding of the major players in the area you are researching. 
• Take notes.  How you do this is up to you. Make sure you keep your research question and argument in mind so you can be more efficient when taking notes. 

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Learn more: Scholarly versus Popular Articles

Scholarly, Trade, & Popular Articles from PALNI on Vimeo .

Academic Article Layout

An abstract is a summary of the main article. An abstract will include information about why the research study was done, what the methodology was and something about the findings of the author(s). The abstract is always at the beginning of the article and will either be labeled "abstract" or will be set apart from the rest of the article by a different font or margins.

The abstract should tell you what the research study is about, how the research was done (methodology), who the research sample was, what the authors found and why this is important to the field.

Introduction

Most articles will start with an introductory section, which may be labeled introduction. This section introduces the research study, the thesis statement and why the research being conducted is important.

Questions to ask while you read:

• What is the thesis? What are the authors trying to prove or disprove?
• What is the contribution that the authors are making to the field?

Literature Review

The literature review section of an article is a summary or analysis of all the research the author read before doing his/her own research. This section may be part of the introduction or in a section called Background. It provides the background on who has done related research, what that research has or has not uncovered and how the current research contributes to the conversation on the topic. When you read the lit review ask:

• Does the review of the literature logically lead up to the research questions?
• Do the authors review articles relevant to their research study?
• Do the authors show where there are gaps in the literature?

The lit review is also a good place to find other sources you may want to read on this topic to help you get the bigger picture.

Methodology

The methodology section or methods section tells you how the author(s) went about doing their research. It should let you know a) what method they used to gather data (survey, interviews, experiments, etc.), why they chose this method, and what the limitations are to this method.

The methodology section should be detailed enough that another researcher could replicate the study described. When you read the methodology or methods section:

• What kind of research method did the authors use? Is it an appropriate method for the type of study they are conducting?
• How did the authors get their tests subjects? What criteria did they use?
• What are the contexts of the study that may have affected the results (e.g. environmental conditions, lab conditions, timing questions, etc.)
• Is the sample size representative of the larger population (i.e., was it big enough?)
• Are the data collection instruments and procedures likely to have measured all the important characteristics with reasonable accuracy?
• Does the data analysis appear to have been done with care, and were appropriate analytical techniques used? 

A good researcher will always let you know about the limitations of his or her research.

The results section in a scholarly article is where the author(s) talk about what they found in their research study. Most scholarly articles will have a section labeled results or findings.

Research articles are full of data . The data should be complete and directly support the conclusions the authors' draw about their research question.

Tables, graphs, and charts are good indicators that this is a research article. The tables should represent the data in a clear and readable manner.

The discussion section is where the author(s) write about what they found and what they think it means. The authors may also draw some conclusions about the research and what significance it has in this section. This section will also tell you what some of the issues were with the research or using a specific population for a research study.

The final section is usually called the conclusion or recommendations. Here is where the authors summarize what they found, why they think their research is significant and, if appropriate, make recommendations about future actions or future research that needs to be conducted. In some cases, the conclusion is part of the discussion section.

At the end of a scholarly article, you will find a list of the works cited by the author(s). This list is called a reference list, works cited or bibliography. In scholarly articles, this list will generally be quite long and include articles, books, and other sources.

When you look at the references, take a look at the dates of the articles and books listed. Are they recent?  Does this list include both historic and current articles? If you know something about the topic, do you recognize any of the authors listed?

Scholarly vs Popular

Scholarly & Popular Articles   by  adstarkel . Used under  CC BY-NC-SA 2.0.

How to Tell if a Source is Scholarly/Academic

How to tell if a Source is Scholarly/Academic   by  adstarkel . Used under  CC BY-NC-SA 2.0.

Finding Scholarly/Academic Articles

To locate scholarly/academic articles, your best bet is to look in one of our databases or use WorldCat Discovery and limit your search to articles. You will likely find that there are LOTS of popular sources in with the academic ones, even within our databases. Use the Peer-Review Limiter to your advantage. This option is normally located in the left column; you can see screenshots of this option from WorldCat Discovery (left) and our EBSCO databases (right).

This will limit your search to publications that are most scholarly/academic. It does not necessarily filter to include publications that go through a strict peer-review process. It also does not apply the filter at the article level; occasionally it will allows articles that are not scholarly/academic to come through (for example, an editorial opinion piece can be published in a scholarly journal but the article itself is not scholarly). 

If you have questions about whether or not a source is scholarly/academic, ask your professor or a librarian!

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Internalized stigma and its correlates in families of persons with mental illness in Qatar: a cross-sectional study

• Open access
• Published: 16 September 2024

Cite this article

You have full access to this open access article

• Vahe Kehyayan   ORCID: orcid.org/0000-0002-2462-7399 1 ,
• Hanin Omar 2 ,
• Suhaila Ghuloum   ORCID: orcid.org/0000-0002-1384-4179 3 ,
• Tamara Marji 4 ,
• Hassen Al-Amin   ORCID: orcid.org/0000-0001-6358-1541 5 ,
• Muna Abed Alah   ORCID: orcid.org/0000-0003-3091-9483 6 &
• Ziyad Mahfoud   ORCID: orcid.org/0000-0003-4098-6401 5  

Persons with mental illness (PWMI) experience rejection, isolation, and discrimination in employment, education, and housing due to the prejudice associated with the illness. Families affiliated with PWMI often internalize the public’s prejudice towards mental illness. Such internalized stigma can further impact the health and quality of life of both PWMI and their families. This study aimed to examine the level and correlates of internalized stigma in family members of PWMI in Qatar. A cross-sectional study of 106 family members was conducted using the Family Internalized Stigma Mental Illness Scale. The mean stigma score was 2.04 suggesting a mild level of stigma overall. Being married was found to be a predictor of higher levels of internalized stigma, while having college education or higher predicted lower levels of stigma. The overall stigma scores among family members were not high, which may reflect the protective stance families take towards about their relatives with mental illness. Some sociodemographic attributes predicted trends in internalized stigma among our surveyed sample. Future research efforts in this area may help increase understanding of internalized stigma in this population to inform stigma reduction efforts.

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Introduction

Stigma associated with mental illness is prevalent globally, affecting individuals with mental illness (PWMI), the general public, and healthcare professionals, leading to adverse outcomes for PWMI and their families (Krajewski et al., 2013 ; Kronfol, 2012 ; Parcesepe & Cabassa, 2013 ; Pescosolido et al., 2013 ; World Health Organization, 2013 ). Several definitions of stigma have been offered in the literature. Goffman, a sociologist, defined it as “an attribute that is deeply discrediting and that makes the person different from others and of a less desirable kind, and motivate efforts by the stigmatized individual to hide the mark when possible” (Goffman, 1986 ). An alternate definition was given by the World Health Organization (WHO), “A mark of shame, disgrace, or disapproval that results in an individual being rejected, discriminated against, and excluded from participating in a number of different areas of society” (WHO, 2001 , p. 16) (World Health Organization, 2001 ). Despite the lack of consensus on its definition, it is generally accepted that stigma is a subjective and multifaceted concept, as people’s experiences with it are shaped by their cultural beliefs and personal perspectives (Ahad et al., 2023 ). Its presence is recognized in various regions, including the Middle East (Abdullah & Brown, 2011 ; Dardas & Simmons, 2015 ; Sharaf et al., 2012 ), India (Zieger et al., 2016 ), Europe (Evans-Lacko et al., 2012 ), the United States (Drapalski et al., 2013 ; West et al., 2011 ), and other parts of the world (Adewuya et al., 2011 ; Chien et al., 2014 ).

Furthermore, a scoping review of 61 studies concluded that internalized stigma in PWMI was common, leading to depression and a poor quality of life, while a meta-analysis of 52 studies, with a total sample size of 11,072, confirmed these findings (Del Rosal et al., 2021 ). Persons with mental illness experience rejection, isolation, and discrimination in employment, education, and housing because of the prejudiced stance of the general public (Mohammadzadeh et al., 2020 ; Zolezzi et al., 2018 ). Families of PWMI also share the negative impact of mental illness stigma, significantly affecting family functioning (Al-Hadi Hasan & Musleh, 2017 ; Shi et al., 2019 ; Van Der Sanden et al., 2016 ) and increasing the burden of care (Hoseinzadeh et al., 2022 ). They internalize the public’s prejudice towards mental illness and, as a result, suffer from the negative consequences of stigma (Al-Hadi Hasan & Musleh, 2017 ; Shi et al., 2019 ; Van Der Sanden et al., 2016 ).

The stigma experienced by families of PWMI is estimated to affect nearly 80% of PWMI (Mohammadzadeh et al., 2020 ) This stigma has been labelled courtesy stigma or stigma by association (Van Der Sanden et al., 2016 ), and affiliate stigma (Chang et al., 2017 ; Shi et al., 2019 ; Zhang et al., 2018 ). Courtesy or stigma by association refers to the perceptions of family members regarding the public’s negative attitudes towards mental illness (Van Der Sanden et al., 2016 ). In contrast, affiliate stigma refers to the internalization of public prejudice by family members of stigmatized individuals, which they then direct towards themselves (Shi et al., 2019 ). Affiliate stigma as well has been reported to negatively influence the health of PWMI and decrease their quality of life (Ong et al., 2016 ). Perceptions of stigma among family members can create delays in help-seeking for mental illness by PWMI (Fernando et al., 2017 ). Consequently, mental illness has been regarded as a “family illness” because of its profound influence on the entire family (Yin et al., 2020 ).

While stigma towards mental illness is a global issue, it may be increasingly challenging in collective societies, such as those in the Middle East, where the individual’s identity is inseparable from that of the wider social context (Kehyayan et al., 2020 ). In Arab, Middle Eastern countries, particularly in the Gulf region, family and social relations are central to personal success, well-being, and quality of life (Abdul-Haq, 2008 ; Al-Ghanim, 2012 ). In these societies, where family reputation is highly valued, maintaining secrecy about a family member’s mental illness becomes paramount, adding further stress to the already challenging circumstances of supporting a relative with such a condition (Kehyayan et al., 2020 ).

Compared to Western countries, Arab cultures hold distinct values and beliefs regarding mental illness (Dardas & Simmons, 2015 ; Zolezzi et al., 2018 ), often attributing it to divine punishment, evil spirits, or evil eye (Ciftci, 2013 ; Ghuloum et al., 2010 ). Such perspectives can imply that a diagnosis of mental health issues is indicative of moral failings, which may be attributed to poor literacy about mental illness (Elyamani et al., 2021 ). As family members may be the first to notice signs of mental illness or to learn of a diagnosis, their internalized stigma, similar to that experienced by PWMI, may delay supportive action for the PWMI to seek timely treatment (Dockery et al., 2015 ). Therefore, it is prudent that researchers and care providers understand internalized stigma towards mental illness from the perspective of families. While several studies about the experience of PWMI with stigma, or the general public’s perceptions and attitudes toward mental illness have been published in Arab countries (Al-Hadi Hasan & Musleh, 2017 ; Ciftci, 2013 ; Dalky, 2012 ; Dardas & Simmons, 2015 ; Kehyayan et al., 2021 ; Zolezzi et al., 2018 ), to the best of these authors’ knowledge, no studies have examined stigma from the families’ perspectives in Qatar, a country characterized by its Arab and Muslim identity.

This study is part of a larger project examining the experience of stigma from the perspective of PWMI (Kehyayan et al., 2021 ; Stirling et al., 2019 ), their families, and the healthcare professionals caring for them (Zisman-Ilani et al., 2013 ). In this paper, we aim to describe our findings on the level of internalized stigma among family members in Qatar and examine the relationships between stigma scores and sociodemographic data.

Methodology

Design, setting and study population.

This cross-sectional quantitative study was carried out at the Mental Health Service (MHS) of the Hamad Medical Corporation, the principal provider of secondary and tertiary healthcare in the State of Qatar. The MHS is the main provider of specialized mental health care and treatment in Qatar (Hamad Medical Corporation, 2018 ), offering both inpatient and outpatient services.

With the help of clinical staff, who were informed about the study, the research team recruited 417 patients from May to October 2018 who visited the MHS for their outpatient appointments. Internalized stigma among these patients was described by the researchers in a published paper (Kehyayan et al., 2021 ). These patients identified a “family member” who had accompanied them for their appointments. With the consent of the patients, their identified family members were invited to participate in the study.

The inclusion criteria for family members were (1) having accompanied the PWMI; (2) being identified as “family” by the PWMI; (3) speaking one of the most common languages in Qatar (Arabic, English, or Urdu); and (4) providing signed informed consent to participate in the study. Family members who did not meet any of the above inclusion criteria were excluded from the study.

Study sample and sample size calculation

Participants in this study were recruited through a convenience sampling procedure. To estimate the mean stigma scale score within a margin of error of 0.15 standard deviation (SD) units using a 95% confidence interval, a sample size of 200 family members was calculated. This calculation ensures that the estimated mean stigma score is precise and reliable, accounting for variability within the population.

Measurements

Socio-demographic data.

A questionnaire was developed by the researchers to collect sociodemographic data such as age, gender, ethnicity, employment, religious affiliation, and education level.

Family Members’ Internalized Stigma of Mental Illness (FISMI) scale

The 12-item FISMI scale was adapted from the “Parents’ Internalized Stigma of Serious Mental Illness Scale” (PISMI) (Zisman-Ilani et al., 2013 ). The PISMI was adapted from the original 29-item “Internalized Stigma Mental Illness (ISMI)” developed by Boyd Ritsher et al., 2003 (Boyd Ritsher et al., 2003 ). Its adaptation involved modifying the language to make the items relevant to parents. For example, the item “I am embarrassed or ashamed that I have a mental illness” in the original ISMI was modified to read “I am embarrassed or ashamed that I have a son or daughter with mental illness”. The psychometric properties of the English and Arabic versions of the PISMI were established by Zisman-Ilani and colleagues (Zisman-Ilani et al., 2013 ). The PISMI is moderately reliable (α = 0.76).

In this present study, we made further adaptations to the PISMI scale (with permission from the authors) by modifying the language to be suitable for non-parental family members, as identified by the PWMI. We renamed the scale “ Family Member’s Internalized Stigma of Serious Mental Illness (FISMI) Scale” . For example, the item “I am embarrassed or ashamed that I have a son or daughter with mental illness” in the PISMI was modified into “I am embarrassed or ashamed that I have a family member with mental illness”. Based on the relationship of the patient to the family member, the research assistant (RA) who interviewed family members used the appropriate term (e.g., son, daughter, father, mother, sister, etc.).

The FISMI scale uses a 4-point Likert-type scale to measure responses (1-strongly disagree, 2-disagree, 3-agree, 4-strongly agree) to each statement with higher scores indicating high stigma (Boyd Ritsher et al., 2003 ). The mean stigma score per participant was calculated by taking an average of all responses to the 12 FISMI statements for that participant. Scores 1.00 to 2.00 are interpreted as “minimal to no internalized stigma”, 2.01to 2.50 as “mild internalized stigma”, 2.51 to 3.00 as “moderate internalized stigma”, and 3.01 to 4.00 as “severe internalized stigma” (Boyd Ritsher et al., 2003 ). Scores above 2.5 are considered high levels of stigma (Lysaker et al., 2006 ).

FISMI sub-scales

The FISMI is comprised four subscales to assess various dimensions of self-stigma related to mental illness. These dimensions include: alienation which captures the sense of being devalued or marginalized as a result of being a part of society; stereotype endorsement , which measures the level of agreement with negative stereotypes associated with mental illness; discrimination experience , which assesses the extent to which individuals perceive mistreatment or unfair treatment from others due to biases related to mental illness; and social withdrawal , which reflects the tendency to avoid social interactions with others because of one’s mental illness.

Cultural considerations in adapting FISMI

To ensure the cultural suitability for Qatar, the FISMI was translated into Arabic by two faculty who were proficient in the Arabic language. It was also translated into Urdu by two other faculty who were proficient in both English and Urdu. All translations were subjected to established forward-backward translation methods (Toma et al., 2017 ). The FISMI was validated for the context of Qatar by administering the questionnaire to a sample of 15 participants (5 in English, 6 in Arabic, and 4 in Urdu). No changes were deemed necessary. These data were not included in the analysis.

Data collection

Data collection took place from May to October 2018. The Research Assistants (RAs), who were proficient in two of the three languages of the questionnaire and had been trained by the primary investigator (VK), screened family members according to the pre-defined inclusion/exclusion criteria and obtained informed signed consent prior to participation. The RAs then interviewed each family using the FISMI questionnaire. Every “family member” participant was assigned a unique study identifier, ensuring all data were securely stored. Participants were informed that they could withdraw their consent at any time, yet no withdrawals were requested.

Ethical considerations

Ethical approval was obtained from the Institution Review Boards of Hamad Medical Corporation (16231/16), Weill Cornell Medicine-Qatar (IRB#16-0016), and the University of Calgary in Alberta, Canada (REB160878). Written informed consents were collected from all participants in the study.

Statistical analysis

Socio-demographic data were summarized using descriptive statistics. Overall, the mean stigma score per participant was calculated by taking an average of all responses to the 12 FISMI statements for that participant. The FISMI subscale scores were also summarized for the sample. The score for each sub-scale was calculated by taking the mean of the responses to the items in that sub-scale. For both sub-scale and overall scores, scores above 2.5 were considered high levels of stigma (Lysaker et al., 2006 ). The FISMI data were summarized for prevalence and level of stigma.

Descriptive and analytical statistics were conducted using IBM-SPSS version 24 (IBM Corp., 2016). Bivariate and multivariate analyses were performed to explore associations between demographic variables and stigma scores. Logistic regression analysis was conducted to examine the association between demographic variables and high stigma score (> 2.5). Variables with a p -value of less than or equal to 0.20 at the bivariate level were used to build the final multiple regression model. Variables that were not significant or did not have a confounding effect on other variables were excluded from the final model. For the logistic regression analysis some of the variables were recategorized to decrease the number of degrees of freedom given the small sample size. A significance level of 5% was set for this study.

Sociodemographic characteristics

A total of 106 participants completed the interview. Almost half of them (47%; n  = 49) were between the ages of 40 and 60 years. There were almost equal representations of males (49.1%; n  = 52) and females (50.9%; n  = 54). Most participants were first-degree family members of the participating PWMI. A third of the participants (30.2%; n  = 30) reported being parents of PWMI and a similar number reported being an offspring or a sibling of PWMI (28.2%; n  = 33), while only about 8.5% reported being a relative or friend. Most participants (93.8%) were married, and about one third of those were married to the accompanied PWMI. Two thirds of the respondents (approximately 66.3%; n  = 69) were working professionals with at least a college degree (65.1%; n  = 69) and had an income above 10,000 QAR (US $2700) per month 60.5% ( n  = 64). About half of the participants were South Asian (48.1%) and 40% were Arab. Sociodemographic data are summarized in Table  1 .

Levels of internalized stigma

The mean stigma score was 2.04, with a standard deviation (SD) of 0.42, and scores ranged from 1.00 to 3.42. Nearly 23% of the participants strongly agreed with the items on the scale.

The mean FISMI scores are presented in Table  1 . The mean stigma score for family members who were married was significantly higher than that for those who were not married (2.09 vs. 1.78, p  = 0.002). There was a significant difference in the mean FISMI scores between different ethnicities ( p  < 0.001). Participants of South Asian (M = 2.18; SD = 0.42) and African (M = 2.08; SD = 0.12) ethnicities reported higher stigma scores than other ethnicities.

Table  2 shows the overall mean FISMI score and the mean score for each of the sub-scales. The internal consistency reliability of the FISMI scale as measured by Cronbach’s alpha was good (Cronbach alpha = 0.87). The overall mean stigma score on the FISMI was 2.04 (SD = 0.42), which is considered “mild internalized stigma”.

Table  3 shows the results of bivariate analysis. We used mean stigma over 2.5 as the outcome variable. The bivariate analysis showed that the 40-60-year-old age group had a significantly higher likelihood of having high stigma (OR 3.73, 95% CI: 1.20–11.50, p  = 0.022) compared to those 30 years or younger. Those who were married were 6.75 times more likely to report high stigma scores (OR 6.75, 95% CI: 2.08–21.96, p  = 0.002). In contrast, participants with at least some college education (OR 0.38, 95% CI 0.15–0.97, p  = 0.042), offspring of PWMI (OR 0.29, 95% CI: 0.09-0.97, p  = 0.044), and siblings of PWMI (OR 0.23, 95% CI: 0.06–0.84, p  = 0.026) were less likely to report high stigma.

Table  4 shows the results of multiple linear regression analysis for FISMI scores. After adjusting for all variables in the model, there was a significant association between the overall mean stigma score and marital status, education level, and ethnicity. Being married was found to be a predictor of higher levels of stigma (β = 0.26; p  = 0.017), while having a college or higher education predicted lower levels of stigma (β= -0.65; p  = 0.016). Ethnicity was also found to be associated with overall mean stigma score, with non-European ethnicities reporting a higher level of stigma.

In multivariate logistic regression analysis, as shown in Table  5 , those with at least some college degree had significantly lower odds of exhibiting high stigma (AOR = 0.254, p  = 0.023) and those who were married had significantly higher odds of exhibiting high stigma (AOR = 7.909, p  = 0.034).

The aim of this study was to examine the internalized stigma in families of PWMI and to explore any relationships between stigma scores and sociodemographic data. This is the first known study to examine stigma from the perspectives of family members of PWMI in Qatar. As the experience of stigma varies among cultures, it was necessary to study this phenomenon in Qatar. While Qatar’s mental health strategy highlights the issue of stigma related to mental illness, a surprising finding of this study was that the stigma levels reported by family members were mild. Interestingly in a study by these same researchers on internalized stigma in the PWMI who had accompanied the family members had also shown a similar mild scores (Kehyayan et al., 2021 ). In contrast, however, in the qualitative arm of that same study, Stirling et al. (Stirling et al., 2019 ) reported that PWMI acknowledged the stigmatizing experience they had had and their fear of disclosing their mental illness to members in their social networks. The mild stigma levels reported in families could be attributed to their close relationships with the PWMI, leading to increased acceptance and reduced internalized stigma. About 92% of the families in this study were within the same family unit as either spouse (30.2%), parent (30.2%), offspring (17.0%), or sibling (14.2%). Thus, the mild internalized stigma score in the families may be reflective of their feelings of “shame, blame, and contamination” as reported by Larson and Corrigan (Larson & Corrigan, 2008 ). Stigma scores might be reported as lower by biological family members, possibly due to their protective and accepting attitudes towards loved ones with mental illness. This observation aligns with previous literature on the experience of mental illness stigma in other Arab countries (Dalky, 2012 ). Our participants experienced social withdrawal more severely (mean score 2.41; see Table  2 ) compared to the components of stereotyping (mean score 2.10) and discrimination (mean score 1.86) (Dalky, 2012 ). Social withdrawal could be a strategy to shield families of PWMI from stereotyping and discrimination, rooted in prevalent misconceptions about mental illness. However, this withdrawal can also lead to isolation, hinder access to care, and diminish quality of life by limiting meaningful participation in social or professional activities for PWMI and family members (Zolezzi et al., 2018 ). Conversely, social inclusion is associated with mental health recovery, increased social participation, and greater acceptance of PWMI (Tew et al., 2012 ). Understanding social withdrawal in depth is crucial for identifying the needs of PWMI and their families and fostering social acceptance.

Culture cannot be separated from the experience of stigma. Goffman ( 1986 ) (Goffman, 1986 ) described it as a phenomenon that exists in the relationship between the quality being assessed (e.g., having a mental illness) against the broader context (society where mental illness is viewed as reflecting on morality or trustworthiness) (Goffman, 1986 ). Similarly, in discussing the results of this study, it is important to consider the social environment within which it was conducted. Qatar, an Arab and Islamic nation, considers the family to be the main pillar of society (General Secretariat for Development and Planning, n.d.). As a Muslim-majority country, Qatar exhibits high levels of religious adherence and collectivist views, akin to other Arab nations (General Secretariat for Development and Planning; Cochrane et al., 2024 ). Although few studies have focused on stigma within Arab cultures, previous research has shown that the level of stigma towards mental illness increases with higher religiosity (Al-Natour et al., 2021 ). Moreover, Arab culture is characterized by collectivism, which has been correlated with higher levels of stigma toward mental illness compared to individualist cultures (Papadopoulos et al., 2013 ).

Married status was found to predict a higher level of stigma in our sample. This is supported by literature from other countries, as well as some evidence that unmarried status is a predictor of lower stigma levels (Zolezzi et al., 2018 ). While being married to a PWMI may add strain to the relationship and feelings of stigma, having a close family member with mental illness may also add strain on the marriage. In Qatar and Arab cultures at large, marital strain may negatively influence the extended family as many married couples live in large extended family households, and marriage is often seen as a joining of two families, not just individuals. In turn, marital strain resulting from mental illness stigma may further isolate PWMI and their families, reduce opportunities for social inclusion of PWMI and increase misunderstanding of the illness. Available literature exploring the effects of mental illness stigma on marriage, from the perspective of family members of PWMI, is limited. However, a study revealed that married persons are more likely to seek professional help for mental illness, possibly driven by an effort to alleviate marital problems (Al-Krenawi, 2005 ). Therefore, married family members (81.1%; Table  1 ) in our study may also be supporting the PWMI to alleviate their own marital strain, explaining the higher level of stigma measured. As family members, especially of the first degree, are essential players in the recovery journey of PWMI, their mental well-being is equally important to care providers and decision makers. Social support is a critical component of recovery in mental illness (Corrigan, 2006 ), and as our data showed that most family members participating in the study spent more than 40 h per week with the PWMI, understanding the challenges and benefits of lengthy exposure to a PWMI can inform provision of family-centered mental health care.

Ethnicity has been shown to be strongly associated with stigma scores in families of PWMI, with non-European ethnicities showing higher stigma scores more frequently than European ethnicities, most notably among South Asians. In South Asian countries, studies have also shown high levels of stigma and discrimination associated with mental illness (Ogbo et al., 2018 ). In the Middle East, studies have found that Arab families from the United Arab Emirates are reluctant to seek help from healthcare professionals for children with mental illness due to fear of stigmatization (Eapen & Ghubash, 2004 ), while those in other Arab countries believed that PWMI were of poor character, faith, and/or morals (Zolezzi et al., 2018 ). Therefore, further research is critical to understanding mental illness stigma with a socio-cultural lens to uncover its roots, impact, and potential treatments.

Higher education (college and above) levels predicted lower stigma scores in our sample. About 74% of our sample had some college or higher education. This finding suggests that those who are better educated may be at an advantage in accessing and understanding information related to mental illness, thereby gaining better insight when interacting with a PWMI. Similar findings are discussed in the literature (Zolezzi et al., 2018 ). While approximately one third of Qatar’s residents (citizens and expatriates) have university education or higher, there is still a significant portion, between 17 and 25% of the population that has less than primary level of education (Ministry of Development Planning and Statistics, 2017 ). Considering the higher level of stigma found in the less educated group in our sample, it is prudent that care providers and public health programs take this attribute into consideration when planning mental health promotion activities.

Implications to practice

While the Middle East region represents a significant percentage of the world population, there are few published works on mental health from this area. The findings of this study shed much-needed light on internalized stigma in families of PWMI in Qatar. Although previous studies have correlated religion, collectivism, and Arab culture with higher levels of stigma toward mental illness, our study did not find these as significant factors, suggesting that more research is needed to understand the impact of culture on stigma. Nevertheless, it is crucial to involve cultural brokers, leaders, and practitioners in supporting PWMI and their families.

Some suggestions in the literature for healthcare professionals include providing social and compassionate support (Akbari & Mousavikhatir, 2012 ) and teaching PWMI coping strategies (Nxumalo & Mchunu, 2017 ). A family-centered model of practice, which includes families in treatment planning, is recommended due to their central role in caring for their family members (Dardas & Simmons, 2015 ; McNeil, 2013 ; Park & Park, 2014 ). Another key role for healthcare professionals is the early detection and intervention of caregiver strain in families, ensuring that this critical support system for PWMI is not eroded. Finally, a stigma community-level intervention, in collaboration with healthcare professionals, may help improve mental health literacy, change misconceptions about mental illness, and result in a more open and accepting societies. While this study had a small sample size, it unveiled important factors that contribute to internalized stigma in families of PWMI. These findings may guide further research to better understand and address mental illness stigma.

Strengths and limitations

The strengths of this study included consistent data collection procedures, the use of standardized and psychometrically validated instruments (FISMI), an ethnically and economically diverse sample and minimal missing data through in-person interviews conducted by research assistants.

Several limitations were identified in this study. First, the cross-sectional nature of the study prevents the drawing of causality conclusions. Second, the convenience sampling method might affect the representativeness of the sample. However, we consider our sample to be somewhat representative of Qatar’s population with Qataris comprising 8.5% of our sample compared to 11.6% of the larger population, and Muslims making up 79.2% of our sample compared to 65.0% in the population (Pew Research Center, 2019 ). Moreover, the study might have encountered voluntary participation bias due to the convenience sampling method, as participants who chose to engage may possess lower levels of stigma and thus be more willing to discuss stigma and mental health issues. Third, the sample size calculated was unattainable during the study period, limiting the interpretation of regression analysis. The recruitment strategy, requested by the ethics boards as a condition for approval, required obtaining patient permission prior to recruiting family members, which may have contributed to the challenge in achieving the target sample size. Fourth, collecting data through face-to-face interviews might have introduced response bias, as this method could lead participants to provide fewer stigmatizing responses, possibly not fully reflecting the extent of stigma they have experienced or are experiencing.

Finally, since recruitment was conducted at a single outpatient clinic in Qatar, the study does not capture stigma data from individuals facing acute mental health challenges in inpatient settings, those avoiding mental health care due to stigma fears, or those receiving treatment in private clinics or primary health care centers.

This study represents the first effort in Qatar to explore the nature of internalized stigma related to mental illness in family members of PWMI. It sheds light on the presence of internalized stigma in family members. Despite the overall stigma scores not being high, specific sociodemographic factors were found to influence stigma trends within our sample. Although the interpretation of these findings is constrained by the limitations of the study, they suggest the need for further research into mental health stigma among PWMI’s families. Such research should engage healthcare providers and academics, considering the impacts of culture, marital status, and education levels. Future investigations in this field are crucial to deepen our understanding of internalized stigma among this population and to guide efforts aimed at reducing stigma.

Data availability

The datasets used and/or analysed during the current study are available from the corresponding author on request.

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Acknowledgements

The authors would like to thank the following for their role in this study: Mental Health Service, Hamad Medical Corporation where data collection took place, and for supporting this study. We also thank study participants for participating in the study; SB and KH for interviewing participants. Dr. Jennifer Boyd for permitting the use of ISMI (Internalized Stigma of Mental Illness), and Dr. Y. Zisman-Ilani for the adaptation of PISMI (Parents’ Internalized Stigma of Mental Illness). We would like to thank Qatar National Library for funding the publication of this article.

Open Access funding provided by the Qatar National Library. This study was made possible by NPRP 9-270-3-050 grant from the Qatar National Research Fund (a member of Qatar Foundation). The statements made herein are solely the responsibility of the authors.

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University of Doha for Science and Technology, P.O. Box 24449, Doha, Qatar

Vahe Kehyayan

University of Calgary in Qatar, P.O. Box 23133, Doha, Qatar

Mental Health Services Hamad Medical Corporation, Doha, Qatar

Suhaila Ghuloum

Primary Health Care Corporation, Doha, Qatar

Tamara Marji

Weill Cornell Medicine – Qatar Education City, Doha, Qatar

Hassen Al-Amin & Ziyad Mahfoud

Clinical Effectiveness Department, Primary Health Care Corporation, Doha, Qatar

Muna Abed Alah

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Contributions

VK was the principal investigator of this study; he was involved in conceptualizing and designing the study, data collection, data analysis, drafting and critically reviewing the manuscript. SG, ZM and HA were also involved in designing the study and critically reviewing the manuscript. HO initiated drafting the paper. ZM was involved in the statistical analysis and writing up the statistical analysis and results sections of the manuscript. TM was the lead in data collection, data entry and ensuring data quality, and preparing the data presentation in the manuscript. MA was involved in critically reviewing and editing the manuscript and submitting it. All authors read and approved the final manuscript.

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Correspondence to Muna Abed Alah .

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Ethical approvals were obtained from the Institutional Review Boards (IRB) of HMC (16231/16), Weill Cornell Medicine– Qatar (16–00016), and the University of Calgary, Canada (REB16-0878_MOD3). Written informed consents were collected from all participants in the study. All participants provided written consent before participation in this study.

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Kehyayan, V., Omar, H., Ghuloum, S. et al. Internalized stigma and its correlates in families of persons with mental illness in Qatar: a cross-sectional study. Curr Psychol (2024). https://doi.org/10.1007/s12144-024-06686-y

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Accepted : 06 September 2024

Published : 16 September 2024

DOI : https://doi.org/10.1007/s12144-024-06686-y

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