expectation in research subject essay

Rationale Essay

Writing about academic expectations.

The discussion of how you’re addressing ESC Area of Study Guidelines and other academic expectations is one of the most important in the rationale essay, as it presents your evidence, backed up by research, to show that your individually-designed degree is academically valid. Above all, think of this section as your logical argument for the validity of your degree choices. Provide enough specific evidence so that your readers (members of an academic review committee) will be convinced that you’ve

• done your research,
• understood your research, and
• addressed Empire State College and overall academic expectations thoughtfully and thoroughly.

As you start writing about academic expectations, make sure to name your area of study and concentration (if you have a degree with a concentration) so that there’s a clear relationship between the focus of your degree and your discussion of ESC guidelines.

Writing about Guidelines

• Name of your area of study and concentration (if you have a degree with a concentration).
• Include a summary or paraphrase, or even a list of the appropriate Empire State College Area of Study guidelines, to show that you understand the college’s general academic expectations for your type of degree.  If you are using a guideline that has both a general discussion of expected skills and knowledge areas, plus a specific discussion of expected skills and knowledge for a specific concentration, you need to include a discussion of both the general and specific guidelines.
• Document by citing the pages.
• Analyze the contents of your own degree/concentration by explaining courses, PLA areas, and/or experience that you have (but did not pursue for PLA) that address the college-level knowledge expectation for each of the main items in the guideline/s.

Business, Management, and Economics

One of the ESC general guidelines for Business, Management, and Economics states this college-level knowledge expectation:

Ethical and social responsibility : demonstration of an understanding of and appreciation for ethical and social issues facing organizations and their environments

You may be planning to pursue credit through prior learning assessment in human resource management, and a good portion of your learning may have been about ethical issues within organizations, so you explain this briefly in this section of your rationale essay.  Or you may plan to address this guideline by taking a course in Business Ethics.  Or you may be doing a business degree focused on information technology, and plan on doing a course in Social and Ethical Issues in IT.  There’s no one way to address this particular guideline; you just need to analyze the knowledge you already have or intend to gain through a course, in order to address this guideline and prove that you have this type of knowledge, in some way.

Community and Human Services

One of the ESC general guidelines for degrees in Community and Human Services states this college-level knowledge expectation:

Knowledge of human behavior:  Students should identify and demonstrate an understanding of human behavior within the context of various social, developmental, global, economic, political, biological and/or environmental systems. These studies should cover theory, historical and developmental perspectives.

For example, studies could include human development, fire-related human behavior, child development, deviant behavior, stress in families, or cognitive psychology.

This guideline provides some ideas for courses or PLA areas; there are others as well, such as Introduction to Psychology, Child Development, and more.  There is no one way to address this guideline.

Cultural Studies

One of the ESC specific concentration guidelines for a concentration in Communications states this college-level knowledge expectation:

History:  a knowledge of the history and associated politics of media institutions/industries in a culture; knowledge of the role of media in culture/society, democracy and the development of digital identity

You may be planning to show that you have some historical knowledge of communications through a course in History and Theory of New Media, The American Cinema, The Decline of Journalism, or any of many other possibilities. Again, there is no one way to address this guideline.

Writing about General Education Requirements

Writing about general education requirements can be quite brief; a paragraph can suffice.  SUNY requires at least 30 credits in 7 of 10 general education areas. (Two required general education areas are math and basic communication; the other 5 are your choice).  Explain the areas you’ve included and give one example of a course that fulfills general education fully for each area.

Writing about Additional Academic Expectations

Did you summarize your research into other colleges (if needed) to show that you understand the general academic expectations for your type of degree?  Have you found through your research that most degrees in your field include a course in X, even though the ESC guidelines do not explicitly state that area?  Include a summary of your research into other colleges, as appropriate, if you needed to look at multiple programs to get a better sense of how to structure your own, and explain how your research translated into coursework for your degree.

Writing about Concentration Design (as appropriate)

In addition to your discussion of guidelines, your writing about academic or educational expectations may explain the overall pattern of your degree. Do you have courses that link with one another and fit into an overall framework? If appropriate, explain how you designed your concentration to move from introductory- to advanced-level studies, to include supportive studies that the guidelines do not mention but that are important to your individual goals, and/or to address the reasons why you designed your concentration in a particular, unique way.  Some degrees do not need full, or any, explanation of concentration design, particularly if they follow a traditional, disciplinary route.  Other degrees, such as degrees in the Interdisciplinary Area of Study, always need explanation of concentration design, because they allow so much flexibility.  Academic review committee members need to understand why these degrees have been designed in certain ways, to include certain courses in certain patterns and sequences.

Answer the following questions to help address degree structure and design in your rationale essay:

• Does learning, especially in your concentration, show progression from introductory to advanced (in a bachelor’s degree concentration)?
• Do you have certain groups of courses that link with each other, for a particular purpose?
• Do you have certain courses that support and/or enhance one another (e.g., do some pieces of the general learning relate to and enhance studies in the concentration)?
• Writing about Academic Expectations. Authored by : Susan Oaks. Project : Educational Planning. License : CC BY-NC: Attribution-NonCommercial
• image of open book with letters flying from it. Authored by : Mediamodifier. Provided by : Pixabay. Located at : https://pixabay.com/en/literature-book-page-clean-3033196/ . License : CC0: No Rights Reserved

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September 15th, 2017

What are researchers’ expectations and experiences of the peer review process findings from recent research.

2 comments | 4 shares

Estimated reading time: 5 minutes

Over 7,400 views from across the research community and from all disciplines and career stages; more than ten hours of focus groups to explore and support the quantitative data; survey responses from every continent; a year from the initial idea to run a research project and publish the results to the first set of findings going online. What’s the topic that had people hooked? Could it be anything else but peer review ?

Always the subject of most interest during our workshops on publishing in journals, it often seems like every researcher has a view on the peer review process. But what would those engaged in it on a day-to-day basis – whether as reviewers, reviewees or journal editors – say when we questioned them about it in-depth? Would there be consensus? Could the responses give us, a publisher responsible for the systems and processes that facilitate peer review, clear indicators on what researchers believe is important, with a strong evidence base to guide future developments?

The results gave us so much data that I had to break it into two publications : the first a white paper focusing on the purpose, mechanics, and ethics of peer review and the second an accompanying supplement on motivations, training, and support (plus all the data). From responses to the online survey, to discussions in the focus groups (where participants in the UK could easily have talked for twice the allotted time, with one group having to be gently eased out the door at the end…), this project was completely absorbing. Some of the more notable findings are outlined below.

Note: On a scale of 1 (strongly disagree) to 10 (strongly agree), respondents rated a number of objectives on what they believed the purpose of peer review should be. Using the same scale, they were then asked to rate to what extent they agreed or disagreed that peer review is currently achieving the same objectives. In the figures below, gold represents respondents’ expectations, and blue their experience in reality, giving a “reality gap” between the ideal and real-world experience. In most cases science, technology and medicine (STM) and humanities and social sciences (HSS) responses were closely aligned, so the statistics below show a combined mean score.

• What did researchers think peer review should achieve? Across HSS and STM fields, researchers rated checking for an appropriate and robust methodology and improving the quality of the published article highest.

• The biggest gap between respondents’ expectations and reality was in detecting academic fraud in STM, with a mean rating of 6 in reality versus an ideal-world rating of 7.7; while in HSS this was providing polite feedback, with an ideal-world rating of 8.4 versus a real-world rating of 6.8.
• The only area in which reality exceeded expectation for respondents was in correcting grammar, spelling, and punctuation. This meant it was happening more than researchers expected it to.

• Researchers thought there was a low prevalence of gender bias but higher prevalence of regional and seniority bias in peer review. The double-blind model was felt to be most capable of preventing reviewer discrimination.
• Most reviewers and journal editors agreed that waiting 15-30 days was a reasonable time for initial feedback, with almost all reviewers saying they achieved this on their most recent review. But the vast majority of authors reported waiting longer. What adds to the time? The hidden processes and checks happening behind the scenes, from reviewer search and selection, to possible plagiarism checks, to tiered editorial decision-making; all of which is hugely important to get right but remains invisible to authors.

• There remains a strong preference for double-blind review among all respondents, with a rating of 8 or above out of 10 (echoing other large-scale peer review studies, conducted both before and after ours). Yet there are also balanced views for open, open and published, and post-publication review, with mean ratings of between 5 and 6 out of 10 for these (though HSS editors were less supportive than STM).
• Playing a part as a member of the academic community, reciprocating the benefit, and improving papers were given as the most important reasons for agreeing to review across all disciplines. This was also true when we examined the data by age.
• Over two thirds of authors who have never peer reviewed would like to, yet 60% of editors have difficulty in finding qualified reviewers. Over two thirds of authors who are yet to review a paper would also like formal training.

So, what have we done since completing analysis of the latest findings last year? There were clear views on training and on communication around the peer review process, with improved guidance (hopefully) enabling people to better understand the hidden work that may slow down an author receiving their initial report, and to support researchers in feeling confident in accepting a review request. So we refreshed and enhanced our guidance , from reviewer guidelines to information on what to expect as an author.

We also developed training on “being an effective reviewer”, bringing together the best of the guidance from across our teams into one workshop. Intended to offer a complete overview of the process, each session covers what you should be focusing on as a reviewer and how to give feedback, what review reports can look like and how to use the system, plus the ethical standards that underpin every review. It ends with a practical exercise so attendees can apply everything they’ve learnt, followed by lots (and lots) of discussion. We’ve run this session in various institutions worldwide; a very rewarding activity that is aimed at giving the next generation of reviewers the information they need from the outset.

And then on to process. Time taken was, unsurprisingly, a big issue (with one respondent commenting: “an extremely lengthy and frustrating wait for your paper”). Yet this needed to be balanced against the huge importance placed on quality (“the worst reports are short, snitty and patronising…the best are critically engaged, add something and improve quality”).

Alongside clear explanation of what can be happening “ behind the scenes ”, we’ve also piloted Peerage of Science on a number of journals. A service to which authors can submit their manuscript before sending to a journal, Peerage of Science enables researchers to set deadlines and have multiple journals view the peer review process simultaneously. Authors can then accept a direct publishing offer from a journal or choose to export the reviews to the journal of their choice, all with the aim of streamlining the process.

We’re also working with Publons to see reviewers get verified recognition for their review activity and use this to build a profile of contributions for inclusion on their CV, funding or promotion applications. Currently running on Taylor & Francis journals in the sciences, this is optional for reviewers. We’ll be looking at the results of both these pilots in the coming months.

And this is by no means it. Peer review, in all its guises, is still very much at the heart of scholarly communication and a fascinating, thorny, and personal subject to many. Looking at improvements to this process (whatever they might be) is an ongoing activity, deserves constant examination and shouldn’t have an end point. Just like all good policy, having an evidence base to inform decisions is vital and using this data to guide us is something we’ll continue to do.

Note: This article gives the views of the author, and not the position of the LSE Impact Blog, nor of the London School of Economics. Please review our  comments policy  if you have any concerns on posting a comment below.

About the author

Elaine Devine is Senior Communications Manager at Taylor & Francis Group, and is responsible for communications and outreach activity across their journals portfolio, including managing the PR and media, social media and multimedia teams. Prior to this role, she was responsible for author outreach activity at Taylor & Francis, including overseeing the redevelopment of their author-focused digital communications channels. Elaine has spent the majority of her career working in academic and professional publishing or in the charity sector, and has previously worked for (amongst others) the National Trust and the Royal College of Nursing.

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Set Expectations

Set Their Expectations

There are a number of things it may be helpful to make and keep your students aware of during an undergraduate research experience, some more relevant to certain forms of undergraduate research than others. Here are a few, all related to one another:

• Research takes time and planning. Students may know the steps of the research process, but until they engage in research themselves, they may not have a sense of the time each step takes. And previous assignments pertaining to research steps may have been more or less directed than their counterparts in your project. If students are working on an empirical project and have only ever worked with existing datasets, if they will be consutructing their own, it's helpful for them to know about the time and energy involved. If a project involves human subjects and you want your students to have the experience of getting Institutional Review Board approval (rather than your obtaining it in advance), you'll want them to know to plan time for their project to be reviewed and approved.
• Research is an iterative process. Some of the time spent doing research is time spent on trial-and-error, doubling-back, and repetition. It is important for students to recognize the importance of this and the need to make time for it.
• There's value to talking about and participating in works in progress. Research is the creation of knowledge, meaning knowledge itself is a work in progress. It's good for students to know this. Students will likely end their research experience with criticisms of their own work and ideas for project enhancements and improvements. In addition, the project itself may or may not wrap-up at the conclusion of any one student's participation. Help students anticipate this and see the value of the work they are doing--many other educational experiences and means of assessment condition students to see their final work (a test, a paper) as shutting a door on a conversation about a topic rather than opening one up or continuing one.
• Research requires grappling with ambiguity. In an undergraduate research experience, the types of questions that arise are not always those whose answers are tucked away in instructors' file cabinets. And research sometimes requires students to draw conclusions when there may be no one unambiguously correct answer or when normative elements exist.
• Teamwork and collaboration require effort and respect. Talk to your students about the role of interpersonal skills in facilitating work. And for tips on making group interactions successful, peruse the Starting Point module on cooperative learning .

Other tips for students are available at WebGURU , an online student guide to undergraduate research. While directed at students in STEM disciplines, many of its suggestions are relevant to students conducting undergraduate research in other disciplines as well.

Set Your Expectations

It's helpful to remember the five points above for your own sake, too.

• Research takes time and planning. Decide what aspects of planning you wish to do for your students and which you wish to do alongside them, and budget time for both instruction and collaboration.
• Research is an iterative process . Make time for this and understand that your students may need your help in determining when to visit or revisit a stage in the process.
• There's value to talking about and participating in works in progress. Your undergraduate research experience will give you many, many opportunities to reflect on both your research project and your own teaching and mentoring. Embrace this, and don't be afraid to let your students see you embrace it.
• Research requires grappling with ambiguity. Undergraduate research sometimes puts you in situations where you don't have the one right answer for your students--either right away or later. Make peace with this. Many questions in research--and in life- don't have cut-and-dried answers, and it may be useful for our students to understand that we know this ourselves.
• Teamwork and collaboration require effort and respect. You're a collaborator, so let your students see your effort and the respect you have for both them and the project.

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What are Research Expectations? A Comparative Study of Different Academic Disciplines

• Faculty of Behavioural, Management and Social Sciences

Research output : Contribution to journal › Article › Academic › peer-review

• Interdisciplinary
• n/a OA procedure

Access to Document

• 10.1016/j.serrev.2012.10.001

Fingerprint

• Academic Field Computer Science 100%
• Research Quality Computer Science 25%

T1 - What are Research Expectations?

T2 - A Comparative Study of Different Academic Disciplines

AU - Linton, Jonathan D.

AU - Tierney, Robert

AU - Walsh, Steven T.

N2 - This paper is intended to assist professors, administrators, librarians and other members of university level committees that must consider research expectations and research quality in academic fields that they lack. While this is not a problem for field experts, it is a difficulty when people are asked to make decisions in areas of study other than their own. This is commonly the case for senior university professors, librarians and administrators in regards to university wide decisions. The paper investigates this gap, through a study of 27 academic fields in 348 highly regarded universities. We find that there are almost always statistically significant differences in activity between academic fields, regardless of the metric one considers. However, it is possible to understand these differences by comparing the distribution of a known academic field to that of a field that one is not familiar with. Tables and information are provided to assist in the comparison of different fields of study on metrics such as: departmental publications and researcher level metrics of publications, citations, H-index, and total number of co-authors. The information can also be used to support decisions associated with promotion to senior posts such as endowed chairs and professorships. Information regarding specific universities and researchers are included in the data supplement.

AB - This paper is intended to assist professors, administrators, librarians and other members of university level committees that must consider research expectations and research quality in academic fields that they lack. While this is not a problem for field experts, it is a difficulty when people are asked to make decisions in areas of study other than their own. This is commonly the case for senior university professors, librarians and administrators in regards to university wide decisions. The paper investigates this gap, through a study of 27 academic fields in 348 highly regarded universities. We find that there are almost always statistically significant differences in activity between academic fields, regardless of the metric one considers. However, it is possible to understand these differences by comparing the distribution of a known academic field to that of a field that one is not familiar with. Tables and information are provided to assist in the comparison of different fields of study on metrics such as: departmental publications and researcher level metrics of publications, citations, H-index, and total number of co-authors. The information can also be used to support decisions associated with promotion to senior posts such as endowed chairs and professorships. Information regarding specific universities and researchers are included in the data supplement.

KW - Research

KW - Metrics

KW - Interdisciplinary

KW - H-index

KW - Citations

KW - Evaluation

KW - n/a OA procedure

U2 - 10.1016/j.serrev.2012.10.001

DO - 10.1016/j.serrev.2012.10.001

M3 - Article

SN - 0098-7913

JO - Serials review

JF - Serials review

• Research degrees
• Your study experience

Responsibilities and expectations

We set you up for success as a graduate researcher.

We want your time here to be productive and rewarding. You should feel well-supported, and complete your degree on time. In short, we want you to have the best possible research experience.

We need to work together to achieve this outcome. Your success is a shared responsibility – between you, your supervisors and the University.

The information below will help you manage your day-to-day workload. It will also help you deal with the mental load that accompanies a research degree. And it will help you deliver a high-quality original research project on time.

Responsibilities and entitlements

Understand your responsibilities, entitlements and expectations to ensure your success as a graduate researcher at the University.

What is the role of your supervisor?

Learn about the roles and responsibilities of your supervisors and how, as a graduate researcher, you can benefit from this mentoring relationship.

Key milestone dates

Stay on track with your PhD by meeting all key milestones of your candidature

SJSU | School of Information

What to expect from your research methods course.

I put off taking LIBR 285 Research Methods until my second to last semester in the MLIS program. I put it off because I was intimidated. I had read the description of the class, I knew I had to take it at some point, but I kept delaying the inevitable.

By now you have most likely looked at the required courses and perhaps mentally planned when you will take each one. As 200, 202, and 204 are often pre-requisites for electives, most new students take these courses right away. This opens up your remaining semesters to delve into other topics and classes. But LIBR 285 will be there, lurking in the shadows as a reminder that you haven’t really taken all of your required classes.

Don’t let the class description worry you and don’t feel like you need to put off taking 285 until the last possible moment. While I did wait, there was truly no need for me, and you, to feel intimidated.

Research Methods has rotating topics to choose from depending upon the semester, which gives you plenty of options. Topics include evaluating programs and services, reference evaluation, information literacy assessment, historical research, and action research. If you are following a specific career pathway or are interested in a certain sub-field of information science, you may want to consider taking one of these more focused sections of 285. However there are more general options as well which might be especially helpful if you decide to take the course during one of your first few semesters and you don’t yet have a specific career focus in mind. (Note: You must have taken and passed 200, 202, and 204 before taking 285.)

I took the section on evaluating programs and services , a choice I made blindly but that turned out to be excellent. In order to determine whether the programs and services information professionals provide are working well and effectively they must be studied and evaluated. I learned how to conduct research and how to write a research paper correctly. My professor, Dr. Stenstrom , stressed that the skills we were learning and the projects we were writing were directly applicable to our future jobs. The final assignment, a research proposal, allowed me to step into the shoes of a working information professional trying to gain approval to evaluate a program or service.

In my 285 section, most students lamented that they hadn’t taken the class earlier. In fact we came to a consensus that we wished we could have taken the class in high school or even during our undergraduate career. That’s how helpful LIBR 285 turned out to be.

I like to think of Research Methods as the science portion of the library and information science degree. Just as scientists write reports on their data and findings after conducting a study, information professionals should also be able to perform research and share their results. Learning the correct way to conduct research and then write about it in an appropriate and professional manner is the focus of LIBR 285.

Do expect a rigorous pace. There is a lot of work involved in the research process, a lot of reading, writing, synthesizing, and editing. I wouldn’t recommend taking 285 during a busy semester or tacking it onto an already full load. But don’t keep it hidden away, either, because eventually you will have to add it to your schedule.

I will be happy to try and answer any questions you have about LIBR 285. If you aren’t sure which section to take I would also recommend checking out the different course syllabi or asking your advisor who may be able to shed some additional light on the different options.

Additional pages to peruse:

SLIS Student Research Journal

Students Working as Research Assistants

Research News at SLIS

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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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• An Insight into a Researcher’s Life: Expectations vs. Reality

Being a researcher – what kind of picture does that conjure up in your mind? Is your imagination – like that of most others – full of constant breakthroughs, unearthing truths and dauntless experiments? Well then, this post is going to prove an eye-opener, and jolt you into the grim realities of the research world! It will familiarize you with the strenuous hardships scholars go through, and make a case for the importance of professional research and publication support services. After all, small investment for the sake of your research aspirations is no bad trade-off.

To acknowledge the truth, yes there will be those beloved marvel moments when you would discover what no one else has discovered. But, before reaching that flagbearer-of-knowledge-moment, the journey won’t be a duck soup – everything will come at a cost! Now, let’s dig deeper into the astounding differences between expectations and reality for scientists with precise explanations.

Expectation 1:  You’ll make groundbreaking discoveries every day!

Reality:  Research takes time.

While it is true that research work involves making revelations, in reality, the path leading to those revelations is roundabout. Researchers carry out a series of small experiments, surveys or studies before reaching the point of publishing their hypothesis. Not to forget – each of these constituent surveys or studies can be strenuous, and time-consuming. In most cases, your efforts will depend on your research methodologies, area of research, subject matter and the object of investigation (anything from populations, living animals to chemicals), which together could stretch the process for weeks, months or longer. Add to this, imaging, data collection and statistical analysis that may have to be undertaken parallely. Yet, each of these experiments and surveys would add up as pieces of evidence to form a researcher’s hypothesis, and hence be inevitable.

Expectation 2:  Your research findings will change the world!

Reality:  Change is gradual.

Scholars are often tempted to imagine that their thesis will test the limits of a given area of research. At times, they may feel their research ambitions soaring high uncontrollably, and may envisage impossible happenings in their head. But the truth is that although each research endeavor is a contribution to its particular area of investigation, it by means makes a quantum leap. New knowledge takes time to bring about an upheaval; its changes manifested little by little, over time. Nevertheless, each step is as important and worthy of recognition, as the collective output.

Expectation 3:  You can be as innovative as you want!

Reality:  Protocols have to be followed.

Yes, research involves making novel discoveries. But if you think that grants you the leeway to be as innovative as you want to be, you need to think again. Research requires practicing time-honored, well-established techniques. Scholars need to be familiar with the protocol lest their findings turn out to be flawed and futile for the future generations who will carry out research in that domain. To be precise, a thorough understanding of the conventional methodologies is necessary to undertake your research work successfully.

Expectation 4:  Publishing your research would be easy once the findings have been made!

Reality:  Publishing is no cakewalk.

Several challenges come in the way for scholars aiming to publish their research work. There are barriers pertaining to scientific and technical concerns, language and grammatical rules, and other norms of the publication industry. To begin with, selecting an appropriate journal is the first predicament. Aspirants need to opt for the correct publisher, category and target audience who will appreciate their research findings. Quality of the content has to be upheld to avoid paper rejections and wastage of cost, time and effort, especially in case of paid publications. Knowledge of prestigious journals in various academic fields is also crucial to reap maximum benefits for your research efforts and investment.

Expectation 5:  Writing your manuscript would be exciting!

Reality:  Manuscript composition is a taxing task.

Publication houses may demand your research paper to match certain style and formatting guidelines. Consequently, you may have to painstakingly rewrite and edit huge chunks of the paper and eliminate all linguistic and grammatical errors. The sophistication, locale, style, complexity and tone of the language, as well as fonts, margins, formatting, outline and consistency of the manuscript will have to be befitting. Next come concerns surrounding plagiarism and copyright infringements. Your content must be authentic and free from the blemishes of plagiarism. Remember that journals follow stringent screening processes for academic publishing, such that even similarities may get you caught. Authors need to avoid this by duly accrediting all the sources of their information, and clearly enlisting all the citations.

Expectation 6:  Research involves a great deal of field work!

Reality:  Field work depends on your specific academic field.

Field work may be an essential part of research, but it happens occasionally. Rest of the time, scholars are reading papers, writing or analyzing the samples collected in the field. In practical terms, this means a lot of drudgery in the job as you may have to deal with mammoth statistics, data, information and extant literature, until your mind is overwhelmed and spirit exhausted. Scholars wade through colossal documents, spreadsheets and other research papers to cull out the contents of their manuscript. In short, the task is more tedious than it seems.

Expectation 7:  You can undertake whatever research you want!

Reality:  You need someone to pay for your scientific and academic pursuits.

Aspirants can pursue whatever research their supervisors and grant funders want them to. Research funding is necessary to financially back your endeavors and scholars have a hard time writing grant applications for various institutions, governments and trusts.

Bottom line

Research is an immense learning experience that expands the horizons of your mind and makes you self-sufficient. However, it involves humongous work and multiple challenges before you succeed in getting to the point.

Naïveté may not work. It is advisable that aspirants rely on professionals’ help to reduce their legwork, focus better on their research work, and gain competitive edge with experts’ mentorship.

For example, various organizations provide end-to-end manuscript reviewing, editing and formatting services to increase the prospects of successful peer review and publication. Experts will even select the suitable journal, make your article comply with the journal’s guidelines, submit your paper and respond to reviewers to ease your publication struggles. Comprehensive plagiarism detection and refining of the language will enhance the quality of output further. Finally, you can bank on their data analysis and market research support services for statistical analysis, result interpretation, data collection and compiling requirements of your manuscript. This will also make your research findings data-rich and more insightful.

Similarly, project proposals and grant writing guidance services are offered to up your chances of securing grant funds from governments, foundations or trusts.

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Home — Essay Samples — Life — Life Experiences — Expectations

Essay Examples on Expectations

Whether you're writing an argumentative, cause and effect, opinion, or informative essay, the topic of expectations is a rich and diverse one that can be explored in a multitude of ways. In this article, we'll provide you with a range of essay topics, thesis statement examples, and even full essay examples to help you get started on your writing journey.

When it comes to writing an essay on expectations, it's important to choose a topic that you're passionate about and that will allow you to explore the theme in depth. Whether you're interested in exploring the impact of expectations on individuals, society, or even in literature and film, there are plenty of angles to consider. For an argumentative essay, you might choose a topic like "The detrimental effects of unrealistic expectations on mental health" or "The role of expectations in shaping societal norms." For a cause and effect essay, you might explore topics like "The impact of parental expectations on children's self-esteem" or "The consequences of unmet expectations in relationships."

In an opinion essay, you could take a more personal approach and write about topics like "The importance of managing and adjusting expectations in daily life" or "The benefits of setting realistic expectations for oneself and others." For an informative essay, you might delve into topics such as "The psychology of expectations" or "Historical and cultural perspectives on expectations."

To give you a better idea of what an essay on expectations might look like, we've also included examples of thesis statements, paragraphs, and paragraphs. With these resources at your fingertips, you'll be well-equipped to tackle your essay on expectations with confidence and creativity. So, get ready to dive into the world of expectations and start crafting an essay that will captivate and inspire your readers.

The Most Important Points of Criticism for Both Adaptive and Rational Expectations

One should be reasonable in actions and expectations, made-to-order essay as fast as you need it.

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Society’s Expectations: Stereotypes and False Interpretations of Women

Catching up with expectations in j. d. salinger’s the catcher in the rye, first day at college experience, my expectations, relevant topics.

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