thesis systematic literature review

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How to write a systematic literature review [9 steps]

What is a systematic literature review?

Where are systematic literature reviews used, what types of systematic literature reviews are there, how to write a systematic literature review, 1. decide on your team, 2. formulate your question, 3. plan your research protocol, 4. search for the literature, 5. screen the literature, 6. assess the quality of the studies, 7. extract the data, 8. analyze the results, 9. interpret and present the results, registering your systematic literature review, frequently asked questions about writing a systematic literature review, related articles.

A systematic literature review is a summary, analysis, and evaluation of all the existing research on a well-formulated and specific question.

Put simply, a systematic review is a study of studies that is popular in medical and healthcare research. In this guide, we will cover:

• the definition of a systematic literature review
• the purpose of a systematic literature review
• the different types of systematic reviews
• how to write a systematic literature review

➡️ Visit our guide to the best research databases for medicine and health to find resources for your systematic review.

Systematic literature reviews can be utilized in various contexts, but they’re often relied on in clinical or healthcare settings.

Medical professionals read systematic literature reviews to stay up-to-date in their field, and granting agencies sometimes need them to make sure there’s justification for further research in an area. They can even be used as the starting point for developing clinical practice guidelines.

A classic systematic literature review can take different approaches:

• Effectiveness reviews assess the extent to which a medical intervention or therapy achieves its intended effect. They’re the most common type of systematic literature review.
• Diagnostic test accuracy reviews produce a summary of diagnostic test performance so that their accuracy can be determined before use by healthcare professionals.
• Experiential (qualitative) reviews analyze human experiences in a cultural or social context. They can be used to assess the effectiveness of an intervention from a person-centric perspective.
• Costs/economics evaluation reviews look at the cost implications of an intervention or procedure, to assess the resources needed to implement it.
• Etiology/risk reviews usually try to determine to what degree a relationship exists between an exposure and a health outcome. This can be used to better inform healthcare planning and resource allocation.
• Psychometric reviews assess the quality of health measurement tools so that the best instrument can be selected for use.
• Prevalence/incidence reviews measure both the proportion of a population who have a disease, and how often the disease occurs.
• Prognostic reviews examine the course of a disease and its potential outcomes.
• Expert opinion/policy reviews are based around expert narrative or policy. They’re often used to complement, or in the absence of, quantitative data.
• Methodology systematic reviews can be carried out to analyze any methodological issues in the design, conduct, or review of research studies.

Writing a systematic literature review can feel like an overwhelming undertaking. After all, they can often take 6 to 18 months to complete. Below we’ve prepared a step-by-step guide on how to write a systematic literature review.

• Decide on your team.
• Formulate your question.
• Plan your research protocol.
• Search for the literature.
• Screen the literature.
• Assess the quality of the studies.
• Extract the data.
• Analyze the results.
• Interpret and present the results.

When carrying out a systematic literature review, you should employ multiple reviewers in order to minimize bias and strengthen analysis. A minimum of two is a good rule of thumb, with a third to serve as a tiebreaker if needed.

You may also need to team up with a librarian to help with the search, literature screeners, a statistician to analyze the data, and the relevant subject experts.

Define your answerable question. Then ask yourself, “has someone written a systematic literature review on my question already?” If so, yours may not be needed. A librarian can help you answer this.

You should formulate a “well-built clinical question.” This is the process of generating a good search question. To do this, run through PICO:

• Patient or Population or Problem/Disease : who or what is the question about? Are there factors about them (e.g. age, race) that could be relevant to the question you’re trying to answer?
• Intervention : which main intervention or treatment are you considering for assessment?
• Comparison(s) or Control : is there an alternative intervention or treatment you’re considering? Your systematic literature review doesn’t have to contain a comparison, but you’ll want to stipulate at this stage, either way.
• Outcome(s) : what are you trying to measure or achieve? What’s the wider goal for the work you’ll be doing?

Now you need a detailed strategy for how you’re going to search for and evaluate the studies relating to your question.

The protocol for your systematic literature review should include:

• the objectives of your project
• the specific methods and processes that you’ll use
• the eligibility criteria of the individual studies
• how you plan to extract data from individual studies
• which analyses you’re going to carry out

For a full guide on how to systematically develop your protocol, take a look at the PRISMA checklist . PRISMA has been designed primarily to improve the reporting of systematic literature reviews and meta-analyses.

When writing a systematic literature review, your goal is to find all of the relevant studies relating to your question, so you need to search thoroughly .

This is where your librarian will come in handy again. They should be able to help you formulate a detailed search strategy, and point you to all of the best databases for your topic.

➡️ Read more on on how to efficiently search research databases .

The places to consider in your search are electronic scientific databases (the most popular are PubMed , MEDLINE , and Embase ), controlled clinical trial registers, non-English literature, raw data from published trials, references listed in primary sources, and unpublished sources known to experts in the field.

➡️ Take a look at our list of the top academic research databases .

Tip: Don’t miss out on “gray literature.” You’ll improve the reliability of your findings by including it.

Don’t miss out on “gray literature” sources: those sources outside of the usual academic publishing environment. They include:

• non-peer-reviewed journals
• pharmaceutical industry files
• conference proceedings
• pharmaceutical company websites
• internal reports

Gray literature sources are more likely to contain negative conclusions, so you’ll improve the reliability of your findings by including it. You should document details such as:

• The databases you search and which years they cover
• The dates you first run the searches, and when they’re updated
• Which strategies you use, including search terms
• The numbers of results obtained

➡️ Read more about gray literature .

This should be performed by your two reviewers, using the criteria documented in your research protocol. The screening is done in two phases:

• Pre-screening of all titles and abstracts, and selecting those appropriate
• Screening of the full-text articles of the selected studies

Make sure reviewers keep a log of which studies they exclude, with reasons why.

➡️ Visit our guide on what is an abstract?

Your reviewers should evaluate the methodological quality of your chosen full-text articles. Make an assessment checklist that closely aligns with your research protocol, including a consistent scoring system, calculations of the quality of each study, and sensitivity analysis.

The kinds of questions you'll come up with are:

• Were the participants really randomly allocated to their groups?
• Were the groups similar in terms of prognostic factors?
• Could the conclusions of the study have been influenced by bias?

Every step of the data extraction must be documented for transparency and replicability. Create a data extraction form and set your reviewers to work extracting data from the qualified studies.

Here’s a free detailed template for recording data extraction, from Dalhousie University. It should be adapted to your specific question.

Establish a standard measure of outcome which can be applied to each study on the basis of its effect size.

Measures of outcome for studies with:

• Binary outcomes (e.g. cured/not cured) are odds ratio and risk ratio
• Continuous outcomes (e.g. blood pressure) are means, difference in means, and standardized difference in means
• Survival or time-to-event data are hazard ratios

Design a table and populate it with your data results. Draw this out into a forest plot , which provides a simple visual representation of variation between the studies.

Then analyze the data for issues. These can include heterogeneity, which is when studies’ lines within the forest plot don’t overlap with any other studies. Again, record any excluded studies here for reference.

Consider different factors when interpreting your results. These include limitations, strength of evidence, biases, applicability, economic effects, and implications for future practice or research.

Apply appropriate grading of your evidence and consider the strength of your recommendations.

It’s best to formulate a detailed plan for how you’ll present your systematic review results. Take a look at these guidelines for interpreting results from the Cochrane Institute.

Before writing your systematic literature review, you can register it with OSF for additional guidance along the way. You could also register your completed work with PROSPERO .

Systematic literature reviews are often found in clinical or healthcare settings. Medical professionals read systematic literature reviews to stay up-to-date in their field and granting agencies sometimes need them to make sure there’s justification for further research in an area.

The first stage in carrying out a systematic literature review is to put together your team. You should employ multiple reviewers in order to minimize bias and strengthen analysis. A minimum of two is a good rule of thumb, with a third to serve as a tiebreaker if needed.

Your systematic review should include the following details:

A literature review simply provides a summary of the literature available on a topic. A systematic review, on the other hand, is more than just a summary. It also includes an analysis and evaluation of existing research. Put simply, it's a study of studies.

The final stage of conducting a systematic literature review is interpreting and presenting the results. It’s best to formulate a detailed plan for how you’ll present your systematic review results, guidelines can be found for example from the Cochrane institute .

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• How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates, and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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See an example

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

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

Research bias

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

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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Approaching literature review for academic purposes: The Literature Review Checklist

Debora f.b. leite.

I Departamento de Ginecologia e Obstetricia, Faculdade de Ciencias Medicas, Universidade Estadual de Campinas, Campinas, SP, BR

II Universidade Federal de Pernambuco, Pernambuco, PE, BR

III Hospital das Clinicas, Universidade Federal de Pernambuco, Pernambuco, PE, BR

Maria Auxiliadora Soares Padilha

Jose g. cecatti.

A sophisticated literature review (LR) can result in a robust dissertation/thesis by scrutinizing the main problem examined by the academic study; anticipating research hypotheses, methods and results; and maintaining the interest of the audience in how the dissertation/thesis will provide solutions for the current gaps in a particular field. Unfortunately, little guidance is available on elaborating LRs, and writing an LR chapter is not a linear process. An LR translates students’ abilities in information literacy, the language domain, and critical writing. Students in postgraduate programs should be systematically trained in these skills. Therefore, this paper discusses the purposes of LRs in dissertations and theses. Second, the paper considers five steps for developing a review: defining the main topic, searching the literature, analyzing the results, writing the review and reflecting on the writing. Ultimately, this study proposes a twelve-item LR checklist. By clearly stating the desired achievements, this checklist allows Masters and Ph.D. students to continuously assess their own progress in elaborating an LR. Institutions aiming to strengthen students’ necessary skills in critical academic writing should also use this tool.

INTRODUCTION

Writing the literature review (LR) is often viewed as a difficult task that can be a point of writer’s block and procrastination ( 1 ) in postgraduate life. Disagreements on the definitions or classifications of LRs ( 2 ) may confuse students about their purpose and scope, as well as how to perform an LR. Interestingly, at many universities, the LR is still an important element in any academic work, despite the more recent trend of producing scientific articles rather than classical theses.

The LR is not an isolated section of the thesis/dissertation or a copy of the background section of a research proposal. It identifies the state-of-the-art knowledge in a particular field, clarifies information that is already known, elucidates implications of the problem being analyzed, links theory and practice ( 3 - 5 ), highlights gaps in the current literature, and places the dissertation/thesis within the research agenda of that field. Additionally, by writing the LR, postgraduate students will comprehend the structure of the subject and elaborate on their cognitive connections ( 3 ) while analyzing and synthesizing data with increasing maturity.

At the same time, the LR transforms the student and hints at the contents of other chapters for the reader. First, the LR explains the research question; second, it supports the hypothesis, objectives, and methods of the research project; and finally, it facilitates a description of the student’s interpretation of the results and his/her conclusions. For scholars, the LR is an introductory chapter ( 6 ). If it is well written, it demonstrates the student’s understanding of and maturity in a particular topic. A sound and sophisticated LR can indicate a robust dissertation/thesis.

A consensus on the best method to elaborate a dissertation/thesis has not been achieved. The LR can be a distinct chapter or included in different sections; it can be part of the introduction chapter, part of each research topic, or part of each published paper ( 7 ). However, scholars view the LR as an integral part of the main body of an academic work because it is intrinsically connected to other sections ( Figure 1 ) and is frequently present. The structure of the LR depends on the conventions of a particular discipline, the rules of the department, and the student’s and supervisor’s areas of expertise, needs and interests.

Interestingly, many postgraduate students choose to submit their LR to peer-reviewed journals. As LRs are critical evaluations of current knowledge, they are indeed publishable material, even in the form of narrative or systematic reviews. However, systematic reviews have specific patterns 1 ( 8 ) that may not entirely fit with the questions posed in the dissertation/thesis. Additionally, the scope of a systematic review may be too narrow, and the strict criteria for study inclusion may omit important information from the dissertation/thesis. Therefore, this essay discusses the definition of an LR is and methods to develop an LR in the context of an academic dissertation/thesis. Finally, we suggest a checklist to evaluate an LR.

WHAT IS A LITERATURE REVIEW IN A THESIS?

Conducting research and writing a dissertation/thesis translates rational thinking and enthusiasm ( 9 ). While a strong body of literature that instructs students on research methodology, data analysis and writing scientific papers exists, little guidance on performing LRs is available. The LR is a unique opportunity to assess and contrast various arguments and theories, not just summarize them. The research results should not be discussed within the LR, but the postgraduate student tends to write a comprehensive LR while reflecting on his or her own findings ( 10 ).

Many people believe that writing an LR is a lonely and linear process. Supervisors or the institutions assume that the Ph.D. student has mastered the relevant techniques and vocabulary associated with his/her subject and conducts a self-reflection about previously published findings. Indeed, while elaborating the LR, the student should aggregate diverse skills, which mainly rely on his/her own commitment to mastering them. Thus, less supervision should be required ( 11 ). However, the parameters described above might not currently be the case for many students ( 11 , 12 ), and the lack of formal and systematic training on writing LRs is an important concern ( 11 ).

An institutional environment devoted to active learning will provide students the opportunity to continuously reflect on LRs, which will form a dialogue between the postgraduate student and the current literature in a particular field ( 13 ). Postgraduate students will be interpreting studies by other researchers, and, according to Hart (1998) ( 3 ), the outcomes of the LR in a dissertation/thesis include the following:

• To identify what research has been performed and what topics require further investigation in a particular field of knowledge;
• To determine the context of the problem;
• To recognize the main methodologies and techniques that have been used in the past;
• To place the current research project within the historical, methodological and theoretical context of a particular field;
• To identify significant aspects of the topic;
• To elucidate the implications of the topic;
• To offer an alternative perspective;
• To discern how the studied subject is structured;
• To improve the student’s subject vocabulary in a particular field; and
• To characterize the links between theory and practice.

A sound LR translates the postgraduate student’s expertise in academic and scientific writing: it expresses his/her level of comfort with synthesizing ideas ( 11 ). The LR reveals how well the postgraduate student has proceeded in three domains: an effective literature search, the language domain, and critical writing.

Effective literature search

All students should be trained in gathering appropriate data for specific purposes, and information literacy skills are a cornerstone. These skills are defined as “an individual’s ability to know when they need information, to identify information that can help them address the issue or problem at hand, and to locate, evaluate, and use that information effectively” ( 14 ). Librarian support is of vital importance in coaching the appropriate use of Boolean logic (AND, OR, NOT) and other tools for highly efficient literature searches (e.g., quotation marks and truncation), as is the appropriate management of electronic databases.

Language domain

Academic writing must be concise and precise: unnecessary words distract the reader from the essential content ( 15 ). In this context, reading about issues distant from the research topic ( 16 ) may increase students’ general vocabulary and familiarity with grammar. Ultimately, reading diverse materials facilitates and encourages the writing process itself.

Critical writing

Critical judgment includes critical reading, thinking and writing. It supposes a student’s analytical reflection about what he/she has read. The student should delineate the basic elements of the topic, characterize the most relevant claims, identify relationships, and finally contrast those relationships ( 17 ). Each scientific document highlights the perspective of the author, and students will become more confident in judging the supporting evidence and underlying premises of a study and constructing their own counterargument as they read more articles. A paucity of integration or contradictory perspectives indicates lower levels of cognitive complexity ( 12 ).

Thus, while elaborating an LR, the postgraduate student should achieve the highest category of Bloom’s cognitive skills: evaluation ( 12 ). The writer should not only summarize data and understand each topic but also be able to make judgments based on objective criteria, compare resources and findings, identify discrepancies due to methodology, and construct his/her own argument ( 12 ). As a result, the student will be sufficiently confident to show his/her own voice .

Writing a consistent LR is an intense and complex activity that reveals the training and long-lasting academic skills of a writer. It is not a lonely or linear process. However, students are unlikely to be prepared to write an LR if they have not mastered the aforementioned domains ( 10 ). An institutional environment that supports student learning is crucial.

Different institutions employ distinct methods to promote students’ learning processes. First, many universities propose modules to develop behind the scenes activities that enhance self-reflection about general skills (e.g., the skills we have mastered and the skills we need to develop further), behaviors that should be incorporated (e.g., self-criticism about one’s own thoughts), and each student’s role in the advancement of his/her field. Lectures or workshops about LRs themselves are useful because they describe the purposes of the LR and how it fits into the whole picture of a student’s work. These activities may explain what type of discussion an LR must involve, the importance of defining the correct scope, the reasons to include a particular resource, and the main role of critical reading.

Some pedagogic services that promote a continuous improvement in study and academic skills are equally important. Examples include workshops about time management, the accomplishment of personal objectives, active learning, and foreign languages for nonnative speakers. Additionally, opportunities to converse with other students promotes an awareness of others’ experiences and difficulties. Ultimately, the supervisor’s role in providing feedback and setting deadlines is crucial in developing students’ abilities and in strengthening students’ writing quality ( 12 ).

HOW SHOULD A LITERATURE REVIEW BE DEVELOPED?

A consensus on the appropriate method for elaborating an LR is not available, but four main steps are generally accepted: defining the main topic, searching the literature, analyzing the results, and writing ( 6 ). We suggest a fifth step: reflecting on the information that has been written in previous publications ( Figure 2 ).

First step: Defining the main topic

Planning an LR is directly linked to the research main question of the thesis and occurs in parallel to students’ training in the three domains discussed above. The planning stage helps organize ideas, delimit the scope of the LR ( 11 ), and avoid the wasting of time in the process. Planning includes the following steps:

• Reflecting on the scope of the LR: postgraduate students will have assumptions about what material must be addressed and what information is not essential to an LR ( 13 , 18 ). Cooper’s Taxonomy of Literature Reviews 2 systematizes the writing process through six characteristics and nonmutually exclusive categories. The focus refers to the reviewer’s most important points of interest, while the goals concern what students want to achieve with the LR. The perspective assumes answers to the student’s own view of the LR and how he/she presents a particular issue. The coverage defines how comprehensive the student is in presenting the literature, and the organization determines the sequence of arguments. The audience is defined as the group for whom the LR is written.
• Designating sections and subsections: Headings and subheadings should be specific, explanatory and have a coherent sequence throughout the text ( 4 ). They simulate an inverted pyramid, with an increasing level of reflection and depth of argument.
• Identifying keywords: The relevant keywords for each LR section should be listed to guide the literature search. This list should mirror what Hart (1998) ( 3 ) advocates as subject vocabulary . The keywords will also be useful when the student is writing the LR since they guide the reader through the text.
• Delineating the time interval and language of documents to be retrieved in the second step. The most recently published documents should be considered, but relevant texts published before a predefined cutoff year can be included if they are classic documents in that field. Extra care should be employed when translating documents.

Second step: Searching the literature

The ability to gather adequate information from the literature must be addressed in postgraduate programs. Librarian support is important, particularly for accessing difficult texts. This step comprises the following components:

• Searching the literature itself: This process consists of defining which databases (electronic or dissertation/thesis repositories), official documents, and books will be searched and then actively conducting the search. Information literacy skills have a central role in this stage. While searching electronic databases, controlled vocabulary (e.g., Medical Subject Headings, or MeSH, for the PubMed database) or specific standardized syntax rules may need to be applied.

In addition, two other approaches are suggested. First, a review of the reference list of each document might be useful for identifying relevant publications to be included and important opinions to be assessed. This step is also relevant for referencing the original studies and leading authors in that field. Moreover, students can directly contact the experts on a particular topic to consult with them regarding their experience or use them as a source of additional unpublished documents.

Before submitting a dissertation/thesis, the electronic search strategy should be repeated. This process will ensure that the most recently published papers will be considered in the LR.

• Selecting documents for inclusion: Generally, the most recent literature will be included in the form of published peer-reviewed papers. Assess books and unpublished material, such as conference abstracts, academic texts and government reports, are also important to assess since the gray literature also offers valuable information. However, since these materials are not peer-reviewed, we recommend that they are carefully added to the LR.

This task is an important exercise in time management. First, students should read the title and abstract to understand whether that document suits their purposes, addresses the research question, and helps develop the topic of interest. Then, they should scan the full text, determine how it is structured, group it with similar documents, and verify whether other arguments might be considered ( 5 ).

Third step: Analyzing the results

Critical reading and thinking skills are important in this step. This step consists of the following components:

• Reading documents: The student may read various texts in depth according to LR sections and subsections ( defining the main topic ), which is not a passive activity ( 1 ). Some questions should be asked to practice critical analysis skills, as listed below. Is the research question evident and articulated with previous knowledge? What are the authors’ research goals and theoretical orientations, and how do they interact? Are the authors’ claims related to other scholars’ research? Do the authors consider different perspectives? Was the research project designed and conducted properly? Are the results and discussion plausible, and are they consistent with the research objectives and methodology? What are the strengths and limitations of this work? How do the authors support their findings? How does this work contribute to the current research topic? ( 1 , 19 )
• Taking notes: Students who systematically take notes on each document are more readily able to establish similarities or differences with other documents and to highlight personal observations. This approach reinforces the student’s ideas about the next step and helps develop his/her own academic voice ( 1 , 13 ). Voice recognition software ( 16 ), mind maps ( 5 ), flowcharts, tables, spreadsheets, personal comments on the referenced texts, and note-taking apps are all available tools for managing these observations, and the student him/herself should use the tool that best improves his/her learning. Additionally, when a student is considering submitting an LR to a peer-reviewed journal, notes should be taken on the activities performed in all five steps to ensure that they are able to be replicated.

Fourth step: Writing

The recognition of when a student is able and ready to write after a sufficient period of reading and thinking is likely a difficult task. Some students can produce a review in a single long work session. However, as discussed above, writing is not a linear process, and students do not need to write LRs according to a specific sequence of sections. Writing an LR is a time-consuming task, and some scholars believe that a period of at least six months is sufficient ( 6 ). An LR, and academic writing in general, expresses the writer’s proper thoughts, conclusions about others’ work ( 6 , 10 , 13 , 16 ), and decisions about methods to progress in the chosen field of knowledge. Thus, each student is expected to present a different learning and writing trajectory.

In this step, writing methods should be considered; then, editing, citing and correct referencing should complete this stage, at least temporarily. Freewriting techniques may be a good starting point for brainstorming ideas and improving the understanding of the information that has been read ( 1 ). Students should consider the following parameters when creating an agenda for writing the LR: two-hour writing blocks (at minimum), with prespecified tasks that are possible to complete in one section; short (minutes) and long breaks (days or weeks) to allow sufficient time for mental rest and reflection; and short- and long-term goals to motivate the writing itself ( 20 ). With increasing experience, this scheme can vary widely, and it is not a straightforward rule. Importantly, each discipline has a different way of writing ( 1 ), and each department has its own preferred styles for citations and references.

Fifth step: Reflecting on the writing

In this step, the postgraduate student should ask him/herself the same questions as in the analyzing the results step, which can take more time than anticipated. Ambiguities, repeated ideas, and a lack of coherence may not be noted when the student is immersed in the writing task for long periods. The whole effort will likely be a work in progress, and continuous refinements in the written material will occur once the writing process has begun.

LITERATURE REVIEW CHECKLIST

In contrast to review papers, the LR of a dissertation/thesis should not be a standalone piece or work. Instead, it should present the student as a scholar and should maintain the interest of the audience in how that dissertation/thesis will provide solutions for the current gaps in a particular field.

A checklist for evaluating an LR is convenient for students’ continuous academic development and research transparency: it clearly states the desired achievements for the LR of a dissertation/thesis. Here, we present an LR checklist developed from an LR scoring rubric ( 11 ). For a critical analysis of an LR, we maintain the five categories but offer twelve criteria that are not scaled ( Figure 3 ). The criteria all have the same importance and are not mutually exclusive.

First category: Coverage

1. justified criteria exist for the inclusion and exclusion of literature in the review.

This criterion builds on the main topic and areas covered by the LR ( 18 ). While experts may be confident in retrieving and selecting literature, postgraduate students must convince their audience about the adequacy of their search strategy and their reasons for intentionally selecting what material to cover ( 11 ). References from different fields of knowledge provide distinct perspective, but narrowing the scope of coverage may be important in areas with a large body of existing knowledge.

Second category: Synthesis

2. a critical examination of the state of the field exists.

A critical examination is an assessment of distinct aspects in the field ( 1 ) along with a constructive argument. It is not a negative critique but an expression of the student’s understanding of how other scholars have added to the topic ( 1 ), and the student should analyze and contextualize contradictory statements. A writer’s personal bias (beliefs or political involvement) have been shown to influence the structure and writing of a document; therefore, the cultural and paradigmatic background guide how the theories are revised and presented ( 13 ). However, an honest judgment is important when considering different perspectives.

3. The topic or problem is clearly placed in the context of the broader scholarly literature

The broader scholarly literature should be related to the chosen main topic for the LR ( how to develop the literature review section). The LR can cover the literature from one or more disciplines, depending on its scope, but it should always offer a new perspective. In addition, students should be careful in citing and referencing previous publications. As a rule, original studies and primary references should generally be included. Systematic and narrative reviews present summarized data, and it may be important to cite them, particularly for issues that should be understood but do not require a detailed description. Similarly, quotations highlight the exact statement from another publication. However, excessive referencing may disclose lower levels of analysis and synthesis by the student.

4. The LR is critically placed in the historical context of the field

Situating the LR in its historical context shows the level of comfort of the student in addressing a particular topic. Instead of only presenting statements and theories in a temporal approach, which occasionally follows a linear timeline, the LR should authentically characterize the student’s academic work in the state-of-art techniques in their particular field of knowledge. Thus, the LR should reinforce why the dissertation/thesis represents original work in the chosen research field.

5. Ambiguities in definitions are considered and resolved

Distinct theories on the same topic may exist in different disciplines, and one discipline may consider multiple concepts to explain one topic. These misunderstandings should be addressed and contemplated. The LR should not synthesize all theories or concepts at the same time. Although this approach might demonstrate in-depth reading on a particular topic, it can reveal a student’s inability to comprehend and synthesize his/her research problem.

6. Important variables and phenomena relevant to the topic are articulated

The LR is a unique opportunity to articulate ideas and arguments and to purpose new relationships between them ( 10 , 11 ). More importantly, a sound LR will outline to the audience how these important variables and phenomena will be addressed in the current academic work. Indeed, the LR should build a bidirectional link with the remaining sections and ground the connections between all of the sections ( Figure 1 ).

7. A synthesized new perspective on the literature has been established

The LR is a ‘creative inquiry’ ( 13 ) in which the student elaborates his/her own discourse, builds on previous knowledge in the field, and describes his/her own perspective while interpreting others’ work ( 13 , 17 ). Thus, students should articulate the current knowledge, not accept the results at face value ( 11 , 13 , 17 ), and improve their own cognitive abilities ( 12 ).

Third category: Methodology

8. the main methodologies and research techniques that have been used in the field are identified and their advantages and disadvantages are discussed.

The LR is expected to distinguish the research that has been completed from investigations that remain to be performed, address the benefits and limitations of the main methods applied to date, and consider the strategies for addressing the expected limitations described above. While placing his/her research within the methodological context of a particular topic, the LR will justify the methodology of the study and substantiate the student’s interpretations.

9. Ideas and theories in the field are related to research methodologies

The audience expects the writer to analyze and synthesize methodological approaches in the field. The findings should be explained according to the strengths and limitations of previous research methods, and students must avoid interpretations that are not supported by the analyzed literature. This criterion translates to the student’s comprehension of the applicability and types of answers provided by different research methodologies, even those using a quantitative or qualitative research approach.

Fourth category: Significance

10. the scholarly significance of the research problem is rationalized.

The LR is an introductory section of a dissertation/thesis and will present the postgraduate student as a scholar in a particular field ( 11 ). Therefore, the LR should discuss how the research problem is currently addressed in the discipline being investigated or in different disciplines, depending on the scope of the LR. The LR explains the academic paradigms in the topic of interest ( 13 ) and methods to advance the field from these starting points. However, an excess number of personal citations—whether referencing the student’s research or studies by his/her research team—may reflect a narrow literature search and a lack of comprehensive synthesis of ideas and arguments.

11. The practical significance of the research problem is rationalized

The practical significance indicates a student’s comprehensive understanding of research terminology (e.g., risk versus associated factor), methodology (e.g., efficacy versus effectiveness) and plausible interpretations in the context of the field. Notably, the academic argument about a topic may not always reflect the debate in real life terms. For example, using a quantitative approach in epidemiology, statistically significant differences between groups do not explain all of the factors involved in a particular problem ( 21 ). Therefore, excessive faith in p -values may reflect lower levels of critical evaluation of the context and implications of a research problem by the student.

Fifth category: Rhetoric

12. the lr was written with a coherent, clear structure that supported the review.

This category strictly relates to the language domain: the text should be coherent and presented in a logical sequence, regardless of which organizational ( 18 ) approach is chosen. The beginning of each section/subsection should state what themes will be addressed, paragraphs should be carefully linked to each other ( 10 ), and the first sentence of each paragraph should generally summarize the content. Additionally, the student’s statements are clear, sound, and linked to other scholars’ works, and precise and concise language that follows standardized writing conventions (e.g., in terms of active/passive voice and verb tenses) is used. Attention to grammar, such as orthography and punctuation, indicates prudence and supports a robust dissertation/thesis. Ultimately, all of these strategies provide fluency and consistency for the text.

Although the scoring rubric was initially proposed for postgraduate programs in education research, we are convinced that this checklist is a valuable tool for all academic areas. It enables the monitoring of students’ learning curves and a concentrated effort on any criteria that are not yet achieved. For institutions, the checklist is a guide to support supervisors’ feedback, improve students’ writing skills, and highlight the learning goals of each program. These criteria do not form a linear sequence, but ideally, all twelve achievements should be perceived in the LR.

CONCLUSIONS

A single correct method to classify, evaluate and guide the elaboration of an LR has not been established. In this essay, we have suggested directions for planning, structuring and critically evaluating an LR. The planning of the scope of an LR and approaches to complete it is a valuable effort, and the five steps represent a rational starting point. An institutional environment devoted to active learning will support students in continuously reflecting on LRs, which will form a dialogue between the writer and the current literature in a particular field ( 13 ).

The completion of an LR is a challenging and necessary process for understanding one’s own field of expertise. Knowledge is always transitory, but our responsibility as scholars is to provide a critical contribution to our field, allowing others to think through our work. Good researchers are grounded in sophisticated LRs, which reveal a writer’s training and long-lasting academic skills. We recommend using the LR checklist as a tool for strengthening the skills necessary for critical academic writing.

AUTHOR CONTRIBUTIONS

Leite DFB has initially conceived the idea and has written the first draft of this review. Padilha MAS and Cecatti JG have supervised data interpretation and critically reviewed the manuscript. All authors have read the draft and agreed with this submission. Authors are responsible for all aspects of this academic piece.

ACKNOWLEDGMENTS

We are grateful to all of the professors of the ‘Getting Started with Graduate Research and Generic Skills’ module at University College Cork, Cork, Ireland, for suggesting and supporting this article. Funding: DFBL has granted scholarship from Brazilian Federal Agency for Support and Evaluation of Graduate Education (CAPES) to take part of her Ph.D. studies in Ireland (process number 88881.134512/2016-01). There is no participation from sponsors on authors’ decision to write or to submit this manuscript.

No potential conflict of interest was reported.

1 The questions posed in systematic reviews usually follow the ‘PICOS’ acronym: Population, Intervention, Comparison, Outcomes, Study design.

2 In 1988, Cooper proposed a taxonomy that aims to facilitate students’ and institutions’ understanding of literature reviews. Six characteristics with specific categories are briefly described: Focus: research outcomes, research methodologies, theories, or practices and applications; Goals: integration (generalization, conflict resolution, and linguistic bridge-building), criticism, or identification of central issues; Perspective: neutral representation or espousal of a position; Coverage: exhaustive, exhaustive with selective citations, representative, central or pivotal; Organization: historical, conceptual, or methodological; and Audience: specialized scholars, general scholars, practitioners or policymakers, or the general public.

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Doing a Systematic Review: A Student's Guide

Student resources, chapter 1. carrying out a systematic review as a master's thesis.

Explore the wealth of resources available across the web. Here are some good places to start.

Link to the Campbell Collaboration, an organization that prepares, maintains and disseminates systematic reviews in education, crime and justice, social welfare and international development

www.campbellcollaboration.org

Link to the Cochrane Collaboration, an organization that conducts systematic reviews of RCTs of healthcare interventions and diagnostic tests

www.cochrane.org

Structured literature reviews – A guide for students

This is a step-by-step guide aimed at Master's students undertaking a structured literature review as part of their Master's thesis.

There are several different kinds of literature reviews, but any literature review typically includes an extensive literature search. Whenever a systematic approach is used, the literature search features a methodical step-by-step procedure. However, as a Master's student, it might not be possible to fulfill all the criteria of a systematic review when writing a literature review-based thesis; you should rather do a structured literature review, which will include only certain aspects of the systematic review methodology.

In this guide we will go through the different steps of a structured literature review and provide tips on how to make your search strategy more structured and extensive. Additionally, make sure to follow any programme and course specific requirements.

Step 1: Formulate and delimit your research question

• It will be much easier for you to perform a structured information search if you first define and delimit your research question in a clear way.
• One way to define and structure your question is to break it down into different parts .
• PICO and PEO are two different frameworks that can be used for breaking down a research question into different parts.
• You also need to define the most important key concepts of your research question.

The formulation of your research question is partly connected to what kind of literature review you are doing. This article by Maria J. Grant and Andrew Booth usefully compares different kinds of reviews . While a systematic literature review is usually grounded in a clearly delimited and structured question, a scoping review may, for instance, feature a wider problem formulation. The wider a research question is, the larger number of search hits it tends to generate.

To be able to perform a literature review, you need to consider a subject area in which there seems to be a sufficiently large number of original research studies. Therefore, it may be a good idea to test search a database for previous research on the subject while you are trying to formulate and delimit your research question.

One way to structure your research question is to break it down into different parts. A well-delimited question often consists of three to four different parts. PICO and PEO are two examples of frameworks that can help you identify and define your research question.

• PICO ( P opulation, I ntervention, C omparison, O utcome) is primarily used for quantitative research questions.
• PEO ( P opulation, E xposure, O utcome) is primarily used for qualitative research questions.

Structuring your research question in accordance with a framework, such as PICO or PEO, will also help you decide on the inclusion and exclusion criteria of your literature review.

PICO & PEO

After you have delimited your research question, you also need to identify the key concepts that make up your question. Based on these key concepts, you will create " search blocks " that you will use to organise your search terms.

Step 2: Find search terms and create search blocks

• Test searching is a good way to investigate the terminology of a subject area and find search terms.
• Reading key articles can help you gather additional search terms for your final search strategy.
• Find subject headings  for PubMed with the help of the US National Library of Medicine's MeSH database.
• Find& free-text search terms by investigating what words that occur in the title and abstract of relevant articles.
• A good way of achieving a structured final search query is to arrange your search terms into search blocks ; these blocks should arise from the key concepts of your research question.

While working on a literature review-based thesis, you will need to search for articles on several occasions. In the beginning of your project, it is often good to do a couple of unstructured and simple search queries, so-called test searches, in academic databases. This way you are off to a good start, as test searching helps you investigate the terminology of your subject area and find relevant search terms. While the final search strategy is typically reported in full, you don't need to present your test queries in your thesis.

Try to find a couple of key articles, that is, articles that correspond to the type of studies that you are planning to include in your review. Use key articles to gather additional search terms for your final search strategy. Analyse the terminology of your key articles by examining what subject headings (MeSH terms, etc.) that the articles have been tagged with and what words that occur in the titles and abstracts.

Test search - find keywords and narrow down your topic

Test search in pubmed & cinahl.

To retrieve as many relevant studies as possible, you will need to include free-text search terms as well as subject headings in your final search strategy. Free-text search terms are words that occur in the article's title and abstract – words used by the authors themselves. Subject headings are subject-related words that an article is tagged with when the article is added to the database.

• In PubMed , articles are tagged with MeSH terms ( Me dical  S ubject  H eadings). You can look up and browse MeSH terms in the US National Library of Medicine's  MeSH database .
• Databases such as CINAHL , PsycInfo , ERIC , and Sociological Abstracts  have their own subject heading lists; look up subject headings in each database's subject heading list.
• There are also so-called free-text databases, such as Web of Science . These databases lack subject heading lists. Hence, when searching a free-text database, you can only use free-text search terms.

Find subject headings

An effective way to increase the structure of your final search strategy is to arrange your search terms in so-called  search blocks . Create your search blocks based on the key concepts of your research question.

Create search blocks

This search strategy worksheet might help you document and organise your search terms.

Download worksheet

• Worksheet for search terms (Word, 30.54 KB)

Step 3: Search in a structured way

• To get a comprehensive search result, you will need to search for articles in  several different databases .
• Your search strategy should be as uniform as possible in every database, but you may have to  adapt your use of subject headings .
• As you search the databases, combine your search terms and blocks with the help of  AND  and  OR .
• Save time by  documenting your search queries .

When doing a literature review-based thesis it is often wise to use at least two different databases. Many databases overlap, but may also contain unique content. At KI it is common for Master's students to use PubMed and Web of Science when doing a structured literature review as part of their Master's thesis. Depending on your research question, other databases may also be appropriate and useful. Read more about the most frequently used databases at KI .

Your search strategy should be as uniform as possible in every database. However, as mentioned in Step 2, databases may use different subject headings, and some databases only let you use free-text search terms. This means that you need to adapt your use of subject headings depending on the database.

Example: How subject headings may differ between databases 

If you want to search for articles about day surgery in PubMed, you should use the MeSH term Ambulatory Surgical Procedures . However, if you also want to perform your search in a database such as CINAHL, you need to use the corresponding CINAHL Headings term instead: Ambulatory Surgery .

There are many different ways of searching databases. Most databases have one simple, basic Google-like search box and one advanced search form. One advantage of the latter is that combining search terms with AND and OR is usually easier in an advanced search form, especially if you will be using both AND and OR within the same search query. However, you can often combine search terms with AND and OR in a basic search box too, and in that case, you often isolate your different search blocks from each other by enclosing each block in parentheses.

Example: A search query that contains AND, OR, and parentheses

( inflammatory bowel diseases OR ulcerative colitis OR crohn disease) AND (adolescent OR child OR young adult OR teenager) AND (self-management OR self care OR self efficacy )

By choosing the advanced search form you will also be able to exert more control over your search process. The advanced search form lets you specify more closely and decide exactly how you want the database to interpret your search terms; this way you can make your search query more precise.

You should always document your search strategy in order to remember what search terms you have used, how these search terms have been combined, and whether you have applied any limits to your search. The easiest way to do this is to copy and paste your search history from the database into a text document. Also, academic databases often let you create a personal account, so that you may save your searches online.

How to do a structured search in PubMed

Step 4: narrowing or broadening your search.

• Briefly examine your search results to see if you need to narrow or broaden your search query.
• Investigate whether your key articles are present in the search results.
• By using the advanced search form you can improve your search.

Prepare yourself for having to modify and redo your search query several times, before deciding on your final search strategy. After you have combined all your search terms and made your very first database search, you should examine the search results and analyse whether your search query is able to generate the type of search hits that you are looking for.

Analyse your search results

• Are all your key articles present in the search results, or are there some key articles that your search query is unable to retrieve?
• Are you getting too few search hits ? Investigate why. Perhaps you need to remove one of your search blocks, add one or several synonyms within a search block, or search for parts of words by truncating one or several of your free-text search terms, in order to broaden your search ?
• Does your search strategy generate too many non-relevant search hits that have nothing to do with your research question? Investigate why. Perhaps you need to add another search block, remove one of the synonyms from one of your search blocks, or search for phrases by enclosing one or several of your free-text terms in quotation marks, in order to narrow your search ?
• More tips on how to improve your search strategy .

It is important to remember that there is nothing wrong, per se, if your search query generates irrelevant hits. This is quite normal when performing a structured literature search. What's important is that your search strategy is able to retrieve the type of articles that you are looking for, and that you are not overwhelmed by the total number of hits (given the time frame of your thesis project).

We recommend that you use the advanced search form when improving your search strategy. By using the advanced search form, you will for example be able to specify which search fields your search terms must be present in.

Narrowing your search 

Broaden your search, how to specify the field you would like to search in pubmed, step 5: select and review articles.

• After you have completed your search, you will need to go through all your search hits and select which articles to include in your review.
• When selecting articles, read through the titles and abstracts of each article to decide its relevancy .
• Check the quality of each study that you include in your review.
• When checking the quality of articles, it is common to use critical appraisal worksheets or checklists .

Selecting articles

When you have completed and feel satisfied with your search, it is time to go through all the search hits and select which studies to include in your review. All relevant studies, that is, those studies that correspond to your research question and your previously set inclusion criteria, should be included. You decide on the relevancy of a study primarily by reading through the title and abstract. If you feel unsure, go through the whole article. You can describe your selection process with the help of a flow chart, such as the frequently used PRISMA flow diagram .

One of the challenges of systematic literature searches is that the search strategy should be exhaustive, but at the same time the number of search hits also needs to be kept within reasonable boundaries. A search query needs to be broad enough to retrieve all relevant studies, but on the other hand, this also means that a large portion of the search results will be irrelevant. Hence, even though your search strategy may have generated hundreds of hits, it is fine to only include ten to twenty articles in your review in the end.

Saving articles

If you create a personal account in a database it will be easier for you to save any references that you may find there. Another way of saving and organising article references is to use reference management software. There are several different reference management software, for example Endnote Online and Zotero.

Read more about reference management and see software guides.

Reviewing articles

When you have made your selection, you should critically examine the quality of all articles included in your review. The assessment is typically performed with the help of a critical appraisal guide or checklist. The purpose is to assess the reliability of the study results and whether there are any methodological flaws that may have impacted the results. Qualitative research articles are often reviewed with a focus on authenticity, credibility, and validity.

There are many different critical appraisal worksheets and checklists. Some examples are the SBU checklists for assessing the quality of randomized studies, observational studies, and qualitative research. In the course book How to do a systematic review in nursing there is a review guide that can be used for assessing different kinds of studies (both qualitative and quantitative); the original source is Caldwell, Henshaw & Taylor, 2011 .

Review worksheets and checklists contain criteria and questions that may help you identify flaws, errors, or bias. Sometimes different aspects of the study are scored separately. Later, all scores make up a final score that indicates whether the study is of high, medium, or low quality.

Many programmes and courses provide instructions on which checklists to use when reviewing articles, so check your course guidelines.

Step 6: Report your search strategy

• Describe your search strategy in a manner that makes it possible for your readers to replicate the search and get the same results.
• The search strategy is often presented in the form of a table .
• Look at the search history to see what words and limits that you have used when searching a database.

An important aspect of doing a structured literature review is transparency. It has to be easy for your readers to follow what you did when you searched and selected the articles that you have included in your review. In the method section of your literature review you should describe how you searched different databases. This is also where you describe any manual searches that you did. Search strategies are commonly reported in the form of tables. Present one table for each database.

You can examine your search terms and any limits you have applied when searching a database by visiting its search history.

Read more about how to report your search strategy and view examples.

Checklist for search strategies

Here is a checklist to help you review your own or someone else's search strategy.

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How to Write a Systematic Review of the Literature

Affiliations.

• 1 1 Texas Tech University, Lubbock, TX, USA.
• 2 2 University of Florida, Gainesville, FL, USA.
• PMID: 29283007
• DOI: 10.1177/1937586717747384

This article provides a step-by-step approach to conducting and reporting systematic literature reviews (SLRs) in the domain of healthcare design and discusses some of the key quality issues associated with SLRs. SLR, as the name implies, is a systematic way of collecting, critically evaluating, integrating, and presenting findings from across multiple research studies on a research question or topic of interest. SLR provides a way to assess the quality level and magnitude of existing evidence on a question or topic of interest. It offers a broader and more accurate level of understanding than a traditional literature review. A systematic review adheres to standardized methodologies/guidelines in systematic searching, filtering, reviewing, critiquing, interpreting, synthesizing, and reporting of findings from multiple publications on a topic/domain of interest. The Cochrane Collaboration is the most well-known and widely respected global organization producing SLRs within the healthcare field and a standard to follow for any researcher seeking to write a transparent and methodologically sound SLR. Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), like the Cochrane Collaboration, was created by an international network of health-based collaborators and provides the framework for SLR to ensure methodological rigor and quality. The PRISMA statement is an evidence-based guide consisting of a checklist and flowchart intended to be used as tools for authors seeking to write SLR and meta-analyses.

Keywords: evidence based design; healthcare design; systematic literature review.

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• Folic acid supplementation and malaria susceptibility and severity among people taking antifolate antimalarial drugs in endemic areas. Crider K, Williams J, Qi YP, Gutman J, Yeung L, Mai C, Finkelstain J, Mehta S, Pons-Duran C, Menéndez C, Moraleda C, Rogers L, Daniels K, Green P. Crider K, et al. Cochrane Database Syst Rev. 2022 Feb 1;2(2022):CD014217. doi: 10.1002/14651858.CD014217. Cochrane Database Syst Rev. 2022. PMID: 36321557 Free PMC article.
• Preferred Reporting Items for Systematic Review and Meta-Analyses of individual participant data: the PRISMA-IPD Statement. Stewart LA, Clarke M, Rovers M, Riley RD, Simmonds M, Stewart G, Tierney JF; PRISMA-IPD Development Group. Stewart LA, et al. JAMA. 2015 Apr 28;313(16):1657-65. doi: 10.1001/jama.2015.3656. JAMA. 2015. PMID: 25919529
• Systematic Reviews in Sports Medicine. DiSilvestro KJ, Tjoumakaris FP, Maltenfort MG, Spindler KP, Freedman KB. DiSilvestro KJ, et al. Am J Sports Med. 2016 Feb;44(2):533-8. doi: 10.1177/0363546515580290. Epub 2015 Apr 21. Am J Sports Med. 2016. PMID: 25899433 Review.
• The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Liberati A, Altman DG, Tetzlaff J, Mulrow C, Gøtzsche PC, Ioannidis JP, Clarke M, Devereaux PJ, Kleijnen J, Moher D. Liberati A, et al. J Clin Epidemiol. 2009 Oct;62(10):e1-34. doi: 10.1016/j.jclinepi.2009.06.006. Epub 2009 Jul 23. J Clin Epidemiol. 2009. PMID: 19631507
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• Why is didactic transposition in disaster education needed by prospective elementary school teachers? Noviana E, Syahza A, Putra ZH, Hadriana, Yustina, Erlinda S, Putri DR, Rusandi MA, Biondi Situmorang DD. Noviana E, et al. Heliyon. 2023 Apr 18;9(4):e15413. doi: 10.1016/j.heliyon.2023.e15413. eCollection 2023 Apr. Heliyon. 2023. PMID: 37128333 Free PMC article. Review.
• Comparative analysis of efficacy of different combination therapies of α-receptor blockers and traditional Chinese medicine external therapy in the treatment of chronic prostatitis/chronic pelvic pain syndrome: Bayesian network meta-analysis. Zhang K, Zhang Y, Hong S, Cao Y, Liu C. Zhang K, et al. PLoS One. 2023 Apr 20;18(4):e0280821. doi: 10.1371/journal.pone.0280821. eCollection 2023. PLoS One. 2023. PMID: 37079509 Free PMC article.
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Why and how to conduct a systematic literature review

Systematic literature reviews may seem daunting at first, but they offer substantial benefits, especially in enhancing the theoretical framework for your research! Learn more about systematic literature reviews and their benefits. And have a look at a simple step-by-step guide that breaks down the daunting task of conducting a systematic literature review into simple, actionable steps.

What is a systematic literature review?

Following the definition of a topic of interest and concrete research question, a systematic literature review starts by defining several keywords. Then, academic citation databases are used to retrieve all articles that include these keywords.

Systematic literature reviews are a means to rigorously review existing literature on a specific topic. They collect and analyse existing literature in a systematic and replicable way.

While systematic literature reviews require a lot of work, they can convincingly draw conclusions on the state of the art of existing knowledge, uncover research gaps, and support the creation of new theoretical and conceptual frameworks.

In a systematic literature review, inclusion and exclusion criteria for sorting through the existing literature are set up. Think of a time frame, the type of publication (articles, books etc.), a geographic focus, and a disciplinary background.

The difference between a systematic and a regular literature review

The main differences between a systematic and a regular literature review are the process of collecting and analyzing literature, the accuracy of claims, the scope and replicability.

In a regular literature review, authors select articles or other publications ad hoc, to support the arguments of their work. Authors make claims about the state of the art of academic knowledge on a specific topic, but do not necessarily provide systematic evidence to support their claims.

Additionally, the scope of a review differs immensely between systematic and regular literature reviews.

The difference between a systematic literature review and a meta-analysis

While a meta-analysis focuses on synthesizing data and drawing broad conclusions from multiple studies, a systematic literature review is geared towards answering a well-defined research question with a comprehensive and methodical approach.

A meta-analysis involves the comprehensive analysis of results from multiple studies on a particular topic, aiming to identify patterns and draw generalized conclusions. These analyses often rely on statistical methods to combine data from various sources.

Benefits of conducting a systematic literature review

One primary advantage of a systematic review is its ability to address the overwhelming volume of relevant literature that can leave researchers, particularly master’s and PhD students, feeling daunted and unsure of when to stop searching for more material.

By conducting a systematic review, all pertinent literature can be analyzed within specific parameters, alleviating concerns about potentially missing critical information.

Academic citation databases suitable for systematic literature reviews

To conduct systematic literature reviews, it is recommended to utilize a citation database that provides built-in features to refine search queries effectively.

Google Scholar to conduct a systematic literature review

Web of science to conduct a systematic literature review.

Web of Science provides a wide range of Booleans (depicted in the image below on the right) that you can utilize to precisely specify your search criteria. Booleans are a system of logic employed in programming and computer sciences, featuring operators like “AND,” “OR,” and “NOT.” By using these operators, you can fine-tune your search queries and filter results to precisely match what you are looking for.

Scopus to conduct a systematic literature review

Scopus the citation database by publisher Elsevier, boasts access to over 36,000 journals. Its layout and search options closely resemble those of Web of Science, making it a highly recommended platform to explore for research purposes. If you are familiar with Web of Science, you will find Scopus user-friendly and worthwhile to explore for comprehensive academic content.

Step-by-step guide for conducting a systematic literature review

Following these steps will help you conduct a thorough and well-organized systematic literature review.

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Doing Diligence

The first step in any systematic review or other type of evidence synthesis project is to search the existing literature to identify what research, both primary and secondary, has already been conducted. As with any publication, your review will likely need to be original/novel in order to be of interest to editors and publications. In addition, duplicating a previously done study may not add new understandings to the body of evidence. Here are some questions for consideration:

• Has your research question already been answered?
• How recently has the existing secondary research been conducted/published?
• Does the existing secondary research need to be updated due to new original research that has been conducted after its publication?
• Is there existing secondary research that answers a different research question than the one you want to answer?
• How does your question, methodology, or timing differ from existing research?

All of these questions will help you identify  why  you would conduct this new study. It is disheartening (at best) to learn part way through an evidence synthesis project that the research has already been conducted.

Search Published Literature

Search for published studies that address your research question. This should be done in several different databases to ensure you have a solid sense of what has already been accomplished. It will also inform the way that you create your search strategy for this study, as you'll learn the types of words that are used to describe this research question, publications that have published these types of studies, and how the articles have been indexed within the databases. Below are a few databases that you might consider searching for health sciences publications.

• PubMed This link to PubMed is for those affiliated with WSU. PubMed comprises more than 30 million citations for biomedical literature from MEDLINE, life science journals and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
• EMBASE Embase is an abstract and Indexing (A & I) database covering over 8,500 journal titles, 30 million articles back to 1974, all disciplines of medicine and biomedical science, and includes substantial coverage of Allied Health subjects.
• CINAHL Complete (EBSCOHost) CINAHL Complete is the world's most comprehensive source of full-text for nursing & allied health journals, providing full text for more than 1,300 journals indexed in CINAHL.
• APA PsycInfo (ProQuest) This link opens in a new window An index with summaries of citations to articles in over 1,300 psychology research journals. Articles date from 1806 - present. Note: There are less than 146 records with publication dates prior to 1890. Updated weekly.

Search for Preregistrations

In addition to finding articles that have already been published, you will need to search registries to see if others are currently in the process of researching this topic/question, just as you would for clinical research. Here are a few repositories for you to search:

• Open Science Framework (OSF) Registries
• Cochrane Preregistrations
• Campbell Preregistrations

Identification of Review Type

While considering conducting a literature review, you should compare your draft research question to the different review types that can be used to explore the existing research. Some types, such as narrative reviews, do not consider the literature search as a formal methodology, while others such as Systematic Reviews view the literature search as a reproducible research methodology.

As a first step, search the literature for other published articles and studies that address the same or similar research question. The quantity, quality, and depth of existing research will be an important component in deciding on a review type.

Selection of the review type includes not only aspirations for what the review could accomplish, but also pragmatic limitations based on how much time the team has to devote to the project, how many team members are participating in the review, and deadlines for the review completion (such as the date of an upcoming conference). In addition, the breadth of the research question may result in a large number of search results; this should be considered in terms of the number of team members involved in the screening and abstraction of the included studies, as well as whether the research question should be narrowed or include more limitations/exclusion criteria in order to satisfy the practical limitations of the team.

Use the decision tree below from Cornell University to determine what type of review best suits your question/topic and available resources. The PDF is linked for you to view/download along with descriptions of the review types, with an image of the decision tree displayed on this page. To learn more about the different types, purposes, and methods of reviews, click the "Types of Reviews" link below the decision tree. 

Types of Reviews

• What Type of Review is Right For You? | Decision Tree

Reproduced from Grant, M. J. and Booth, A. (2009), A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26: 91–108. doi: 10.1111/j.1471-1842.2009.00848.x 

Develop a Searchable Question

When developing a searchable question, it helps to identify the key concepts of your research proposal. A clear and precise search question can be used to develop search terms during the literature searching process.

There are a number of frameworks available to use to help you break your question into its key concepts. Take a look at the frameworks below. 

• Evidence-Based Practice
• General Health
• Health Management

From BMJ Best Practice :

The PICO (Population, Intervention, Comparator and Outcomes) model captures the key elements and is a good strategy to provide answerable questions.

Population : who are the relevant patients or the target audience for the problem being addressed?      Example: In women with non-tubal infertility

Intervention : what intervention is being considered?     Example: …would intrauterine insemination…

Comparator : what is the main comparator to the intervention that you want to assess?      Example: …when compared with fallopian tube sperm perfusion…

Outcomes : what are the consequences of the interventions for the patient? Or what are the main outcomes of interest to the patient or decision maker?      Example: …lead to higher live birth rates with no increase in multiple pregnancy, miscarriage or ectopic pregnancy rates?

How to clarify a clinical question. (n.d.). BMJ Best Practice . Retrieved October 26, 2022, from https://bestpractice.bmj.com/info/us/toolkit/learn-ebm/how-to-clarify-a-clinical-question/

From "Formulating the Evidence Based Practice Question":

Setting : What is the context for the question? The research evidence should reflect the context or the research findings may not be transferable.

Perspective : Who are the users, potential users, or stakeholders of the service?

Intervention : What is being done for the users, potential users, or stakeholders?

Comparison : What are the alternatives? An alternative might maintain the status quo and change nothing.

Evaluation : What measurement will determine the intervention’s success? In other words, what is the result?

Davies, K. S. (2011). Formulating the Evidence Based Practice Question: A Review of the Frameworks. Evidence Based Library and Information Practice , 6 (2), Article 2. https://doi.org/10.18438/B8WS5N

From "How CLIP became ECLIPSE":

Expectation —what does the search requester want the information for (the original ‘I’s)? Client Group Location Impact:  what is the change in the service, if any, which is being looked for? What would constitute success? How is this being measured? Professionals Service:  for which service are you looking for information? For example, outpatient services, nurse-led clinics, intermediate care

Wildridge, V., & Bell, L. (2002). How CLIP became ECLIPSE: A mnemonic to assist in searching for health policy/management information. Health Information & Libraries Journal , 19 (2), 113–115. https://doi.org/10.1046/j.1471-1842.2002.00378.x

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REVIEW article

Positive psychology and employee adaptive performance: systematic literature review.

• Department of Management and Marketing, Faculty of Business and Economics, University of Malaya, Kuala Lumpur, Malaysia

Adaptive performance will increasingly be confronted with new insights as society today changes constantly. This raises questions as to what factors will impact employee’s adaptive performance and what is their inner psychological mechanism. The terms of positive psychology and adaptive performance are important concepts in the domain of organizational behavior and human resource development areas. The literature, however, lacks a systematic review of it. Our research seeks to explore the inherence of employee adaptive performance via the prism of positive psychology, including Psychological Capital and PERMA (Positive Emotions, Engagement, Relationships, Meaning and Accomplishment). We selected 27 papers out of 382, which were generated from Web of Science and Scopus databases associated the keywords of the two concepts, and used the 2020 PRISMA flow program for the paper screening. By analyzing the underpin theories, the causation, and the measurement, we discovered that there is a complex and nuanced relationship between positive psychology and adaptive performance, and most of the research to date suggests that positive psychology components improve employee adaptive performance. This study maps the current knowledge at the nexus of positive psychology and adaptive performance to identify existing gaps and potential for further investigation.

1 Introduction

The current state of the global and technical environment has become more complex, confusing, and dynamic. Working in an era of complex demand that professionals need to be prepared to use their extensive experience bases, develop new knowledge ( Mylopoulos et al., 2018 ) and quickly acquire new skills when required. In most areas, people will have to keep coming up with new ideas and changing the way things are seen, and people who can handle these changes are known as “adaptive experts” in the literature ( van Tartwijk et al., 2023 ). For example, in the food and beverage industry, it is imperative for enterprises and their employees to swiftly respond to the dynamic nature of customer demands and preferences in order to optimize customer satisfaction and gain a competitive edge ( Reig-Botella et al., 2024 ). Additionally, since the COVID-19 pandemic crisis has made the workplace more uncertain and unpredictable, it is essential that we examine at potential approaches to enhance employee’s motivation and adaptive performance ( Junça-Silva and Menino, 2022 ).

Adaptive performance-“employees’ ability to adapt to fast-changing work conditions” ( Ilgen and Pulakos, 1999 ), therefore has gain a better comprehension of the capabilities and performance of employees in the face of ever-evolving circumstances ( Jundt et al., 2015 ; Park and Park, 2019 ). This line of research is anticipated to offer guidance to employers on how to foster employee expertise and capacity development that is most appropriate for the new work environments ( Jundt et al., 2015 ).

There are many factors that influence adaptive performance. In their review article, Park and Park (2019) break down these factors into four categories: individual, job, group and organization. However, as talent becomes increasingly crucial in today’s business environment, the importance of individual is getting more significant, as innovation, productivity and customer satisfaction are all dependent on talent ( Sondhi and Nirmal, 2013 ). In numerous disciplines, the effect of experts’ motivation is becoming more widely acknowledged ( Wang and Wang, 2021 ), which is crucial and cost-effective. Employee’s motivation is significantly determined by their psychology states ( Chintalapti, 2021 ), therefore, to improve the positive psychology of the employees is essential in nowadays workplace.

Nearly a decade ago, in a paper titled “The Future of Positive Psychology,” Seligman and Csikszentmihalyi (2000) called for “positive psychology” should include a study of human well-being, happiness, excellence and optimal human functioning. There’s no denying the importance of positive psychology in improving organizational performance and it’s become increasingly popular in recent years ( Seligman et al., 2005 ). Positive psychology emphasizes human qualities, such as positive attributes and individual strengths, which has been widely accepted as having a beneficial effect in fostering an organizational culture that appreciates the potential of individuals ( Peterson and Spiker, 2005 ). In recent years, positive psychology has seen a surge in popularity and has been utilized at a variety of levels, however, its application to the workplace and its impact to talent’s work performance has not been as widely explored. It would be highly intriguing to investigate the potential and the numerous advantages that positive psychology can bring to adaptive performance. Additionally, there is a lack of consensus regarding the methodology used, the theoretical frameworks adopted, and the location and identity of the investigation’s topics ( Vada and Prentice, 2022 ). Therefore, this research is trying to conduct a systematic literature review (SLR) of research on adaptive performance from the prism of positive psychology and to provide the literature gaps for future studies.

We extract and analyze their findings across relevant results from existing papers, this is a straightforward and well-organized process to search for and locate several peer-reviewed publications on connected research issues in the same field of study ( Kraus et al., 2022 ). An overview is employed to lay out the evidence that is currently available and pinpoint literature gaps ( Lunny et al., 2018 ). The research on employee adaptive performance in the area of positive psychology is summarized in our overview of reviews.

The research questions are:

RQ1. What are the theories underlying positive psychology’s application to adaptive performance?

RQ2. What is the causality between positive psychology and adaptive performance?

RQ3. What positive psychology factors and adaptive performance measurements are used in this type of research?

In order to evaluate employee adaptive performance research within the context of positive psychology, we structure our study in a systematic manner. RQ1 is essential for comprehending the underlying presumptions utilized to create the adaptive performance conceptualization as it sheds light on the theoretical underpinnings of positive psychology and the methods employed by researchers to establish these linkages. RQ2 is important because determining the cause-effect relationship is an essential part of method development for employee adaptive performance research. RQ3 is a critical factor in determining the optimal selection of positive psychology constructs for adaptive performance. This research utilizes a systematic literature review methodology to address these questions. The remaining portions of this study are organized as follows: The research methods used in the literature review are described in Section 2, the bibliographic commentary of the prior literature is presented in Section 3, the content of the literature is analyzed in Section 4, the study is concluded with a summary of the findings in Section 5, and the limitations, identified gaps in the literature, and areas for future research are listed in Section 6.

2 Research method

2.1 inclusion and exclusion criteria of the study.

By employing a systematic literature review, this research builds on the work of Tranfield et al. (2003) and Xiao and Watson (2019) . “Adaptive performance” here refers the capacity to adapt and modify one’s behavior as a result of changes in circumstances or information. It is characterized by adaptability, the ability to learn from experiences, and the capacity to adjust to new situations ( Zheng et al., 2020 ; Liu et al., 2021 ). We consider “positive psychology” to encompass all facets of one’s inner resources, such as virtues, psychic powers, self-discipline, resilience, self-efficacy, optimism, hope and self-confidence ( Chintalapti, 2021 ). Numerous contexts, such as psycho-oncology, education, and the workplace, can benefit from the use of positive psychology ( Galanakis and Tsitouri, 2022 ). Observing the research objectives, the inclusion criteria of this study should be papers that investigate the relation between positive psychology and “adaptive performance” in workplace, including keywords of “psychological capital” (Optimism”, “Resilience”, “Hope”, “Self-efficacy”) and “PERMA” (“positive emotion”, “engagement”, “relationship”, “meaning”, “accomplishment”) and their dimensions. While duplication, papers not written in English, conference reviews, papers with unrelated substance, and so forth are examples of exclusion criteria.

2.2 Search strategy

This research uses the Web of Science and Scopus databases to compile articles on positive psychology and adaptive performance. These two databases are the most reputable platforms for this study since they allow researchers to map excellent research papers from many fields. In addition to the user-friendly nature of the databases, it is possible to access a comprehensive set of research article profiles through the use of discipline-specific keywords and search terms ( Tranfield et al., 2003 ). The first keywords enter (“positive psychology” OR “PERMA” OR “positive emotion” OR “engagement” OR “relationship” OR “meaning” OR “accomplishment” OR “psychological capital” OR “PsyCap” OR “Optimism” OR “Resilience” OR “Hope” OR “Self-efficacy”) AND (“work adaptive performance” OR “employee adaptive performance” OR “adaptive performance”) includes in titles and abstracts all the terms linked to positive psychology and adaptive performance. The papers are collected on 6 July 2024. To find the most relevant publications, we do not employ additional search parameters such as the publication date. Furthermore, according to the 2020 version of PRISMA framework ( Haddaway et al., 2022 ), we use the same keywords to search pertinent publications in our prior research and records.

2.3 Study selection process

With the strain set, we obtain 185 papers from Web of Science, 197 papers from Scopus, and a selection process starts with a total of 382 publications. 131 papers are found duplicated in step 1 and after removing, there are 251 left. Step 2 reports are screened via title and abstract. The publications that most closely match the research goals and have a high probability of contributing to the RQs are found in this stage. The terms “adaptive performance” and “positive psychology,” as well as their synonyms, bring up 47 papers after our initial search. Upon the closer examination, total 204 documents have been determined that in question are related to no abstract can be retrieved, conference papers and conference reviews, topics on physics and engineering, medical research, migrants’ adaptation, leadership, training or even sports; none of which apply to this study as they are not towards the individual adaptive performance in the workplace. Table 1 is the summary of these 204 publications that are categorized as inappropriate:

Table 1 . Category of inappropriate papers.

After the abstract filtering, we select 47 most relevant articles to this study. The results of the search were then filtered based on the criteria of inclusion and exclusion. We restrict our search to complete English-language articles written in the workplace. This implies excluding studies which without full texts, do not write in English, not in workplace, and are not published in good journal, means that the journal which cannot be found by the SCImago Journal and Country Rank. The relationships between positive psychology and adaptive performance, including their dimensions, are explained in the paper’s content and papers answering the research questions are considered to meet the inclusion criterion. Following this last filter, we obtain the 27 articles that are most pertinent, which are published between 1989 and 2024 ( Table 2 ).

Table 2 . Inclusion and Exclusion process for the full-text paper selection.

According to the requirement of 2020 version of PRISMA, records identified from database is 382, prior studies and records have been screened and checked as well, 43 papers are considered related after keywords searching, but none of them apply to this research after full content examination. 6 papers from citation appear to relate to the topic but 0 of them has been selected due to duplication or not as relevant as expected. Table 2 demonstrates the detail of the whole inclusion and exclusion process, and Figure 1 indicates the decision-making process of paper selection in PRISMA.

Figure 1 . Publication PRISMA flow diagram ( Haddaway et al., 2022 ).

3 Bibliographic analysis

3.1 the positive psychology and adaptive performance publication trends.

We discover that the earlier research done on positive psychology and adaptive performance conducted in the China (11.11%, n  = 3), India (11.11%, n  = 3), Malaysia (7.41%, n  = 2), United States (7.41%, n  = 2), Turkey (7.41%, n  = 2), Korea (7.41%, n  = 2), the rest (48.15%, n  = 13) are from Finland, France, Dubai, Indonesia, The Netherlands, Pakistan, Saudi Arabia, United Kingdom, Spain and South Africa, etc. It reveals that this topic has attracted attention around the world although the publication number is still few. With the majority of studies appearing between 2020 and 2022, the focus on positive psychology and adaptive performance has been continuously increasing since 1989 ( Figure 2 ).

Figure 2 . Distribution of papers based on publication year.

Our article results are based on the previously mentioned 6 July 2024, Web of Science and Scopus search date. Consequently, we evaluate the frequency of the publications provided in this work with caution. Based on the most recent ranking supplied by SJR (SCImago Journal and Country Rank) Best Quartile Year 2023, we summarize the journals in Table 3 . According to the SJR Best Quartile report, majority of the articles we review (51.85%, n  = 14) are published in journals with a WOS-Q2 index, while the remaining papers are published in journals with a WOS-Q1 index (25.93% n  = 7), Scopus-Q4 index (11.11%, n  = 3) and 1 paper each with WOS-Q3, WOS-Q4 and Scopus Q3.

The 27 peer-reviewed studies ( Table 4 ) are published in 22 different journals. The majority of the articles have been published in the top management journals, including Human Performance, Journal of Hospitality and Tourism Management and Journal of Managerial Psychology. As we anticipate, research with a global setting is common. It indicates that change is becoming more widespread around the world and to motivate employees to adapt to the challenge is getting more and more essential ( Yang et al., 2022 ; Akyürek et al., 2023 ). It often involves the use of engagement, self-efficacy, meaning and other factors to achieve the objective and leading to the adaptive performance result of the professionals, bring cost-efficacy to the organizations ( Kossek and Perrigino, 2016 ), and eventfully boosting the development of the companies ( Reig-Botella et al., 2024 ).

Table 3 . Percentage of journal sources.

Table 4 . Existing articles and their ranking.

3.2 Research design distribution

The primary objective of the majority of these papers is to investigate and evaluate adaptive performance via positive psychology. Consequently, it is to be expected that quantitative research techniques will predominate in the literature. 92.59% of the 27 studies examine adaptive performance by employing the quantitative approach ( n  = 25), which include a variety of technical techniques like explanatory and models that are predictive. The related research is largely based on the use of archive methods, with a few experiments. Another paper (3.70%) use qualitative methods, the remaining 1 paper (3.70%) uses mixed method for analysis. These papers focus on the mechanism of positive factors and how they affect employee behavior and their adaptive performance.

3.3 Distribution based on dimensions

Both psychological capital and PERMA are positive psychological resources, and they are conceptualized as being multidimensional and including various psychological aspects ( Martínez et al., 2019 ). In this study, “hope, resilience, self-efficacy and optimism” are the four dimensions of psychological capital, and “Positive emotions, engagement, relationships, meaning and accomplishment” are the dimensions of PERMA. We identify the positive psychology with 7 factors are being discussed 30 times in the previous research (see Figure 3 ) in the selected articles, some papers use more than 1 elements to conduct the research. The most common used elements are engagement ( n  = 11), self-efficacy ( n  = 8), meaning ( n  = 4) and resilience ( n  = 3) and psychological capital ( n  = 2). There are another 2 papers each on optimism and positive emotion. Hospitality industry, digital technology-based industry, aerospace, bank and travel agencies, healthcare, railway, IT and military organization are the industries that have been separately addressed in different papers. We take this approach to comprehend adaptive performance in various working contexts more thoroughly, which the majority of the previous studies have approved that positive psychology has the significant effect on employee’s behavior and adaptive performance. This study finds that individuals who possess high engagement, self-efficacy or other facets related to positive psychology can have better adaptive performance and work outcome in their career. Adaptive performance has multiple dimensions, according to Pulakos et al. (2002) , it has been specified into 8 dimensions, 26 articles out of the selected 27 records in this review adapt the quantitative methodology (including 1 mixed method analysis), 73.08% ( n  = 19) analyze it with uni- dimensional, while the rest 26.92% ( n  = 7) treat it as multi-dimensions.

Figure 3 . Positive psychology factors discussed in the papers.

4 Content analysis

4.1 underpin theories.

There are 18 theories or models from the 27 peer-reviewed studies that are either cited or used ( Table 5 ). Not all theories arise from the field of positive psychology, for example, the most frequently used theory is conservation of resources theory, driving mechanisms responsible for a variety of stress-related responses and coping strategies ( Liao et al., 2022 ). The other theories that are frequently employed in positive psychology are the self-determination theory, social exchange theory, job demands-resources theory and self-efficacy theory.

Table 5 . Theories using in the peer-reviewed articles.

Conservation of resources theory (COR) takes up 18% of the theories using in the peer-reviewed articles, it elucidates the human psychological motivations to protect, acquire, and utilize resources through the continual alteration of a resource’s internal mechanism, which opens up new possibilities for resource depletion and provides a novel perspective to address and recognize stress-related and psychological issues ( Tang et al., 2022 ). The COR theory promotes the development of psychological capital to serve as a conduit or enrichment of the development of other important resources ( Al-zyoud and Mert, 2019 ). According to COR, Luo et al. (2021) explore the formation mechanism of adaptive performance, and the study demonstrates that the psychological capital has a positive effect on employees’ adaptive performance. Another study conducted by Van den Heuvel et al. (2020) , it predicts that work engagement trajectories during change are crucial for successful adaptation building on conservation of resources theory.

Three selected papers in this review use the self-determination theory, account for 9% of the total. According to this theory, various goal-directed behavioral norms that are reflective of psychological states influence motivation, and motivation may be intrinsic or extrinsic ( Diener, 2009 ). Extrinsic motivation seems to be less helpful than intrinsic motivation when it comes to an individual’s optimal functioning like happiness and performance. Hamid explains that when an individual’s intrinsic drive and well-being are encouraged, their inherent needs like competence, autonomy, and relatedness can be addressed based on self-determination theory, and they help people to dig out the meaning of job and have positive effect on their work and adaptive performance ( Abdul Hamid, 2022 ). Additionally, the self-determination theory suggests that although behavioral restrictions are distinct, they are arranged along a single continuum of self-determination ( Junça-Silva and Menino, 2022 ).

The broaden and build theory of positive emotions ( Vakola et al., 2021 ) is the another important theory used theories in positive psychology analysis as well. It states that certain positive emotions can expand a person’s ability to think and act in the present moment ( Bhambri, 2022 ). This broadened perspective leads to the building of personal resources like resilience, optimism, and social connections ( Xiang and Yuan, 2021 ), and increase flexibility to help people approach challenges from different angles and find innovative solutions. Meanwhile empirical studies have demonstrated that positive emotions can assist individuals in managing difficult situations ( Sriwidharmanely et al., 2021 ).

Other theories including career motivation theory ( Kossek and Perrigino, 2016 ), self-regulation theory ( Bruch et al., 1989 ), self-efficacy theory ( Şahin and Gürbüz, 2014 ), they focusing on how people motivate and regulate their own behavior in order to achieve their goals. In addition to these theories, other essential concepts are employed to construct research frameworks are person-environment fit theory, job demand-resource theory, social exchange theory ( Elshaer and Saad, 2022 ), the minnesota theory of work adjustment ( Griffin and Hesketh, 2003 ; Lowmiller, 2022 ), 6 out of 27 papers are found no specific theory applied in their studies.

4.2 Direction of causality between positive psychology and adaptive performance

In workplace adaptive performance investigation, researchers employ several methods based on theoretical underpinnings to describe the impact of positive psychology. Research has examined the correlation between adaptive performance and work-related psychological states and has demonstrated a positive correlation between work-related psychological health and adaptive performance ( Rowe et al., 2023 ). First, Psychological capital is the state of mind that motivates and encourages people to reach their full potential, employees who experience positive emotions are able to expand their cognitive abilities, resulting in more imaginative and exploratory thought and action ( Luo et al., 2021 ). Second, talent who with high engagement are more likely to remain motivated despite a decrease in resources, are willing to go above and beyond their duties to meet the objectives of their organization, and are able to compensate for temporary shortages of resources by drawing from larger resources ( Bakker and Oerlemans, 2016 ; Vakola et al., 2021 ; Kaltiainen and Hakanen, 2022 ). Vakola et al. (2021) reveal that individuals who are highly engaged in their work have an increased likelihood of adapting to organizational changes, as opposed to those who are more likely to be ambivalent. Third, individuals who view themselves as highly efficacy tend to put in more effort, which, when done correctly, leads to successful results ( Şahin and Gürbüz, 2014 ; Mujeeb et al., 2021 ). In contrast, Individuals with a low level of self-efficacy are more likely to give up in challenging circumstances and restrict their participation in similar activities ( Bruch et al., 1989 ). And last but not least, job meaningfulness is based on the notion that individuals experience a positive sense of purpose in their work, individual who perceive work as the primary source of meaning and believe that their work contributes to a greater purpose. People search for meaning in their work based on their experience, such as those who acknowledge their presence, their sense of belonging, their relationships, who they are, and their worth and contribution to the work ( Van den Heuvel et al., 2020 ; Abdul Hamid, 2022 ; Budhiraja and Rathi, 2022 ; Junça-Silva and Menino, 2022 ). Hence, job meaningfulness increases employees` sense of purpose and value, thus enabling them to rise to the challenge and foster adaptive performance.

4.3 Positive psychology and adaptive performance measurements

4.3.1 measurement of positive psychology variables.

There are total 7 different positive psychology facets that are mentioned and analyzed in these 27 peer-reviewed articles ( Table 6 ) for 34 times, engagement ( n  = 13), self-efficacy ( n  = 9), positive psychology ( n  = 2). Work engagement is a state of contentment and satisfaction associated with work. It is characterized by three dimensions: enthusiasm, commitment, and absorption ( Schaufeli et al., 2002 ). In the study conducted in Indonesia ( Nandini et al., 2022 ), participants were asked to answer a series of questions using the nine-point Utrecht Work Engagement Scale (UwES-9). Within the selected papers, Van den Heuvel et al. (2020) adapt the Utrecht work engagement scale as well, but they measure with six items of Two items per subscale. Another frequent used facet to measure positive psychology in this review study is self-efficacy, an empirical assessment in France ( Joie-La Marle et al., 2023 ) use the 10-item scale, which is designed to measure adaptation and coping abilities, particularly in relation to unforeseen situations ( Luszczynska et al., 2005 ). The original English version of the scale was translated into French through a back translation process due to difficulties in understanding the existing French version. Participants rated the items of the scale on a scale of 1 (absolutely false) to 4 (absolutely true), with scores ranging from 1 to 4 ( Joie-La Marle et al., 2023 ). However, study conducted by Griffin and Hesketh (2003) adapt the 14-item scale to measure participants’ self-efficacy for adaptive behavior, participants were asked to indicate their level of confidence in achieving each of the behaviors at work, ranging from “1” meaning no confidence to “5” meaning very confidence. Jundt et al. (2015) in their review paper summaries that according to Griffin and Hesketh (2003) , role-wide self-efficacy was positively associated with self-reported adaptation frequency in the preceding month. Mujeeb et al. (2021) adapt 7-item scale for measure the self-efficacy and confirm that adaptive performance and task performance are not directly impacted by servant leadership, rather self-efficacy has a beneficial effect and acts as a mediator in understanding their relationship. However, according to Pulakos et al. (2002) and Griffin and Hesketh (2003) , self-effectiveness for each of the eight dimensions was positively correlated with supervisor ratings of total adaptive performance, but did not demonstrate incremental validity over cognitive capacity and personality ( Jundt et al., 2015 ).

Table 6 . Positive psychology facets mentioned in the papers.

4.3.2 Measurement of adaptive performance variables

Pulakos et al. (2002) studied 1,000 significant occurrences from 25 job classifications in the U.S. Army and illustrated the worldwide items of adaptive work performance, the scales with 8 dimensions. In the review of the peer 27 articles in this research, Luo et al. (2021) in their 2 articles adapt the measurement items from previous studies with preliminary questionnaire, consisting of 56 statements (ranging from 1 to 5) and participant demos (with 1 indicating strongly disagreement and 5 indicating strongly agree). The scale was translated using the Translation/Back-translation method ( McGorry, 2000 ). The translation was done in English, which was then translated into Chinese with the help of independent bilingual experts, and then re-translated into English to guarantee the quality of the translation. To assess the readiness of the preliminary instrument for use in the present study, four hotel human resources directors and over 50 frontline hotel employees were pretested ( Luo et al., 2022 ). Two behavioral constructs are utilized by another researches ( Van den Heuvel et al., 2020 ) to measure adaptive performance, which are based on adaptive work role performance and extra-role performance. Korean researchers ( Park et al., 2020 ) adapt the shorter version proposed by Charbonnier-Voirin et al., the original scale consists of 19 items, each of which measures five adaptive performance domains, however they select three items from each of the 19 subscales, resulting in a total of 15 items and the reliability of the scale (Cronbach’s α) result to be 0.886. Turkey scholars use originally 8 dimensions scale to measure the adaptive performance ( Şahin and Gürbüz, 2014 ) and two thirds of the articles in this study measure adaptive performance as uni-dimensional ( Bruch et al., 1989 ; Pradhan et al., 2017 ; Murali and Aggarwal, 2020 ; Abdullahi et al., 2021 ; Elshaer and Saad, 2022 ).

5 Conclusion

5.1 overall outcomes.

In this study, we provide an SLR to evaluate and synthesize the investigation stream of adaptive performance in a workplace context. Descriptive and substantive results are presented in our bibliography analysis and content analysis, respectively. The papers come from the Web of Science and Scopus databases, the restriction is workplace and without other preference to maximize the search result. We screen the papers and examine them throughout the history of this research.

As a result, 27 papers published from 1989 to 2024 are selected to carry out the systematic literature review to find the most appropriate papers to address our research questions. This study draws upon existing research findings regarding the relationship between positive psychology and employee work adaptive performance. Researchers have looked at conservation of resources theory, self-determination theory, person-environment fit theory and other theories explain the relationship between positive psychology facets and adaptive performance. In addition, this study analyzes the causality relationship of the constructs and reveal the underlying logic why positive psychology of the individual can impact their adaptive performance and work outcome. Measurements of variables are collected and compared in different context. The study finds that there is a significant relationship between positive psychology and employee’s adaptive performance, specifically antecedent positive emotion, engagement, meaning, psychological capital, resilience, optimism and self-efficacy improve the employee’s adaptive performance, empirical data from the banking, IT, hotel, and food and beverage sectors, among others.

5.2 The implications for management practice

Individual positive psychology can play an important role for employees to effectively adapting to the changeable working environment, this is the practical implication of this study. Employees who are engaged, or optimistic and self-efficacy are gregarious, determined, and committed, which may offer them the positive energy they need to adapt to change ( Van den Heuvel et al., 2020 ). Understanding that positive psychology is a critical and essential approach, recognizing that work engagement and self-efficacy as a prolonged and continuous process, managers must grasp the pivotal motivational role in fostering positive psychological states and subsequently influencing performance outcomes. It is imperative for employers to proactively furnish employees with training, career opportunities, and rewards, fostering a sense of obligation that prompts elevated levels of adaptive performance ( Isah Leontes and Hoole, 2024 ).

In conclusion, the connection between positive psychology and adaptive performance is effective and multifaceted. The majority of the existing research indicates that the positive psychology elements have a beneficial effect on the employee adaptive performance, however, further empirical research is necessary to determine the extent to which the single or multiple settings can affect the individual adaptive performance. It is critical to consider each of these elements, and cross-disciplinary research is essential in order to further understand the relationship between positive psychology and adaptive performance.

6 Limitations and future research

Despite the increasing prevalence of positive psychology and research on employee performance, there is still a lack of research on some aspects of positive psychology, such as “relationships,” “hope” and “accomplishment.” In addition, further empirical studies may be necessary to develop more reliable scales for certain components of the construct, such as self-efficacy, optimism, hope and resilience.

The selection of the research terms and the scope of the research is a limitation of a systematic literature review approach. In this review, only psychological capital, PERMA, and their subsidiary characteristics that were based on prior research are searched for. Peer-reviewed publications in academic journals published in English only are included in this comprehensive literature assessment. This might have limited the availability of pertinent material published in other languages or sources.

In light of the limitations and conclusions of this review, the following areas of future research are proposed in this study. Additional positive psychology ideas should be covered in further reviews, such as well-being, happiness, wellness and peace of mind. In this study, we consider adaptive performance as the dependent variable, researcher may examine if adaptive performance has the opposite impact on positive psychology in subsequent studies. Negative emotions also can be employed as an inverse term and investigate the topic from different perspectives. Academic journals published in languages other than English and a wider range of sources may also be included in the inclusion criteria. During future research, it is possible to conduct a search for relevant articles and examine the documents for which the full text cannot be obtained at this time. And investigations are encouraged to conduct in different contexts, such as different countries and areas, diverse cultures and various industries.

Author contributions

GT: Writing – original draft, Data curation. RA: Writing – review & editing, Supervision, Formal analysis. SO: Writing – review & editing, Supervision, Methodology.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

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

Publisher’s note

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

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Keywords: positive psychology, psychological capital, PERMA, engagement, self-efficacy, adaptive performance

Citation: Tang G, Abu Bakar R and Omar S (2024) Positive psychology and employee adaptive performance: systematic literature review. Front. Psychol . 15:1417260. doi: 10.3389/fpsyg.2024.1417260

Received: 14 April 2024; Accepted: 18 July 2024; Published: 14 August 2024.

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

*Correspondence: Raida Abu Bakar, [email protected]

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

Systematic literature review of gender equity and social inclusion in primary education for teachers in Tanzania: assessing status and future directions

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• Published: 13 August 2024
• Volume 3 , article number  122 , ( 2024 )

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Gender equity and social inclusion (GESI) are crucial for creating inclusive and equitable educational environments in primary schools. This systematic literature review aimed to interpret and synthesize the findings of previous studies on GESI interventions and programs in primary schools in Tanzania, identified gaps in the knowledge, and provided recommendations for policy and practice. A systematic literature review search identified 22 relevant studies that met the inclusion criteria. The studies conducted between 2010 and 2021, and the sample sizes of participants were above 50. More than 50% of the studies were conducted in rural areas and used a quasi-experimental design. The interventions evaluation included teacher training, community engagement, and curriculum reform. The systematic literature review employed statistical methods to measure effect sizes and employed traditional univariate systematic literature review to synthesize the results. A table summarizing the literature that met the inclusion criteria was created to ensure transparency and clarity in the data coding process. The systematic literature review found a positive effect of GESI interventions on various outcomes, including improved academic performance, reduced gender-based violence, and increased social inclusion. However, variations in effect sizes and study designs across the studies were noted. Several gaps were identified, such as the lack of long-term follow-up and the need for more rigorous study designs. The implications of the findings for policy and practice in promoting GESI in primary schools in Tanzania were discussed, and recommendations for future research were provided. This systematic literature review highlighted the importance of addressing GESI in primary school education in Tanzania and underscored the critical role of teachers in promoting these values. It calls for targeted interventions, policy enhancements, and further research to bridge the gaps identified in the literature.

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1 Introduction

GESI are critical components of education that ensure equitable access to education for all individuals, regardless of their gender, socioeconomic status, ethnicity, or other backgrounds. In Tanzania, GESI has become a significant concern, particularly in primary schools, where gender and social inequalities often lead to disparities in educational outcomes.

Research has shown that girls are more likely to face barriers in education than boys, including poverty, early marriages, and cultural bias that prioritize boys’ education over girls [ 28 ]. Furthermore, children from marginalized groups, such as children with disabilities, children from ethnic minority groups, and children from low-income families, often experience unequal access to quality education [ 38 ].

Addressing GESI issues in primary schools is crucial for ensuring that all children have access to quality education, which is essential for their personal development and future success. GESI initiatives can promote equity and inclusion in schools and create an environment where all children feel valued and supported [ 13 ].

Addressing gender stereotypes in teacher education programs can play a vital role in promoting GESI in primary schools [ 32 ]. Similarly, Okkolin et al. [ 27 ] suggest that interventions that address GESI can improve educational outcomes for girls and marginalized groups.

Overall, promoting GESI in primary schools is essential for creating a more equitable and inclusive education system that benefits all children [ 2 ]. It requires a concerted effort from policymakers, educators, parents, and communities to work together to create a learning environment that is supportive, respectful, and inclusive for all children.

1.1 Theoretical framework

This study is guided by the Social Justice Theory, which emphasizes the need for equitable treatment, opportunities, and outcomes for all individuals, particularly those from marginalized and disadvantaged backgrounds [ 10 ]. This framework is crucial in understanding the components of GESI and their impact on educational outcomes. The Social Justice Theory aligns with the goals of GESI by promoting fairness and the elimination of disparities in education [ 1 ].

1.1.1 Components of GESI

The key components of GESI in this study include [ 24 ]:

Gender equity: ensuring that girls and boys have equal access to education and opportunities.

Social inclusion: creating an inclusive environment where all students, regardless of their backgrounds, can participate and succeed.

Teacher training: educating teachers on gender-sensitive and inclusive teaching practices.

Community engagement: involving communities in promoting GESI.

Curricula reform: developing and implementing curricula that address GESI issues.

1.2 Justification for focusing on Tanzania

Tanzania provides a unique context for examining GESI due to its diverse population and the significant challenges it faces in achieving GESI in education [ 18 ]. Despite efforts to promote GESI, disparities persist, making it an important area of study to identify effective interventions and inform policy and practice.

1.3 Rationale for conducting a systematic literature review

A Systematic literature review is an essential tool for synthesizing research findings from different studies and summarizing the overall effect size of an intervention or variable of interest [ 34 ]. Conducting a systematic literature review on GESI in primary school education is critical for providing an overview of the existing research and identifying gaps that need to be addressed in future research. It also helps establish the overall effect of interventions aimed at promoting GESI in primary schools in Tanzania [ 9 ]. The results of the Systematic literature review can inform policies and practices aimed at promoting GESI in primary school education, thereby improving learning outcomes for all children, regardless of their gender, social, and economic backgrounds.

By addressing the GESI issues and synthesizing the existing literature, this systematic literature review aims to contribute to a more equitable and inclusive educational environment in Tanzania [ 22 ].

1.4 Research objectives

To identify the state of GESI in primary schools. This objective aims to provide a comprehensive understanding of how GESI issues manifest in primary schools, considering various social and educational contexts.

To number factors that contribute to gender GESI in primary schools. This shall allow informed decisions on the effort to contain the issues of GESI.

To synthesize the findings of previous studies on GESI in primary schools. This objective focuses on aggregating and interpreting the results of existing research to offer a clear and cohesive picture of what is known about GESI interventions and their effectiveness.

To identify gaps in the knowledge of GESI in primary schools. By evaluating the existing literature, this objective seeks to highlight areas where further research is needed, identifying shortcomings in study designs, populations, or intervention strategies.

To provide recommendations for improving GESI in primary schools. Based on the synthesis of previous studies and identified gaps, this objective aims to propose actionable strategies and policies to enhance GESI in primary education.

2 Methodology

Having set the study objectives, the search-strategy for the study involved conducting a comprehensive literature review of studies on GESI in primary schools. The search was conducted using electronic databases such as Google Scholar, JSTOR, and EBSCOhost. The search terms used were “gender equity,” “social inclusion,” “primary schools,” “Tanzania,” and “teachers.” Additionally, hand searching was conducted by reviewing the reference lists of identified studies to identify any relevant studies that may have been missed during the initial search.

Inclusion criteria:

The study must be conducted in primary schools.

The study must focus on gender equity and/or social inclusion in education.

The study must involve teachers as the primary participants or focus on the teacher’s role in promoting GESI.

The study must be published in English between 2010 and 2022.

Exclusion criteria:

Studies conducted outside Tanzania.

Studies not related to gender equity and/or social inclusion in education.

Studies not involving teachers or not focusing on the teacher’s role in promoting GESI.

Studies published before 2010 or after 2022.

The search process was conducted by two independent reviewers to ensure the accuracy and completeness of the search results. The reviewers screened the titles and abstracts of the identified studies for relevance and then reviewed the full text of potentially relevant studies. Any discrepancies between the reviewers were resolved through discussion and consensus. Reviewers made necessary steps to ensure a justified systematic review. Overall, the Authors reviewed 22 papers considered to have met the set criteria.

2.1 Choice of the effect size measure and analytical methods

The effect size measure used in this study was generated by statistical tools, making it suitable for systematics review that synthesize findings across multiple studies. For similar research questions, the study employed traditional univariate meta-analysis. This method was chosen because it is suitable for synthesizing the results of multiple studies that investigate similar research questions. Traditional univariate meta-analysis allows for the calculation of an overall effect size, providing a comprehensive summary of the impact of GESI interventions across different studies.

2.2 Choice of software

We used R software, specifically the ‘metafor’ package, for our analysis. This software was selected due to its robustness and versatility in conducting analytical procedures. The ‘metafor’ package supports a wide range of meta-analytic models and methods, making it a comprehensive tool for this type of analysis.

2.3 Coding of effect sizes

Table 1 summarizes the literature included that meets the inclusion criteria. This table includes information such as study design, sample size, effect sizes, and any other relevant variables. This step ensures transparency and clarity in the data coding process.

3 Results and analysis

The layout of the manuscript has been organized accordingly, so that headings and subheadings clearly demarcates each step of the systematic literature review process.

3.1 Status of GESI in primary schools in Tanzania

3.1.1 persistent gender disparities.

One of the major findings in this study was that gender disparities in primary education persist in Tanzania. This was evident in the lower enrollment and completion rates for girls in primary schools compared to boys [ 36 ]. Girls are less likely to attend school than boys, with enrollment rates lower for girls at both the primary and secondary levels. Additionally, girls are more likely to drop out of school due to various reasons, including early marriage, household responsibilities, and financial constraints [ 5 ]. These disparities highlight the ongoing challenges faced by girls in accessing and completing primary education.

3.1.2 Cultural and societal beliefs

Several studies have identified cultural and societal beliefs as a major factor contributing to gender disparities in primary education. In many Tanzanian communities, girls are expected to prioritize domestic responsibilities over their education, which can lead to low enrollment rates and high drop-out rates [ 39 ]. Furthermore, gender-based violence and sexual harassment are prevalent in schools, with girls facing discrimination and harassment from both male students and teachers [ 4 ]. These issues underscore the need for targeted interventions to create a safer and more supportive educational environment for girls.

Furthermore, Losioki and Mdee [ 12 ] found that gender stereotypes perpetuated in teacher education programs in Tanzania, which can affect the ability of teachers to create a gender-equitable and socially inclusive classroom environment. Teachers may unconsciously reinforce gender stereotypes in the classroom, leading to further marginalization of girls and other vulnerable groups.

3.1.3 Underrepresented minorities

In addition, limited access to education for children with disabilities or those from low-income families and marginalized communities can perpetuate social inequalities in primary schools [ 30 ]. These students often face significant barriers, including inadequate school facilities, lack of appropriate learning materials, and insufficient support services, which hinder their educational progress.

3.2 Strategies addressing the challenge

Despite these challenges, there have been government efforts to improve GESI in primary schools. The government of Tanzania has committed to providing equal access to education for all children, regardless of gender, ethnicity, or socio-economic status. The government has implemented policies such as free primary education and affirmative action programs to promote equal access to education for all children, regardless of gender or social status [ 15 , 26 ]. These initiatives aim to reduce financial barriers to education and encourage the enrollment and retention of girls and children from marginalized groups. This includes initiatives such as the Tanzania Education Sector Development Plan (ESDP) and the Primary Education Development Program (PEDP) [ 6 , 16 ]. These programs aim to address systemic barriers in education and promote inclusive practices in schools. The government also is open to collaborate with external forces like international interventions, community development agencies and NGO to work toward enhancing GESI. Some Strategies Addressing GESI Challenges. For instance, projects that focus on community engagement and parental involvement have shown positive impacts in changing attitudes towards girls’ education and promoting inclusive practices [ 17 ].

3.2.1 International and community-based programs

In recent years, there have been an increase in programs and initiatives aimed at promoting GESI in primary education. For example, the “Let Girls Learn” program, launched by the US government in partnership with the Tanzanian government, aimed to increase access to education for girls and reduce gender disparities in education [ 7 ]. Similarly, the Tanzania Gender Networking Programme (TGNP) has been working to promote GESI in education through community mobilization, advocacy, and capacity building [ 14 ].

3.2.2 Interventions with recorded impact

Previous studies identified several approaches that have been successful in improving GESI in primary schools. Among others, at least two are discussed. One such approach is the use of gender-responsive pedagogy, which involves incorporating gender-sensitive teaching practices and materials into the classroom [ 17 ]. This method helps create a more inclusive learning environment that acknowledges and addresses the different needs of boys and girls. Another effective intervention is the provision of sanitary pads and menstrual hygiene education to girls, which has been shown to improve school attendance and reduce drop-out rates [ 35 ]. By addressing menstrual hygiene needs, schools can help ensure that girls do not miss out on education due to a lack of resources or stigma associated with menstruation.

3.2.3 Intervention recommendations

GESI are essential components of a quality education system, and there is a need to address the persistent gender disparities in primary education. While cultural and societal beliefs continue to be major barriers, efforts to improve GESI through government policies and initiatives, as well as community-based programs, showed promise. The use of gender-responsive pedagogy and the provision of menstrual hygiene education and supplies were promising approaches that showed positive results [ 21 ]. However, more research and investment are needed to ensure that all children have access to primary education. Continued collaboration between the government, NGOs, and communities is essential to sustain and expand these efforts, ensuring that all students can benefit from a supportive and equitable educational environment [ 29 ].

Overall, there is still much work to be done to ensure GESI in primary schools [ 33 ]. It will require continued efforts and collaboration from the government, educators, and communities to address cultural and traditional beliefs, promote teacher education that challenges gender stereotypes, and provide equal access to education for all children. Policymakers must prioritize the allocation of resources to support GESI initiatives and ensure that schools are equipped to meet the diverse needs of all students [ 3 ].

By addressing these systemic issues, Tanzania can make significant strides towards achieving an inclusive and equitable education system that benefits all children, irrespective of their gender or socioeconomic background. Continued research and monitoring are essential to evaluate the effectiveness of existing interventions and identify new strategies to overcome persistent challenges in promoting GESI in primary education [ 31 ].

3.2.4 Gaps in the knowledge about GESI in primary schools

While the literature have provided valuable insights into the state of GESI in primary schools in Tanzania, several gaps in the knowledge still need to be addressed.

One major gap is the lack of research on the experiences of marginalized groups, including children with disabilities and those from low-income households. Studies have shown that these groups face significant barriers to accessing education and are often excluded from educational opportunities. For example, a study by Mwaijande [ 20 ] found that children with disabilities faced challenges such as lack of access to assistive devices and negative attitudes from teachers and other students. Similarly, research by Pak et al. [ 30 ] and Thomas and Rugambwa [ 36 ] revealed that children from poor families often struggle to pay school fees and may not have access to basic learning materials.

Another gap in the Tanzanian knowledge is the lack of research on the experiences of female teachers in primary schools. While studies have examined gender stereotypes and biases among teacher education programs, Thomas and Rugambwa [ 36 ] stressed that there is limited research on the experiences of female teachers in the classroom. Research on female teachers could shed light on the ways in which gender intersects with other forms of marginalization, such as age and socioeconomic status.

Furthermore, there is a need for more research on effective interventions and strategies for promoting GESI in primary schools. While some studies have evaluated the impact of interventions such as teacher training programs [ 19 , 25 ] , more rigorous evaluations of these interventions are needed to determine their effectiveness and sustainability.

Additionally, there is a lack of longitudinal studies that follow the long-term impact of GESI interventions. Many studies focus on short-term outcomes, but understanding the lasting effects of interventions is crucial for developing sustainable policies and practices.

In summary, while previous research has provided valuable insights into GESI in primary schools, several gaps in the knowledge need to be addressed. Future research should focus on the experiences of marginalized groups, including children with disabilities and those from low-income households, as well as female teachers. Additionally, the study showed more need for more rigorous evaluations of interventions and strategies aimed at promoting GESI in primary schools. Longitudinal studies that assess the long-term impact of these interventions would also be beneficial.

3.3 Patterns observed across the studies

As observed in the study, there were some patterns and trends identified across the studies. Firstly, there was a consistent finding that gender disparities persist in primary schools, particularly in terms of access to education and academic achievement. Despite efforts to promote GESI, girls and marginalized groups continue to face significant barriers that hinder their educational progress.

Secondly, there was a growing recognition of the importance of addressing GESI in primary education, as evidenced by the increasing number of interventions and programs aimed at promoting these values. This trend indicates a positive shift towards acknowledging and addressing GESI issues within the education system.

Thirdly, the systematic literature review revealed that the role of teachers is critical in promoting GESI in primary schools. Teacher training and support are essential for equipping educators with the skills and knowledge needed to foster an inclusive and equitable learning environment. Studies consistently highlighted the need for gender-sensitive pedagogy and teacher professional development programs.

Finally, there were some gaps in the current knowledge base, particularly with regard to the long-term impact of interventions and the effectiveness of different approaches to promoting GESI in primary education. While some interventions showed promising results, more research was needed to determine their sustainability and broader applicability.

By addressing these gaps and building on the patterns observed across studies, future research could contribute to a more comprehensive understanding of GESI in primary schools and inform the development of policies and practices to promote equity and inclusion for all students.

To sum up, analysis revealed that GESI interventions have a positive effect on various outcomes such as academic performance, reduced gender-based violence, and increased social inclusion. However, variations in effect sizes and study designs were observed across the studies. The studies included in the systematic literature review used various designs, such as randomized controlled trials (RCTs) and quasi-experimental designs, which contributed to the diversity in effect sizes.

4 Discussion

GESI is a critical components of a better-quality education system over otherwise. In Tanzania, primary education is the foundation for future academic and professional success [ 23 ], making it essential to ensure that all students, regardless of gender or social status, have access to an inclusive and equitable education. Previous studies explored the state of GESI in primary schools and identified areas for improvement.

The findings of the study highlighted the state of GESI in primary schools. The analysis of some 10 included studies revealed that significant disparities in access to education and academic performance among genders persist, with girls being more disadvantaged. Additionally, children from marginalized backgrounds, such as those from low-income families or those with disabilities, face substantial barriers to education.

To sum up, the study suggests a holistic approach involving teachers, schools, communities, and policymakers. Thus, multifaceted approach is necessary to create a more inclusive and equitable education system. Therefore, Recommendations include:

Providing comprehensive teacher training on gender-sensitive teaching methods.

Implementing community-based initiatives to address social and cultural barriers.

Developing policies and programs prioritizing marginalized students’ needs.

4.1 Implications of the study

Overall, the systematic literature review provided important insights into the state of GESI in primary schools. While progress has been made, significant challenges remain. Continued efforts and investments are necessary to promote a more equitable and inclusive education system. Future research should address the identified gaps and build on the promising interventions highlighted in this study. Based on the evidence synthesized, it is clear that targeted interventions are necessary to address the barriers that girls and other marginalized groups face in accessing and completing primary education. The study has the following recommendations on policy and practice and the areas for future research.

4.1.1 Addressing school issues related to GESI

Teacher training: policies should mandate comprehensive training for teachers on gender-sensitive teaching practices. Educators need to be equipped with the skills and knowledge to foster an inclusive classroom environment that supports both boys and girls. This includes understanding how to address and counteract gender stereotypes and biases.

Providing resources: schools should be equipped with resources to support girls’ education. This includes the provision of sanitary pads, access to clean and safe gender-segregated toilets, and gender-sensitive teaching materials. These resources are essential in reducing barriers to attendance and participation for girls.

Reviewing curricula: the school curriculum should be reviewed and revised to promote GESI. Curricula should reflect the diversity of Tanzanian society and challenge existing gender stereotypes. Including content that promotes GESI will help inculcate these values in students from a young age.

4.1.2 Addressing structural and socio-economic barriers

Financial support: there should be policies to provide financial support to families who cannot afford school fees. This can include scholarships, free school meals, and other financial incentives that alleviate the economic burden on families and keep girls in school.

Cultural norms and attitudes: interventions must focus on changing cultural norms and attitudes that limit girls’ access to education. Community engagement and awareness campaigns are crucial in shifting perceptions and promoting the value of girls’ education. Programs should aim to involve parents and community leaders in promoting gender equity.

Reducing gender-based violence: schools should implement strict policies against gender-based violence and harassment. Providing a safe and supportive environment is crucial for retaining girls in school. Support services for victims of violence and harassment should be readily available.

4.1.3 Promoting girls’ participation and leadership

Extracurricular activities: schools should create opportunities for girls to engage in extracurricular activities. Programs such as sports, arts, and clubs can enhance girls’ skills and confidence, providing a platform for them to express themselves and develop leadership qualities.

Leadership training: providing leadership training for girls to support their involvement in decision-making processes within schools and communities is essential. This training can empower girls to take active roles in their schools and communities, fostering a sense of agency and leadership.

4.1.4 Comprehensive and integrated approach

Involving multiple stakeholders: a comprehensive approach to promoting GESI should involve multiple stakeholders, including the government, civil society, and communities. Collaboration among these groups is essential for creating a supportive environment for GESI.

Evidence-based interventions: policies and practices should be guided by evidence-based interventions tailored to the specific needs and contexts of different regions and populations. Utilizing data and research to inform practices ensures that efforts are effective and impactful.

Monitoring and evaluation: continuous monitoring and evaluation of interventions are necessary to assess their effectiveness and make necessary adjustments. This helps in ensuring the sustainability and scalability of successful initiatives.

The study highlights the importance of a comprehensive and integrated approach to promoting GESI in primary schools. It underscores the need for targeted interventions, policy enhancements, and continued efforts to address the persistent barriers that girls and marginalized groups face. By implementing these recommendations, Tanzania can make significant strides towards achieving a more inclusive and equitable education system for all children.

4.2 Areas for future research

Future research and policy efforts should focus on sustaining and scaling successful interventions, ensuring that all children, regardless of gender or socio-economic background, have access to quality education. Future research should address these gaps:

Experiences of marginalized groups: more high-quality research is needed on the experiences of marginalized groups, including children with disabilities and those from low-income households.

Female teachers: investigate the experiences of female teachers in primary schools to understand how gender intersects with other forms of marginalization, such as age and socioeconomic status.

Effectiveness of interventions: conduct more rigorous evaluations of specific interventions and strategies for promoting GESI, including long-term impact studies.

Intersectionality: explore the intersectionality of factors such as gender, socioeconomic status, and ethnicity to provide a more comprehensive

5 Conclusion

GESI is crucial for improving access to education, ensuring equal opportunities, and promoting positive social outcomes. Teachers play a critical role in promoting these values and must receive appropriate training and support to create inclusive learning environments. Policymakers and education leaders must prioritize efforts to address GESI in primary schools, including investing in research to understand the factors contributing to gender and social equality and identifying effective strategies for promoting GESI.

The systematic literature review examined the state of GESI in primary schools and revealed significant challenges, particularly in terms of teacher training and the implementation of policies and programs. The review highlighted persistent gender disparities and the barriers faced by marginalized groups, such as children with disabilities and those from low-income families.

The findings suggest that targeted interventions are needed to address these barriers, recommended interventions include:

Increasing access to education: efforts to increase access to education for marginalized groups, such as scholarships and school feeding programs.

Policy development: implementing policies that address gender-based violence and discrimination.

Community engagement: involving multiple stakeholders, including government, civil society, and communities, in promoting GESI.

Develop and implement teacher training programs: focus on GESI principles, awareness of gender biases, strategies for promoting inclusivity, and the use of gender-sensitive teaching materials.

Develop and implement gender-sensitive curricula: address gender biases and stereotypes across all subject areas.

Strengthen policies and regulations: enforce policies that promote GESI in school governance, teacher recruitment, and student enrollment.

Increase participation of girls: provide incentives for girls to attend school, such as scholarships and school feeding programs, and improve school infrastructure.

The study provides crucial insights into the state of GESI in primary schools and underscores the need for coordinated and sustained efforts to address these challenges. By implementing the recommended strategies and involving all stakeholders, Tanzania can ensure that all children have access to quality primary education that promotes GESI.

Data availability

No datasets were generated or analysed during the current study.

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Nkya, H., Kibona, I. Systematic literature review of gender equity and social inclusion in primary education for teachers in Tanzania: assessing status and future directions. Discov Educ 3 , 122 (2024). https://doi.org/10.1007/s44217-024-00221-8

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b State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University, Xiamen, Fujian, China

c State School of Biosciences, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK

d Fujian Provincial Engineering Technology Research Center of Marine Functional Food, Xiamen, Fujian, China

Objective : The purpose of this study is to investigate the impact of dietary fibre on the mental health and cognitive function of children and adolescents. Methods : All interventional and observational studies that contained information on the relevant population (children and adolescents), intervention/exposures (high dietary fibre consumption) and outcomes (mental and cognitive parameters) were eligible. Eight electronic databases (Embase, Medline, Pubmed, Web of Science, Scopus, PsycINFO, Cochrane Library and ClinicalTrials.gov) were searched up to December 11, 2023. Results : A total of 15 studies ( n = 4628) met inclusion criteria, consisting of 9 intervention trials and 6 observational studies. According to observational studies, higher dietary fibre consumption was associated with a 49% reduction in the odds of depression compared to lower intake ( P < 0.0001; OR = 0.51; 95% CI: 0.38, 0.69; I 2 = 0%). Furthermore, no significant correlations were found between dietary fibre consumption and intelligence or anxiety. Among intervention studies, no significant difference was observed between fibre supplementation and placebo in terms of anxiety (standardized mean difference (SMD): −0.23; 95% CI: −0.72, 0.27), stress (SMD: 0.03; 95% CI: −0.21, 0.28), memory (SMD: 0.46; 95% CI: −0.79, 1.71), or attention (SMD: −2.72; 95% CI: −6.30, 0.86). Conclusion : Evidence from observation studies demonstrated that higher dietary fibre consumption is associated with a decreased odds of depression symptoms, both in childhood and adolescence. However, the causal relationship between dietary fibre intake and mental and cognitive function in children and adolescents still requires further clarification through high-quality intervention studies in the future.

• This article is part of the themed collection: Food & Function HOT Articles 2024

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Effect of dietary fibre on cognitive function and mental health in children and adolescents: a systematic review and meta-analysis

M. Yang, C. Cai, Z. Yang, X. Wang, G. Li, J. Li, J. Liu and Z. Zhang, Food Funct. , 2024, Advance Article , DOI: 10.1039/D4FO02221A

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