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What Are Research Objectives and How to Write Them (with Examples)

Table of Contents

Introduction

Research is at the center of everything researchers do, and setting clear, well-defined research objectives plays a pivotal role in guiding scholars toward their desired outcomes. Research papers are essential instruments for researchers to effectively communicate their work. Among the many sections that constitute a research paper, the introduction plays a key role in providing a background and setting the context. 1 Research objectives, which define the aims of the study, are usually stated in the introduction. Every study has a research question that the authors are trying to answer, and the objective is an active statement about how the study will answer this research question. These objectives help guide the development and design of the study and steer the research in the appropriate direction; if this is not clearly defined, a project can fail!

Research studies have a research question, research hypothesis, and one or more research objectives. A research question is what a study aims to answer, and a research hypothesis is a predictive statement about the relationship between two or more variables, which the study sets out to prove or disprove. Objectives are specific, measurable goals that the study aims to achieve. The difference between these three is illustrated by the following example:

• Research question : How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?
• Research hypothesis : Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).
• Research objective : To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.

This article discusses the importance of clear, well-thought out objectives and suggests methods to write them clearly.

What is the introduction in research papers?

Research objectives are usually included in the introduction section. This section is the first that the readers will read so it is essential that it conveys the subject matter appropriately and is well written to create a good first impression. A good introduction sets the tone of the paper and clearly outlines the contents so that the readers get a quick snapshot of what to expect.

A good introduction should aim to: 2,3

• Indicate the main subject area, its importance, and cite previous literature on the subject
• Define the gap(s) in existing research, ask a research question, and state the objectives
• Announce the present research and outline its novelty and significance
• Avoid repeating the Abstract, providing unnecessary information, and claiming novelty without accurate supporting information.

Why are research objectives important?

Objectives can help you stay focused and steer your research in the required direction. They help define and limit the scope of your research, which is important to efficiently manage your resources and time. The objectives help to create and maintain the overall structure, and specify two main things—the variables and the methods of quantifying the variables.

A good research objective:

• defines the scope of the study
• gives direction to the research
• helps maintain focus and avoid diversions from the topic
• minimizes wastage of resources like time, money, and energy

Types of research objectives

Research objectives can be broadly classified into general and specific objectives . 4 General objectives state what the research expects to achieve overall while specific objectives break this down into smaller, logically connected parts, each of which addresses various parts of the research problem. General objectives are the main goals of the study and are usually fewer in number while specific objectives are more in number because they address several aspects of the research problem.

Example (general objective): To investigate the factors influencing the financial performance of firms listed in the New York Stock Exchange market.

Example (specific objective): To assess the influence of firm size on the financial performance of firms listed in the New York Stock Exchange market.

In addition to this broad classification, research objectives can be grouped into several categories depending on the research problem, as given in Table 1.

Table 1: Types of research objectives

Characteristics of research objectives

Research objectives must start with the word “To” because this helps readers identify the objective in the absence of headings and appropriate sectioning in research papers. 5,6

• A good objective is SMART (mostly applicable to specific objectives):
• Specific—clear about the what, why, when, and how
• Measurable—identifies the main variables of the study and quantifies the targets
• Achievable—attainable using the available time and resources
• Realistic—accurately addresses the scope of the problem
• Time-bound—identifies the time in which each step will be completed
• Research objectives clarify the purpose of research.
• They help understand the relationship and dissimilarities between variables.
• They provide a direction that helps the research to reach a definite conclusion.

How to write research objectives?

Research objectives can be written using the following steps: 7

• State your main research question clearly and concisely.
• Describe the ultimate goal of your study, which is similar to the research question but states the intended outcomes more definitively.
• Divide this main goal into subcategories to develop your objectives.
• Limit the number of objectives (1-2 general; 3-4 specific)
• Assess each objective using the SMART
• Start each objective with an action verb like assess, compare, determine, evaluate, etc., which makes the research appear more actionable.
• Use specific language without making the sentence data heavy.
• The most common section to add the objectives is the introduction and after the problem statement.
• Add the objectives to the abstract (if there is one).
• State the general objective first, followed by the specific objectives.

Formulating research objectives

Formulating research objectives has the following five steps, which could help researchers develop a clear objective: 8

• Identify the research problem.
• Review past studies on subjects similar to your problem statement, that is, studies that use similar methods, variables, etc.
• Identify the research gaps the current study should cover based on your literature review. These gaps could be theoretical, methodological, or conceptual.
• Define the research question(s) based on the gaps identified.
• Revise/relate the research problem based on the defined research question and the gaps identified. This is to confirm that there is an actual need for a study on the subject based on the gaps in literature.
• Identify and write the general and specific objectives.
• Incorporate the objectives into the study.

Advantages of research objectives

Adding clear research objectives has the following advantages: 4,8

• Maintains the focus and direction of the research
• Optimizes allocation of resources with minimal wastage
• Acts as a foundation for defining appropriate research questions and hypotheses
• Provides measurable outcomes that can help evaluate the success of the research
• Determines the feasibility of the research by helping to assess the availability of required resources
• Ensures relevance of the study to the subject and its contribution to existing literature

Disadvantages of research objectives

Research objectives also have few disadvantages, as listed below: 8

• Absence of clearly defined objectives can lead to ambiguity in the research process
• Unintentional bias could affect the validity and accuracy of the research findings

Key takeaways

• Research objectives are concise statements that describe what the research is aiming to achieve.
• They define the scope and direction of the research and maintain focus.
• The objectives should be SMART—specific, measurable, achievable, realistic, and time-bound.
• Clear research objectives help avoid collection of data or resources not required for the study.
• Well-formulated specific objectives help develop the overall research methodology, including data collection, analysis, interpretation, and utilization.
• Research objectives should cover all aspects of the problem statement in a coherent way.
• They should be clearly stated using action verbs.

Frequently asked questions on research objectives

Q: what’s the difference between research objectives and aims 9.

A: Research aims are statements that reflect the broad goal(s) of the study and outline the general direction of the research. They are not specific but clearly define the focus of the study.

Example: This research aims to explore employee experiences of digital transformation in retail HR.

Research objectives focus on the action to be taken to achieve the aims. They make the aims more practical and should be specific and actionable.

Example: To observe the retail HR employees throughout the digital transformation.

Q: What are the examples of research objectives, both general and specific?

A: Here are a few examples of research objectives:

• To identify the antiviral chemical constituents in Mumbukura gitoniensis (general)
• To carry out solvent extraction of dried flowers of Mumbukura gitoniensis and isolate the constituents. (specific)
• To determine the antiviral activity of each of the isolated compounds. (specific)
• To examine the extent, range, and method of coral reef rehabilitation projects in five shallow reef areas adjacent to popular tourist destinations in the Philippines.
• To investigate species richness of mammal communities in five protected areas over the past 20 years.
• To evaluate the potential application of AI techniques for estimating best-corrected visual acuity from fundus photographs with and without ancillary information.
• To investigate whether sport influences psychological parameters in the personality of asthmatic children.

Q: How do I develop research objectives?

A: Developing research objectives begins with defining the problem statement clearly, as illustrated by Figure 1. Objectives specify how the research question will be answered and they determine what is to be measured to test the hypothesis.

Q: Are research objectives measurable?

A: The word “measurable” implies that something is quantifiable. In terms of research objectives, this means that the source and method of collecting data are identified and that all these aspects are feasible for the research. Some metrics can be created to measure your progress toward achieving your objectives.

Q: Can research objectives change during the study?

A: Revising research objectives during the study is acceptable in situations when the selected methodology is not progressing toward achieving the objective, or if there are challenges pertaining to resources, etc. One thing to keep in mind is the time and resources you would have to complete your research after revising the objectives. Thus, as long as your problem statement and hypotheses are unchanged, minor revisions to the research objectives are acceptable.

Q: What is the difference between research questions and research objectives? 10

Q: Are research objectives the same as hypotheses?

A: No, hypotheses are predictive theories that are expressed in general terms. Research objectives, which are more specific, are developed from hypotheses and aim to test them. A hypothesis can be tested using several methods and each method will have different objectives because the methodology to be used could be different. A hypothesis is developed based on observation and reasoning; it is a calculated prediction about why a particular phenomenon is occurring. To test this prediction, different research objectives are formulated. Here’s a simple example of both a research hypothesis and research objective.

Research hypothesis : Employees who arrive at work earlier are more productive.

Research objective : To assess whether employees who arrive at work earlier are more productive.

To summarize, research objectives are an important part of research studies and should be written clearly to effectively communicate your research. We hope this article has given you a brief insight into the importance of using clearly defined research objectives and how to formulate them.

• Farrugia P, Petrisor BA, Farrokhyar F, Bhandari M. Practical tips for surgical research: Research questions, hypotheses and objectives. Can J Surg. 2010 Aug;53(4):278-81.
• Abbadia J. How to write an introduction for a research paper. Mind the Graph website. Accessed June 14, 2023. https://mindthegraph.com/blog/how-to-write-an-introduction-for-a-research-paper/
• Writing a scientific paper: Introduction. UCI libraries website. Accessed June 15, 2023. https://guides.lib.uci.edu/c.php?g=334338&p=2249903
• Research objectives—Types, examples and writing guide. Researchmethod.net website. Accessed June 17, 2023. https://researchmethod.net/research-objectives/#:~:text=They%20provide%20a%20clear%20direction,track%20and%20achieve%20their%20goals .
• Bartle P. SMART Characteristics of good objectives. Community empowerment collective website. Accessed June 16, 2023. https://cec.vcn.bc.ca/cmp/modules/pd-smar.htm
• Research objectives. Studyprobe website. Accessed June 18, 2023. https://www.studyprobe.in/2022/08/research-objectives.html
• Corredor F. How to write objectives in a research paper. wikiHow website. Accessed June 18, 2023. https://www.wikihow.com/Write-Objectives-in-a-Research-Proposal
• Research objectives: Definition, types, characteristics, advantages. AccountingNest website. Accessed June 15, 2023. https://www.accountingnest.com/articles/research/research-objectives
• Phair D., Shaeffer A. Research aims, objectives & questions. GradCoach website. Accessed June 20, 2023. https://gradcoach.com/research-aims-objectives-questions/
• Understanding the difference between research questions and objectives. Accessed June 21, 2023. https://board.researchersjob.com/blog/research-questions-and-objectives

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What is a Research Statement?

A research statement is a short document that provides a brief history of your past research experience, the current state of your research, and the future work you intend to complete.

The research statement is a common component of a potential candidate’s application for post-undergraduate study. This may include applications for graduate programs, post-doctoral fellowships, or faculty positions. The research statement is often the primary way that a committee determines if a candidate’s interests and past experience make them a good fit for their program/institution.

What Should It Look Like?

Research statements are generally one to two single-spaced pages. You should be sure to thoroughly read and follow the length and content requirements for each individual application.

Your research statement should situate your work within the larger context of your field and show how your works contributes to, complicates, or counters other work being done. It should be written for an audience of other professionals in your field.

What Should It Include?

Your statement should start by articulating the broader field that you are working within and the larger question or questions that you are interested in answering. It should then move to articulate your specific interest.

The body of your statement should include a brief history of your past research . What questions did you initially set out to answer in your research project? What did you find? How did it contribute to your field? (i.e. did it lead to academic publications, conferences, or collaborations?). How did your past research propel you forward?

It should also address your present research . What questions are you actively trying to solve? What have you found so far? How are you connecting your research to the larger academic conversation? (i.e. do you have any publications under review, upcoming conferences, or other professional engagements?) What are the larger implications of your work?

Finally, it should describe the future trajectory on which you intend to take your research. What further questions do you want to solve? How do you intend to find answers to these questions? How can the institution to which you are applying help you in that process? What are the broader implications of your potential results?

Note: Make sure that the research project that you propose can be completed at the institution to which you are applying.

Other Considerations:

• What is the primary question that you have tried to address over the course of your academic career? Why is this question important to the field? How has each stage of your work related to that question?
• Include a few specific examples that show your success. What tangible solutions have you found to the question that you were trying to answer? How have your solutions impacted the larger field? Examples can include references to published findings, conference presentations, or other professional involvement.
• Be confident about your skills and abilities. The research statement is your opportunity to sell yourself to an institution. Show that you are self-motivated and passionate about your project.

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Home » Research Objectives – Types, Examples and Writing Guide

Research Objectives – Types, Examples and Writing Guide

Table of Contents

Research Objectives

Research objectives refer to the specific goals or aims of a research study. They provide a clear and concise description of what the researcher hopes to achieve by conducting the research . The objectives are typically based on the research questions and hypotheses formulated at the beginning of the study and are used to guide the research process.

Types of Research Objectives

Here are the different types of research objectives in research:

• Exploratory Objectives: These objectives are used to explore a topic, issue, or phenomenon that has not been studied in-depth before. The aim of exploratory research is to gain a better understanding of the subject matter and generate new ideas and hypotheses .
• Descriptive Objectives: These objectives aim to describe the characteristics, features, or attributes of a particular population, group, or phenomenon. Descriptive research answers the “what” questions and provides a snapshot of the subject matter.
• Explanatory Objectives : These objectives aim to explain the relationships between variables or factors. Explanatory research seeks to identify the cause-and-effect relationships between different phenomena.
• Predictive Objectives: These objectives aim to predict future events or outcomes based on existing data or trends. Predictive research uses statistical models to forecast future trends or outcomes.
• Evaluative Objectives : These objectives aim to evaluate the effectiveness or impact of a program, intervention, or policy. Evaluative research seeks to assess the outcomes or results of a particular intervention or program.
• Prescriptive Objectives: These objectives aim to provide recommendations or solutions to a particular problem or issue. Prescriptive research identifies the best course of action based on the results of the study.
• Diagnostic Objectives : These objectives aim to identify the causes or factors contributing to a particular problem or issue. Diagnostic research seeks to uncover the underlying reasons for a particular phenomenon.
• Comparative Objectives: These objectives aim to compare two or more groups, populations, or phenomena to identify similarities and differences. Comparative research is used to determine which group or approach is more effective or has better outcomes.
• Historical Objectives: These objectives aim to examine past events, trends, or phenomena to gain a better understanding of their significance and impact. Historical research uses archival data, documents, and records to study past events.
• Ethnographic Objectives : These objectives aim to understand the culture, beliefs, and practices of a particular group or community. Ethnographic research involves immersive fieldwork and observation to gain an insider’s perspective of the group being studied.
• Action-oriented Objectives: These objectives aim to bring about social or organizational change. Action-oriented research seeks to identify practical solutions to social problems and to promote positive change in society.
• Conceptual Objectives: These objectives aim to develop new theories, models, or frameworks to explain a particular phenomenon or set of phenomena. Conceptual research seeks to provide a deeper understanding of the subject matter by developing new theoretical perspectives.
• Methodological Objectives: These objectives aim to develop and improve research methods and techniques. Methodological research seeks to advance the field of research by improving the validity, reliability, and accuracy of research methods and tools.
• Theoretical Objectives : These objectives aim to test and refine existing theories or to develop new theoretical perspectives. Theoretical research seeks to advance the field of knowledge by testing and refining existing theories or by developing new theoretical frameworks.
• Measurement Objectives : These objectives aim to develop and validate measurement instruments, such as surveys, questionnaires, and tests. Measurement research seeks to improve the quality and reliability of data collection and analysis by developing and testing new measurement tools.
• Design Objectives : These objectives aim to develop and refine research designs, such as experimental, quasi-experimental, and observational designs. Design research seeks to improve the quality and validity of research by developing and testing new research designs.
• Sampling Objectives: These objectives aim to develop and refine sampling techniques, such as probability and non-probability sampling methods. Sampling research seeks to improve the representativeness and generalizability of research findings by developing and testing new sampling techniques.

How to Write Research Objectives

Writing clear and concise research objectives is an important part of any research project, as it helps to guide the study and ensure that it is focused and relevant. Here are some steps to follow when writing research objectives:

• Identify the research problem : Before you can write research objectives, you need to identify the research problem you are trying to address. This should be a clear and specific problem that can be addressed through research.
• Define the research questions : Based on the research problem, define the research questions you want to answer. These questions should be specific and should guide the research process.
• Identify the variables : Identify the key variables that you will be studying in your research. These are the factors that you will be measuring, manipulating, or analyzing to answer your research questions.
• Write specific objectives: Write specific, measurable objectives that will help you answer your research questions. These objectives should be clear and concise and should indicate what you hope to achieve through your research.
• Use the SMART criteria: To ensure that your research objectives are well-defined and achievable, use the SMART criteria. This means that your objectives should be Specific, Measurable, Achievable, Relevant, and Time-bound.
• Revise and refine: Once you have written your research objectives, revise and refine them to ensure that they are clear, concise, and achievable. Make sure that they align with your research questions and variables, and that they will help you answer your research problem.

Example of Research Objectives

Examples of research objectives Could be:

Research Objectives for the topic of “The Impact of Artificial Intelligence on Employment”:

• To investigate the effects of the adoption of AI on employment trends across various industries and occupations.
• To explore the potential for AI to create new job opportunities and transform existing roles in the workforce.
• To examine the social and economic implications of the widespread use of AI for employment, including issues such as income inequality and access to education and training.
• To identify the skills and competencies that will be required for individuals to thrive in an AI-driven workplace, and to explore the role of education and training in developing these skills.
• To evaluate the ethical and legal considerations surrounding the use of AI for employment, including issues such as bias, privacy, and the responsibility of employers and policymakers to protect workers’ rights.

When to Write Research Objectives

• At the beginning of a research project : Research objectives should be identified and written down before starting a research project. This helps to ensure that the project is focused and that data collection and analysis efforts are aligned with the intended purpose of the research.
• When refining research questions: Writing research objectives can help to clarify and refine research questions. Objectives provide a more concrete and specific framework for addressing research questions, which can improve the overall quality and direction of a research project.
• After conducting a literature review : Conducting a literature review can help to identify gaps in knowledge and areas that require further research. Writing research objectives can help to define and focus the research effort in these areas.
• When developing a research proposal: Research objectives are an important component of a research proposal. They help to articulate the purpose and scope of the research, and provide a clear and concise summary of the expected outcomes and contributions of the research.
• When seeking funding for research: Funding agencies often require a detailed description of research objectives as part of a funding proposal. Writing clear and specific research objectives can help to demonstrate the significance and potential impact of a research project, and increase the chances of securing funding.
• When designing a research study : Research objectives guide the design and implementation of a research study. They help to identify the appropriate research methods, sampling strategies, data collection and analysis techniques, and other relevant aspects of the study design.
• When communicating research findings: Research objectives provide a clear and concise summary of the main research questions and outcomes. They are often included in research reports and publications, and can help to ensure that the research findings are communicated effectively and accurately to a wide range of audiences.
• When evaluating research outcomes : Research objectives provide a basis for evaluating the success of a research project. They help to measure the degree to which research questions have been answered and the extent to which research outcomes have been achieved.
• When conducting research in a team : Writing research objectives can facilitate communication and collaboration within a research team. Objectives provide a shared understanding of the research purpose and goals, and can help to ensure that team members are working towards a common objective.

Purpose of Research Objectives

Some of the main purposes of research objectives include:

• To clarify the research question or problem : Research objectives help to define the specific aspects of the research question or problem that the study aims to address. This makes it easier to design a study that is focused and relevant.
• To guide the research design: Research objectives help to determine the research design, including the research methods, data collection techniques, and sampling strategy. This ensures that the study is structured and efficient.
• To measure progress : Research objectives provide a way to measure progress throughout the research process. They help the researcher to evaluate whether they are on track and meeting their goals.
• To communicate the research goals : Research objectives provide a clear and concise description of the research goals. This helps to communicate the purpose of the study to other researchers, stakeholders, and the general public.

Advantages of Research Objectives

Here are some advantages of having well-defined research objectives:

• Focus : Research objectives help to focus the research effort on specific areas of inquiry. By identifying clear research questions, the researcher can narrow down the scope of the study and avoid getting sidetracked by irrelevant information.
• Clarity : Clearly stated research objectives provide a roadmap for the research study. They provide a clear direction for the research, making it easier for the researcher to stay on track and achieve their goals.
• Measurability : Well-defined research objectives provide measurable outcomes that can be used to evaluate the success of the research project. This helps to ensure that the research is effective and that the research goals are achieved.
• Feasibility : Research objectives help to ensure that the research project is feasible. By clearly defining the research goals, the researcher can identify the resources required to achieve those goals and determine whether those resources are available.
• Relevance : Research objectives help to ensure that the research study is relevant and meaningful. By identifying specific research questions, the researcher can ensure that the study addresses important issues and contributes to the existing body of knowledge.

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Research Objectives | Examples & How To Write Them

Introduction

Why are research objectives important, characteristics of research objectives, what is an example of a research objective, types of research objectives, formulating research objectives.

Research objectives are clear, concise statements that outline what a research project aims to achieve. They guide the direction of the study, ensuring that researchers stay focused and organized. Properly formulated objectives help in identifying the scope of the research and the methods to be used. This article will cover the importance of research objectives, their characteristics, examples, types, and how to write them. By understanding these elements, researchers can develop effective research aims that enhance the clarity and purpose of their studies. This straightforward approach will provide practical guidance for both novice and experienced researchers in crafting clear research objectives.

Research objectives are crucial because they provide a clear focus and direction for a study. A well-defined research aim can help researchers stay on track by outlining specific goals that need to be achieved. This clarity ensures that all aspects of the research are aligned with the intended outcomes.

Having well-defined objectives also facilitates effective planning and execution. Researchers can allocate resources more efficiently, select appropriate methodologies , and set realistic timelines. Moreover, clear objectives help in the assessment and evaluation of the research process and its outcomes, making it easier to determine whether the study has been successful.

Research objectives also enhance communication. They allow researchers to clearly convey the purpose and scope of their study to stakeholders, including funding bodies, academic peers, and participants. This transparency builds credibility and trust, which are essential for the integrity of the research process.

Research objectives possess several key characteristics that make them effective and useful for guiding a study. These characteristics ensure that the objectives are clear, achievable, and relevant to the research problem . Here are the essential characteristics to keep in mind when you develop research objectives for a successful research project.

• Specific : Research objectives focus on what the researcher intends to accomplish in a precise and unambiguous manner. Specific objectives break a research study into discrete and manageable tasks.
• Measurable : Objectives should include criteria for measuring progress and success. This characteristic allows researchers to track their progress and determine whether the objectives have been achieved.
• Achievable : Objectives need to be realistic and attainable within the constraints of the research project, including time, resources, and expertise. Setting achievable goals prevents frustration and ensures steady progress.
• Relevant : Objectives must be aligned with the research problem and the overall purpose of the study. They should contribute directly to addressing the study's research question or research hypothesis.
• Time-bound : Objectives should have a clear timeline for completion. This characteristic helps in planning and managing the research process, ensuring that objectives are met within a specified period.
• Clear and concise : Objectives should be articulated in a straightforward manner, avoiding complex language and jargon. Clarity helps in communicating the objectives to others involved in the research process.
• Focused : Each objective should target a specific aspect of the research problem. Having focused objectives prevents the study from becoming too broad and unmanageable.
• Logical : Objectives should follow a logical sequence that reflects the research process. This characteristic ensures that the objectives build on one another and collectively contribute to the overall research aim.
• Feasible : Consider the availability of resources, including data, equipment, and personnel, when formulating objectives. Feasibility ensures that the objectives can be realistically achieved with the available resources.
• Ethical : Objectives should respect ethical standards and guidelines . They should consider the well-being of participants, confidentiality , and integrity of the research process.

By adhering to these characteristics, researchers can develop objectives that are effective in guiding their study. Clear and well-defined objectives not only enhance the research process but also improve the quality and credibility of the research outcomes.

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To illustrate what a well-defined research objective might look like, consider a study focused on improving reading comprehension among elementary school students. The research aims to evaluate the effectiveness of a new instructional strategy designed to enhance students' reading skills. Here is an example of a research objective for this study:

"To assess the impact of the interactive reading program on the reading comprehension scores of third-grade students over a six-month period."

This objective is effective because it meets several key criteria:

• Specific : The objective clearly states what will be assessed (the impact of the interactive reading program) and the target group (third-grade students).
• Measurable : The impact will be measured by changes in reading comprehension scores, providing a clear metric for evaluation.
• Achievable : The objective is realistic and attainable within a six-month period, assuming the necessary resources and support are available.
• Relevant : The objective is directly related to the study's research questions , which is to improve reading comprehension among elementary school students.
• Time-bound : The objective specifies a six-month period for the assessment, ensuring that the study is conducted within a defined timeframe.

By formulating objectives in this manner, researchers can create a clear roadmap for their study from research design to research paper . This example demonstrates how to incorporate the essential characteristics of research objectives into a practical and actionable statement.

Well-defined objectives help in planning the study, selecting an appropriate research methodology , and evaluating the outcomes. They also facilitate effective communication among members of the research team and with stakeholders, ensuring that everyone involved understands the purpose and scope of the research.

Research objectives can be categorized into different types based on their purpose and focus. Understanding these types helps researchers design studies that effectively address their research questions . Here are three common types of research objectives:

Descriptive objectives

Descriptive objectives aim to describe the characteristics or functions of a particular phenomenon or group. These objectives are often used in exploratory studies to gather information and provide a detailed picture of the subject being investigated. For example, a descriptive objective might be, "To describe the dietary habits of teenagers in urban areas." This type of objective helps in understanding the current state or conditions of the research subject.

Exploratory objectives

Exploratory objectives seek to explore new areas of knowledge or investigate relationships between variables. These objectives are often used in the initial stages of research to identify patterns, generate propositions, or uncover insights that can lead to further studies. An example of an exploratory objective is, "To investigate the relationship between social media usage and academic performance among college students." This type of objective is useful for studies that aim to look into new or under-researched areas.

Explanatory objectives

Explanatory objectives aim to explain the causes or reasons behind a particular phenomenon. These objectives often involve verifying a theory or determining relationships among variables. For instance, an explanatory objective could be, "To determine the impact of a structured exercise program on the mental health of elderly individuals." This type of objective is essential for studies that seek to understand the underlying mechanisms or effects of specific interventions or conditions.

Writing research aims is a critical step in the research process . Well-defined objectives provide a roadmap for the study and help ensure that the research stays focused and relevant. Here are some steps to guide the formulation of research objectives:

• Identify the research problem : Start by clearly defining the research problem or question you aim to address. Understanding the core issue helps in developing objectives that are directly related to the research focus.
• Conduct a literature review : Review existing research related to your topic to identify gaps in knowledge and areas that need further investigation. This background information can help in shaping specific and relevant objectives.
• Define the scope : Determine the scope of your study by considering factors such as the population, setting, and time frame. This will help in setting realistic and achievable objectives.
• Use the SMART criteria : Ensure that your objectives are Specific, Measurable, Achievable, Relevant, and Time-bound. This framework helps in creating clear and focused objectives that can guide the research process effectively.
• Break down the main objective : If your research has a broad aim, break it down into smaller, more specific sub-objectives. This makes the research more manageable and allows for a systematic approach to addressing the main research problem.
• Phrase objectives clearly : Write your objectives in clear and concise language, avoiding jargon and complex terms. Each objective should be easy to understand and communicate to others involved in the research.
• Align with research questions : Ensure that each objective aligns with your research question(s). The objectives should directly contribute to answering the key questions posed by your study.
• Seek feedback : Discuss your research objectives with peers, advisors, or experts in the field. Feedback can help refine the objectives and ensure that they are realistic and relevant.

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Writing a Research Statement

What is a research statement.

A research statement is a short document that provides a brief history of your past research experience, the current state of your research, and the future work you intend to complete.

The research statement is a common component of a potential student's application for post-undergraduate study. The research statement is often the primary way for departments and faculty to determine if a student's interests and past experience make them a good fit for their program/institution.

Although many programs ask for ‘personal statements,' these are not really meant to be biographies or life stories. What we, at Tufts Psychology, hope to find out is how well your abilities, interests, experiences and goals would fit within our program.

We encourage you to illustrate how your lived experience demonstrates qualities that are critical to success in pursuing a PhD in our program. Earning a PhD in any program is hard! Thus, as you are relaying your past, present, and future research interests, we are interested in learning how your lived experiences showcase the following:

• Perseverance
• Resilience in the face of difficulty
• Motivation to undertake intensive research training
• Involvement in efforts to promote equity and inclusion in your professional and/or personal life
• Unique perspectives that enrich the research questions you ask, the methods you use, and the communities to whom your research applies

How Do I Even Start Writing One?

Before you begin your statement, read as much as possible about our program so you can tailor your statement and convince the admissions committee that you will be a good fit.

Prepare an outline of the topics you want to cover (e.g., professional objectives and personal background) and list supporting material under each main topic. Write a rough draft in which you transform your outline into prose. Set it aside and read it a week later. If it still sounds good, go to the next stage. If not, rewrite it until it sounds right.

Do not feel bad if you do not have a great deal of experience in psychology to write about; no one who is about to graduate from college does. Do explain your relevant experiences (e.g., internships or research projects), but do not try to turn them into events of cosmic proportion. Be honest, sincere, and objective.

What Information Should It Include?

Your research statement should describe your previous experience, how that experience will facilitate your graduate education in our department, and why you are choosing to pursue graduate education in our department. Your goal should be to demonstrate how well you will fit in our program and in a specific laboratory.

Make sure to link your research interests to the expertise and research programs of faculty here. Identify at least one faculty member with whom you would like to work. Make sure that person is accepting graduate students when you apply. Read some of their papers and describe how you think the research could be extended in one or more novel directions. Again, specificity is a good idea.

Make sure to describe your relevant experience (e.g., honors thesis, research assistantship) in specific detail. If you have worked on a research project, discuss that project in detail. Your research statement should describe what you did on the project and how your role impacted your understanding of the research question.

Describe the concrete skills you have acquired prior to graduate school and the skills you hope to acquire.

Articulate why you want to pursue a graduate degree at our institution and with specific faculty in our department.

Make sure to clearly state your core research interests and explain why you think they are scientifically and/or practically important. Again, be specific.

What Should It Look Like?

Your final statement should be succinct. You should be sure to thoroughly read and follow the length and content requirements for each individual application. Finally, stick to the points requested by each program, and avoid lengthy personal or philosophical discussions.

How Do I Know if It is Ready?

Ask for feedback from at least one professor, preferably in the area you are interested in. Feedback from friends and family may also be useful. Many colleges and universities also have writing centers that are able to provide general feedback.

Of course, read and proofread the document multiple times. It is not always easy to be a thoughtful editor of your own work, so don't be afraid to ask for help.

Lastly, consider signing up to take part in the Application Statement Feedback Program . The program provides constructive feedback and editing support for the research statements of applicants to Psychology PhD programs in the United States.

Handy Tips To Write A Clear Research Objectives With Examples

Introduction.

Research objectives play a crucial role in any research study. They provide a clear direction and purpose for the research, guiding the researcher in their investigation. Understanding research objectives is essential for conducting a successful study and achieving meaningful results.

In this comprehensive review, we will delve into the definition of research objectives, exploring their characteristics, types, and examples. We will also discuss the relationship between research objectives and research questions, as well as provide insights into how to write effective research objectives. Additionally, we will examine the role of research objectives in research methodology and highlight the importance of them in a study. By the end of this review, you will have a comprehensive understanding of research objectives and their significance in the research process.

Definition of Research Objectives: What Are They?

A research objective is defined as a clear and concise statement that outlines the specific goals and aims of a research study. These objectives are designed to be specific, measurable, achievable, relevant, and time-bound (SMART), ensuring they provide a structured pathway to accomplishing the intended outcomes of the project. Each objective serves as a foundational element that summarizes the purpose of your study, guiding the research activities and helping to measure progress toward the study’s goals. Additionally, research objectives are integral components of the research framework , establishing a clear direction that aligns with the overall research questions and hypotheses. This alignment helps to ensure that the study remains focused and relevant, facilitating the systematic collection, analysis, and interpretation of data.

Characteristics of Effective Research Objectives

Characteristics of research objectives include:

• Specific: Research objectives should be clear about the what, why, when, and how of the study.
• Measurable: Research objectives should identify the main variables of the study that can be measured or observed.
• Relevant: Research objectives should be relevant to the research topic and contribute to the overall understanding of the subject.
• Feasible: Research objectives should be achievable within the constraints of time, resources, and expertise available.
• Logical: Research objectives should follow a logical sequence and build upon each other to achieve the overall research goal.
• Observable: Research objectives should be observable or measurable in order to assess the progress and success of the research project.
• Unambiguous: Research objectives should be clear and unambiguous, leaving no room for interpretation or confusion.
• Measurable: Research objectives should be measurable, allowing for the collection of data and analysis of results.

By incorporating these characteristics into research objectives, researchers can ensure that their study is focused, achievable, and contributes to the body of knowledge in their field.

Types of Research Objectives

Research objective can be broadly classified into general and specific objectives. General objectives are broad statements that define the overall purpose of the research. They provide a broad direction for the study and help in setting the context. Specific objectives, on the other hand, are detailed objectives that describe what will be researched during the study. They are more focused and provide specific outcomes that the researcher aims to achieve. Specific objectives are derived from the general objectives and help in breaking down the research into smaller, manageable parts. The specific objectives should be clear, measurable, and achievable. They should be designed in a way that allows the researcher to answer the research questions and address the research problem.

In addition to general and specific objectives, research objective can also be categorized as descriptive or analytical objectives. Descriptive objectives focus on describing the characteristics or phenomena of a particular subject or population. They involve surveys, observations, and data collection to provide a detailed understanding of the subject. Analytical objectives, on the other hand, aim to analyze the relationships between variables or factors. They involve data analysis and interpretation to gain insights and draw conclusions.

Both descriptive and analytical objectives are important in research as they serve different purposes and contribute to a comprehensive understanding of the research topic.

Examples of Research Objectives

Here are some examples of research objectives in different fields:

1. Objective: To identify key characteristics and styles of Renaissance art.

This objective focuses on exploring the characteristics and styles of art during the Renaissance period. The research may involve analyzing various artworks, studying historical documents, and interviewing experts in the field.

2. Objective: To analyze modern art trends and their impact on society.

This objective aims to examine the current trends in modern art and understand how they influence society. The research may involve analyzing artworks, conducting surveys or interviews with artists and art enthusiasts, and studying the social and cultural implications of modern art.

3. Objective: To investigate the effects of exercise on mental health.

This objective focuses on studying the relationship between exercise and mental health. The research may involve conducting experiments or surveys to assess the impact of exercise on factors such as stress, anxiety, and depression.

4. Objective: To explore the factors influencing consumer purchasing decisions in the fashion industry.

This objective aims to understand the various factors that influence consumers’ purchasing decisions in the fashion industry. The research may involve conducting surveys, analyzing consumer behavior data, and studying the impact of marketing strategies on consumer choices.

5. Objective: To examine the effectiveness of a new drug in treating a specific medical condition.

This objective focuses on evaluating the effectiveness of a newly developed drug in treating a particular medical condition. The research may involve conducting clinical trials, analyzing patient data, and comparing the outcomes of the new drug with existing treatment options.

These examples demonstrate the diversity of research objectives across different disciplines. Each objective is specific, measurable, and achievable, providing a clear direction for the research study.

Aligning Research Objectives with Research Questions

Research objectives and research questions are essential components of a research project. Research objective describe what you intend your research project to accomplish. They summarize the approach and purpose of the project and provide a clear direction for the research. Research questions, on the other hand, are the starting point of any good research. They guide the overall direction of the research and help identify and focus on the research gaps .

The main difference between research questions and objectives is their form. Research questions are stated in a question form, while objectives are specific, measurable, and achievable goals that you aim to accomplish within a specified timeframe. Research questions are broad statements that provide a roadmap for the research, while objectives break down the research aim into smaller, actionable steps.

Research objectives and research questions work together to form the ‘golden thread’ of a research project. The research aim specifies what the study will answer, while the objectives and questions specify how the study will answer it. They provide a clear focus and scope for the research project, helping researchers stay on track and ensure that their study is meaningful and relevant.

When writing research objectives and questions, it is important to be clear, concise, and specific. Each objective or question should address a specific aspect of the research and contribute to the overall goal of the study. They should also be measurable, meaning that their achievement can be assessed and evaluated. Additionally, research objectives and questions should be achievable within the given timeframe and resources of the research project. By clearly defining the objectives and questions, researchers can effectively plan and execute their research, leading to valuable insights and contributions to the field.

Guidelines for Writing Clear Research Objectives

Writing research objective is a crucial step in any research project. The objectives provide a clear direction and purpose for the study, guiding the researcher in their data collection and analysis. Here are some tips on how to write effective research objective:

1. Be clear and specific

Research objective should be written in a clear and specific manner. Avoid vague or ambiguous language that can lead to confusion. Clearly state what you intend to achieve through your research.

2. Use action verbs

Start your research objective with action verbs that describe the desired outcome. Action verbs such as ‘investigate’, ‘analyze’, ‘compare’, ‘evaluate’, or ‘identify’ help to convey the purpose of the study.

3. Align with research questions or hypotheses

Ensure that your research objectives are aligned with your research questions or hypotheses. The objectives should address the main goals of your study and provide a framework for answering your research questions or testing your hypotheses.

4. Be realistic and achievable

Set research objectives that are realistic and achievable within the scope of your study. Consider the available resources, time constraints, and feasibility of your objectives. Unrealistic objectives can lead to frustration and hinder the progress of your research.

5. Consider the significance and relevance

Reflect on the significance and relevance of your research objectives. How will achieving these objectives contribute to the existing knowledge or address a gap in the literature? Ensure that your objectives have a clear purpose and value.

6. Seek feedback

It is beneficial to seek feedback on your research objectives from colleagues, mentors, or experts in your field. They can provide valuable insights and suggestions for improving the clarity and effectiveness of your objectives.

7. Revise and refine

Research objectives are not set in stone. As you progress in your research, you may need to revise and refine your objectives to align with new findings or changes in the research context. Regularly review and update your objectives to ensure they remain relevant and focused.

By following these tips, you can write research objectives that are clear, focused, and aligned with your research goals. Well-defined objectives will guide your research process and help you achieve meaningful outcomes.

The Role of Research Objectives in Research Methodology

Research objectives play a crucial role in the research methodology . In research methodology, research objectives are formulated based on the research questions or problem statement. These objectives help in defining the scope and focus of the study, ensuring that the research is conducted in a systematic and organized manner.

The research objectives in research methodology act as a roadmap for the research project. They help in identifying the key variables to be studied, determining the research design and methodology, and selecting the appropriate data collection methods .

Furthermore, research objectives in research methodology assist in evaluating the success of the study. By setting clear objectives, researchers can assess whether the desired outcomes have been achieved and determine the effectiveness of the research methods employed. It is important to note that research objectives in research methodology should be aligned with the overall research aim. They should address the specific aspects or components of the research aim and provide a framework for achieving the desired outcomes.

Understanding The Dynamic of Research Objectives in Your Study

The research objectives of a study play a crucial role in guiding the research process, ensuring that the study is focused, purposeful, and contributes to the advancement of knowledge in the field. It is important to note that the research objectives may evolve or change as the study progresses. As new information is gathered and analyzed, the researcher may need to revise the objectives to ensure that they remain relevant and achievable.

In summary, research objectives are essential components in writing an effective research paper . They provide a roadmap for the research process, guiding the researcher in their investigation and helping to ensure that the study is purposeful and meaningful. By understanding and effectively utilizing research objectives, researchers can enhance the quality and impact of their research endeavors.

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• Aims and Objectives – A Guide for Academic Writing
• Doing a PhD

One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and your reader clarity, with your aims indicating what is to be achieved, and your objectives indicating how it will be achieved.

Introduction

There is no getting away from the importance of the aims and objectives in determining the success of your research project. Unfortunately, however, it is an aspect that many students struggle with, and ultimately end up doing poorly. Given their importance, if you suspect that there is even the smallest possibility that you belong to this group of students, we strongly recommend you read this page in full.

This page describes what research aims and objectives are, how they differ from each other, how to write them correctly, and the common mistakes students make and how to avoid them. An example of a good aim and objectives from a past thesis has also been deconstructed to help your understanding.

What Are Aims and Objectives?

Research aims.

A research aim describes the main goal or the overarching purpose of your research project.

In doing so, it acts as a focal point for your research and provides your readers with clarity as to what your study is all about. Because of this, research aims are almost always located within its own subsection under the introduction section of a research document, regardless of whether it’s a thesis , a dissertation, or a research paper .

A research aim is usually formulated as a broad statement of the main goal of the research and can range in length from a single sentence to a short paragraph. Although the exact format may vary according to preference, they should all describe why your research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and, briefly, how it intends to accomplish it (overview of your objectives).

To give an example, we have extracted the following research aim from a real PhD thesis:

Example of a Research Aim

The role of diametrical cup deformation as a factor to unsatisfactory implant performance has not been widely reported. The aim of this thesis was to gain an understanding of the diametrical deformation behaviour of acetabular cups and shells following impaction into the reamed acetabulum. The influence of a range of factors on deformation was investigated to ascertain if cup and shell deformation may be high enough to potentially contribute to early failure and high wear rates in metal-on-metal implants.

Note: Extracted with permission from thesis titled “T he Impact And Deformation Of Press-Fit Metal Acetabular Components ” produced by Dr H Hothi of previously Queen Mary University of London.

Research Objectives

Where a research aim specifies what your study will answer, research objectives specify how your study will answer it.

They divide your research aim into several smaller parts, each of which represents a key section of your research project. As a result, almost all research objectives take the form of a numbered list, with each item usually receiving its own chapter in a dissertation or thesis.

Following the example of the research aim shared above, here are it’s real research objectives as an example:

Example of a Research Objective

• Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
• Investigate the number, velocity and position of impacts needed to insert a cup.
• Determine the relationship between the size of interference between the cup and cavity and deformation for different cup types.
• Investigate the influence of non-uniform cup support and varying the orientation of the component in the cavity on deformation.
• Examine the influence of errors during reaming of the acetabulum which introduce ovality to the cavity.
• Determine the relationship between changes in the geometry of the component and deformation for different cup designs.
• Develop three dimensional pelvis models with non-uniform bone material properties from a range of patients with varying bone quality.
• Use the key parameters that influence deformation, as identified in the foam models to determine the range of deformations that may occur clinically using the anatomic models and if these deformations are clinically significant.

It’s worth noting that researchers sometimes use research questions instead of research objectives, or in other cases both. From a high-level perspective, research questions and research objectives make the same statements, but just in different formats.

Taking the first three research objectives as an example, they can be restructured into research questions as follows:

Restructuring Research Objectives as Research Questions

• Can finite element models using simplified experimentally validated foam models to represent the acetabulum together with explicit dynamics be used to mimic mallet blows during cup/shell insertion?
• What is the number, velocity and position of impacts needed to insert a cup?
• What is the relationship between the size of interference between the cup and cavity and deformation for different cup types?

Difference Between Aims and Objectives

Hopefully the above explanations make clear the differences between aims and objectives, but to clarify:

• The research aim focus on what the research project is intended to achieve; research objectives focus on how the aim will be achieved.
• Research aims are relatively broad; research objectives are specific.
• Research aims focus on a project’s long-term outcomes; research objectives focus on its immediate, short-term outcomes.
• A research aim can be written in a single sentence or short paragraph; research objectives should be written as a numbered list.

How to Write Aims and Objectives

Before we discuss how to write a clear set of research aims and objectives, we should make it clear that there is no single way they must be written. Each researcher will approach their aims and objectives slightly differently, and often your supervisor will influence the formulation of yours on the basis of their own preferences.

Regardless, there are some basic principles that you should observe for good practice; these principles are described below.

Your aim should be made up of three parts that answer the below questions:

• Why is this research required?
• What is this research about?
• How are you going to do it?

The easiest way to achieve this would be to address each question in its own sentence, although it does not matter whether you combine them or write multiple sentences for each, the key is to address each one.

The first question, why , provides context to your research project, the second question, what , describes the aim of your research, and the last question, how , acts as an introduction to your objectives which will immediately follow.

Scroll through the image set below to see the ‘why, what and how’ associated with our research aim example.

Note: Your research aims need not be limited to one. Some individuals per to define one broad ‘overarching aim’ of a project and then adopt two or three specific research aims for their thesis or dissertation. Remember, however, that in order for your assessors to consider your research project complete, you will need to prove you have fulfilled all of the aims you set out to achieve. Therefore, while having more than one research aim is not necessarily disadvantageous, consider whether a single overarching one will do.

Research Objectives

Each of your research objectives should be SMART :

• Specific – is there any ambiguity in the action you are going to undertake, or is it focused and well-defined?
• Measurable – how will you measure progress and determine when you have achieved the action?
• Achievable – do you have the support, resources and facilities required to carry out the action?
• Relevant – is the action essential to the achievement of your research aim?
• Timebound – can you realistically complete the action in the available time alongside your other research tasks?

In addition to being SMART, your research objectives should start with a verb that helps communicate your intent. Common research verbs include:

Table of Research Verbs to Use in Aims and Objectives

Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.

To bring all this together, let’s compare the first research objective in the previous example with the above guidance:

Checking Research Objective Example Against Recommended Approach

Research Objective:

1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.

Checking Against Recommended Approach:

Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).

Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.

Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.

Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.

Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.

Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.

Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .

Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.

2. Making Your Research Objectives Too Ambitious

Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.

3. Formulating Repetitive Research Objectives

Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.

Fortunately, this oversight can be easily avoided by using SMART objectives.

Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.

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• Defining Research Objectives: How To  Write Them

Almost all industries use research for growth and development. Research objectives are how researchers ensure that their study has direction and makes a significant contribution to growing an industry or niche.

Research objectives provide a clear and concise statement of what the researcher wants to find out. As a researcher, you need to clearly outline and define research objectives to guide the research process and ensure that the study is relevant and generates the impact you want.

In this article, we will explore research objectives and how to leverage them to achieve successful research studies.

What Are Research Objectives?

Research objectives are what you want to achieve through your research study. They guide your research process and help you focus on the most important aspects of your topic.

You can also define the scope of your study and set realistic and attainable study goals with research objectives. For example, with clear research objectives, your study focuses on the specific goals you want to achieve and prevents you from spending time and resources collecting unnecessary data.

However, sticking to research objectives isn’t always easy, especially in broad or unconventional research. This is why most researchers follow the SMART criteria when defining their research objectives.

Understanding SMART Criteria in Research

Think of research objectives as a roadmap to achieving your research goals, with the SMART criteria as your navigator on the map.

SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. These criteria help you ensure that your research objectives are clear, specific, realistic, meaningful, and time-bound.

Here’s a breakdown of the SMART Criteria:

Specific : Your research objectives should be clear: what do you want to achieve, why do you want to achieve it, and how do you plan to achieve it? Avoid vague or broad statements that don’t provide enough direction for your research.

Measurable : Your research objectives should have metrics that help you track your progress and measure your results. Also, ensure the metrics are measurable with data to verify them.

Achievable : Your research objectives should be within your research scope, timeframe, and budget. Also, set goals that are challenging but not impossible.

Relevant: Your research objectives should be in line with the goal and significance of your study. Also, ensure that the objectives address a specific issue or knowledge gap that is interesting and relevant to your industry or niche.

Time-bound : Your research objectives should have a specific deadline or timeframe for completion. This will help you carefully set a schedule for your research activities and milestones and monitor your study progress.

Characteristics of Effective Research Objectives

Clarity : Your objectives should be clear and unambiguous so that anyone who reads them can understand what you intend to do. Avoid vague or general terms that could be taken out of context.

Specificity : Your objectives should be specific and address the research questions that you have formulated. Do not use broad or narrow objectives as they may restrict your field of research or make your research irrelevant.

Measurability : Define your metrics with indicators or metrics that help you determine if you’ve accomplished your goals or not. This will ensure you are tracking the research progress and making interventions when needed.

Also, do use objectives that are subjective or based on personal opinions, as they may be difficult to accurately verify and measure.

Achievability : Your objectives should be realistic and attainable, given the resources and time available for your research project. You should set objectives that match your skills and capabilities, they can be difficult but not so hard that they are realistically unachievable.

For example, setting very difficult make you lose confidence, and abandon your research. Also, setting very simple objectives could demotivate you and prevent you from closing the knowledge gap or making significant contributions to your field with your research.

Relevance : Your objectives should be relevant to your research topic and contribute to the existing knowledge in your field. Avoid objectives that are unrelated or insignificant, as they may waste your time or resources.

Time-bound : Your objectives should be time-bound and specify when you will complete them. Have a realistic and flexible timeframe for achieving your objectives, and track your progress with it. 

Steps to Writing Research Objectives

Identify the research questions.

The first step in writing effective research objectives is to identify the research questions that you are trying to answer. Research questions help you narrow down your topic and identify the gaps or problems that you want to address with your research.

For example, if you are interested in the impact of technology on children’s development, your research questions could be:

• What is the relationship between technology use and academic performance among children?
• Are children who use technology more likely to do better in school than those who do not?
• What is the social and psychological impact of technology use on children?

Brainstorm Objectives

Once you have your research questions, you can brainstorm possible objectives that relate to them. Objectives are more specific than research questions, and they tell you what you want to achieve or learn in your research.

You can use verbs such as analyze, compare, evaluate, explore, investigate, etc. to express your objectives. Also, try to generate as many objectives as possible, without worrying about their quality or feasibility at this stage.

Prioritize Objectives

Once you’ve brainstormed your objectives, you’ll need to prioritize them based on their relevance and feasibility. Relevance is how relevant the objective is to your research topic and how well it fits into your overall research objective.

Feasibility is how realistic and feasible the objective is compared to the time, money, and expertise you have. You can create a matrix or ranking system to organize your objectives and pick the ones that matter the most.

Refine Objectives

The next step is to refine and revise your objectives to ensure clarity and specificity. Start by ensuring that your objectives are consistent and coherent with each other and with your research questions. 

Make Objectives SMART

A useful way to refine your objectives is to make them SMART, which stands for specific, measurable, achievable, relevant, and time-bound. 

• Specific : Objectives should clearly state what you hope to achieve.
• Measurable : They should be able to be quantified or evaluated.
• Achievable : realistic and within the scope of the research study.
• Relevant : They should be directly related to the research questions.
• Time-bound : specific timeframe for research completion.

Review and Finalize Objectives

The final step is to review your objectives for coherence and alignment with your research questions and aim. Ensure your objectives are logically connected and consistent with each other and with the purpose of your study.

You also need to check that your objectives are not too broad or too narrow, too easy or too hard, too many or too few. You can use a checklist or a rubric to evaluate your objectives and make modifications.

Examples of Well-Written Research Objectives

Example 1- Psychology

Research question: What are the effects of social media use on teenagers’ mental health?

Objective : To determine the relationship between the amount of time teenagers in the US spend on social media and their levels of anxiety and depression before and after using social media.

What Makes the Research Objective SMART?

The research objective is specific because it clearly states what the researcher hopes to achieve. It is measurable because it can be quantified by measuring the levels of anxiety and depression in teenagers. 

Also, the objective is achievable because the researcher can collect enough data to answer the research question. It is relevant because it is directly related to the research question. It is time-bound because it has a specific deadline for completion.

Example 2- Marketing

Research question : How can a company increase its brand awareness by 10%?

Objective : To develop a marketing strategy that will increase the company’s sales by 10% within the next quarter.

How Is this Research Objective SMART?

The research states what the researcher hopes to achieve ( Specific ). You can also measure the company’s reach before and after the marketing plan is implemented ( Measurable ).

The research objective is also achievable because you can develop a marketing plan that will increase awareness by 10% within the timeframe. The objective is directly related to the research question ( Relevant ). It is also time-bound because it has a specific deadline for completion.

Research objectives are a well-designed roadmap to completing and achieving your overall research goal. 

However, research goals are only effective if they are well-defined and backed up with the best practices such as the SMART criteria. Properly defining research objectives will help you plan and conduct your research project effectively and efficiently.

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21 Research Objectives Examples (Copy and Paste)

Chris Drew (PhD)

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Research objectives refer to the definitive statements made by researchers at the beginning of a research project detailing exactly what a research project aims to achieve.

These objectives are explicit goals clearly and concisely projected by the researcher to present a clear intention or course of action for his or her qualitative or quantitative study. 

Research objectives are typically nested under one overarching research aim. The objectives are the steps you’ll need to take in order to achieve the aim (see the examples below, for example, which demonstrate an aim followed by 3 objectives, which is what I recommend to my research students).

Research Objectives vs Research Aims

Research aim and research objectives are fundamental constituents of any study, fitting together like two pieces of the same puzzle.

The ‘research aim’ describes the overarching goal or purpose of the study (Kumar, 2019). This is usually a broad, high-level purpose statement, summing up the central question that the research intends to answer.

Example of an Overarching Research Aim:

“The aim of this study is to explore the impact of climate change on crop productivity.” 

Comparatively, ‘research objectives’ are concrete goals that underpin the research aim, providing stepwise actions to achieve the aim.

Objectives break the primary aim into manageable, focused pieces, and are usually characterized as being more specific, measurable, achievable, relevant, and time-bound (SMART).

Examples of Specific Research Objectives:

1. “To examine the effects of rising temperatures on the yield of rice crops during the upcoming growth season.” 2. “To assess changes in rainfall patterns in major agricultural regions over the first decade of the twenty-first century (2000-2010).” 3. “To analyze the impact of changing weather patterns on crop diseases within the same timeframe.”

The distinction between these two terms, though subtle, is significant for successfully conducting a study. The research aim provides the study with direction, while the research objectives set the path to achieving this aim, thereby ensuring the study’s efficiency and effectiveness.

How to Write Research Objectives

I usually recommend to my students that they use the SMART framework to create their research objectives.

SMART is an acronym standing for Specific, Measurable, Achievable, Relevant, and Time-bound. It provides a clear method of defining solid research objectives and helps students know where to start in writing their objectives (Locke & Latham, 2013).

Each element of this acronym adds a distinct dimension to the framework, aiding in the creation of comprehensive, well-delineated objectives.

Here is each step:

• Specific : We need to avoid ambiguity in our objectives. They need to be clear and precise (Doran, 1981). For instance, rather than stating the objective as “to study the effects of social media,” a more focused detail would be “to examine the effects of social media use (Facebook, Instagram, and Twitter) on the academic performance of college students.”
• Measurable: The measurable attribute provides a clear criterion to determine if the objective has been met (Locke & Latham, 2013). A quantifiable element, such as a percentage or a number, adds a measurable quality. For example, “to increase response rate to the annual customer survey by 10%,” makes it easier to ascertain achievement.
• Achievable: The achievable aspect encourages researchers to craft realistic objectives, resembling a self-check mechanism to ensure the objectives align with the scope and resources at disposal (Doran, 1981). For example, “to interview 25 participants selected randomly from a population of 100” is an attainable objective as long as the researcher has access to these participants.
• Relevance : Relevance, the fourth element, compels the researcher to tailor the objectives in alignment with overarching goals of the study (Locke & Latham, 2013). This is extremely important – each objective must help you meet your overall one-sentence ‘aim’ in your study.
• Time-Bound: Lastly, the time-bound element fosters a sense of urgency and prioritization, preventing procrastination and enhancing productivity (Doran, 1981). “To analyze the effect of laptop use in lectures on student engagement over the course of two semesters this year” expresses a clear deadline, thus serving as a motivator for timely completion.

You’re not expected to fit every single element of the SMART framework in one objective, but across your objectives, try to touch on each of the five components.

Research Objectives Examples

1. Field: Psychology

Aim: To explore the impact of sleep deprivation on cognitive performance in college students.

• Objective 1: To compare cognitive test scores of students with less than six hours of sleep and those with 8 or more hours of sleep.
• Objective 2: To investigate the relationship between class grades and reported sleep duration.
• Objective 3: To survey student perceptions and experiences on how sleep deprivation affects their cognitive capabilities.

2. Field: Environmental Science

Aim: To understand the effects of urban green spaces on human well-being in a metropolitan city.

• Objective 1: To assess the physical and mental health benefits of regular exposure to urban green spaces.
• Objective 2: To evaluate the social impacts of urban green spaces on community interactions.
• Objective 3: To examine patterns of use for different types of urban green spaces. 

3. Field: Technology

Aim: To investigate the influence of using social media on productivity in the workplace.

• Objective 1: To measure the amount of time spent on social media during work hours.
• Objective 2: To evaluate the perceived impact of social media use on task completion and work efficiency.
• Objective 3: To explore whether company policies on social media usage correlate with different patterns of productivity.

4. Field: Education

Aim: To examine the effectiveness of online vs traditional face-to-face learning on student engagement and achievement.

• Objective 1: To compare student grades between the groups exposed to online and traditional face-to-face learning.
• Objective 2: To assess student engagement levels in both learning environments.
• Objective 3: To collate student perceptions and preferences regarding both learning methods.

5. Field: Health

Aim: To determine the impact of a Mediterranean diet on cardiac health among adults over 50.

• Objective 1: To assess changes in cardiovascular health metrics after following a Mediterranean diet for six months.
• Objective 2: To compare these health metrics with a similar group who follow their regular diet.
• Objective 3: To document participants’ experiences and adherence to the Mediterranean diet.

6. Field: Environmental Science

Aim: To analyze the impact of urban farming on community sustainability.

• Objective 1: To document the types and quantity of food produced through urban farming initiatives.
• Objective 2: To assess the effect of urban farming on local communities’ access to fresh produce.
• Objective 3: To examine the social dynamics and cooperative relationships in the creating and maintaining of urban farms.

7. Field: Sociology

Aim: To investigate the influence of home offices on work-life balance during remote work.

• Objective 1: To survey remote workers on their perceptions of work-life balance since setting up home offices.
• Objective 2: To conduct an observational study of daily work routines and family interactions in a home office setting.
• Objective 3: To assess the correlation, if any, between physical boundaries of workspaces and mental boundaries for work in the home setting.

8. Field: Economics

Aim: To evaluate the effects of minimum wage increases on small businesses.

• Objective 1: To analyze cost structures, pricing changes, and profitability of small businesses before and after minimum wage increases.
• Objective 2: To survey small business owners on the strategies they employ to navigate minimum wage increases.
• Objective 3: To examine employment trends in small businesses in response to wage increase legislation.

9. Field: Education

Aim: To explore the role of extracurricular activities in promoting soft skills among high school students.

• Objective 1: To assess the variety of soft skills developed through different types of extracurricular activities.
• Objective 2: To compare self-reported soft skills between students who participate in extracurricular activities and those who do not.
• Objective 3: To investigate the teachers’ perspectives on the contribution of extracurricular activities to students’ skill development.

10. Field: Technology

Aim: To assess the impact of virtual reality (VR) technology on the tourism industry.

• Objective 1: To document the types and popularity of VR experiences available in the tourism market.
• Objective 2: To survey tourists on their interest levels and satisfaction rates with VR tourism experiences.
• Objective 3: To determine whether VR tourism experiences correlate with increased interest in real-life travel to the simulated destinations.

11. Field: Biochemistry

Aim: To examine the role of antioxidants in preventing cellular damage.

• Objective 1: To identify the types and quantities of antioxidants in common fruits and vegetables.
• Objective 2: To determine the effects of various antioxidants on free radical neutralization in controlled lab tests.
• Objective 3: To investigate potential beneficial impacts of antioxidant-rich diets on long-term cellular health.

12. Field: Linguistics

Aim: To determine the influence of early exposure to multiple languages on cognitive development in children.

• Objective 1: To assess cognitive development milestones in monolingual and multilingual children.
• Objective 2: To document the number and intensity of language exposures for each group in the study.
• Objective 3: To investigate the specific cognitive advantages, if any, enjoyed by multilingual children.

13. Field: Art History

Aim: To explore the impact of the Renaissance period on modern-day art trends.

• Objective 1: To identify key characteristics and styles of Renaissance art.
• Objective 2: To analyze modern art pieces for the influence of the Renaissance style.
• Objective 3: To survey modern-day artists for their inspirations and the influence of historical art movements on their work.

14. Field: Cybersecurity

Aim: To assess the effectiveness of two-factor authentication (2FA) in preventing unauthorized system access.

• Objective 1: To measure the frequency of unauthorized access attempts before and after the introduction of 2FA.
• Objective 2: To survey users about their experiences and challenges with 2FA implementation.
• Objective 3: To evaluate the efficacy of different types of 2FA (SMS-based, authenticator apps, biometrics, etc.).

15. Field: Cultural Studies

Aim: To analyze the role of music in cultural identity formation among ethnic minorities.

• Objective 1: To document the types and frequency of traditional music practices within selected ethnic minority communities.
• Objective 2: To survey community members on the role of music in their personal and communal identity.
• Objective 3: To explore the resilience and transmission of traditional music practices in contemporary society.

16. Field: Astronomy

Aim: To explore the impact of solar activity on satellite communication.

• Objective 1: To categorize different types of solar activities and their frequencies of occurrence.
• Objective 2: To ascertain how variations in solar activity may influence satellite communication.
• Objective 3: To investigate preventative and damage-control measures currently in place during periods of high solar activity.

17. Field: Literature

Aim: To examine narrative techniques in contemporary graphic novels.

• Objective 1: To identify a range of narrative techniques employed in this genre.
• Objective 2: To analyze the ways in which these narrative techniques engage readers and affect story interpretation.
• Objective 3: To compare narrative techniques in graphic novels to those found in traditional printed novels.

18. Field: Renewable Energy

Aim: To investigate the feasibility of solar energy as a primary renewable resource within urban areas.

• Objective 1: To quantify the average sunlight hours across urban areas in different climatic zones. 
• Objective 2: To calculate the potential solar energy that could be harnessed within these areas.
• Objective 3: To identify barriers or challenges to widespread solar energy implementation in urban settings and potential solutions.

19. Field: Sports Science

Aim: To evaluate the role of pre-game rituals in athlete performance.

• Objective 1: To identify the variety and frequency of pre-game rituals among professional athletes in several sports.
• Objective 2: To measure the impact of pre-game rituals on individual athletes’ performance metrics.
• Objective 3: To examine the psychological mechanisms that might explain the effects (if any) of pre-game ritual on performance.

20. Field: Ecology

Aim: To investigate the effects of urban noise pollution on bird populations.

• Objective 1: To record and quantify urban noise levels in various bird habitats.
• Objective 2: To measure bird population densities in relation to noise levels.
• Objective 3: To determine any changes in bird behavior or vocalization linked to noise levels.

21. Field: Food Science

Aim: To examine the influence of cooking methods on the nutritional value of vegetables.

• Objective 1: To identify the nutrient content of various vegetables both raw and after different cooking processes.
• Objective 2: To compare the effect of various cooking methods on the nutrient retention of these vegetables.
• Objective 3: To propose cooking strategies that optimize nutrient retention.

The Importance of Research Objectives

The importance of research objectives cannot be overstated. In essence, these guideposts articulate what the researcher aims to discover, understand, or examine (Kothari, 2014).

When drafting research objectives, it’s essential to make them simple and comprehensible, specific to the point of being quantifiable where possible, achievable in a practical sense, relevant to the chosen research question, and time-constrained to ensure efficient progress (Kumar, 2019). 

Remember that a good research objective is integral to the success of your project, offering a clear path forward for setting out a research design , and serving as the bedrock of your study plan. Each objective must distinctly address a different dimension of your research question or problem (Kothari, 2014). Always bear in mind that the ultimate purpose of your research objectives is to succinctly encapsulate your aims in the clearest way possible, facilitating a coherent, comprehensive and rational approach to your planned study, and furnishing a scientific roadmap for your journey into the depths of knowledge and research (Kumar, 2019). 

Kothari, C.R (2014). Research Methodology: Methods and Techniques . New Delhi: New Age International.

Kumar, R. (2019). Research Methodology: A Step-by-Step Guide for Beginners .New York: SAGE Publications.

Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management review, 70 (11), 35-36.

Locke, E. A., & Latham, G. P. (2013). New Developments in Goal Setting and Task Performance . New York: Routledge.

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Formulating Research Aims and Objectives

Formulating research aim and objectives in an appropriate manner is one of the most important aspects of your thesis. This is because research aim and objectives determine the scope, depth and the overall direction of the research. Research question is the central question of the study that has to be answered on the basis of research findings.

Research aim emphasizes what needs to be achieved within the scope of the research, by the end of the research process. Achievement of research aim provides answer to the research question.

Research objectives divide research aim into several parts and address each part separately. Research aim specifies WHAT needs to be studied and research objectives comprise a number of steps that address HOW research aim will be achieved.

As a rule of dumb, there would be one research aim and several research objectives. Achievement of each research objective will lead to the achievement of the research aim.

Consider the following as an example:

Research title: Effects of organizational culture on business profitability: a case study of Virgin Atlantic

Research aim: To assess the effects of Virgin Atlantic organizational culture on business profitability

Following research objectives would facilitate the achievement of this aim:

• Analyzing the nature of organizational culture at Virgin Atlantic by September 1, 2022
• Identifying factors impacting Virgin Atlantic organizational culture by September 16, 2022
• Analyzing impacts of Virgin Atlantic organizational culture on employee performances by September 30, 2022
• Providing recommendations to Virgin Atlantic strategic level management in terms of increasing the level of effectiveness of organizational culture by October 5, 2022

Figure below illustrates additional examples in formulating research aims and objectives:

Formulation of research question, aim and objectives

Common mistakes in the formulation of research aim relate to the following:

1. Choosing the topic too broadly . This is the most common mistake. For example, a research title of “an analysis of leadership practices” can be classified as too broad because the title fails to answer the following questions:

a) Which aspects of leadership practices? Leadership has many aspects such as employee motivation, ethical behaviour, strategic planning, change management etc. An attempt to cover all of these aspects of organizational leadership within a single research will result in an unfocused and poor work.

b) An analysis of leadership practices in which country? Leadership practices tend to be different in various countries due to cross-cultural differences, legislations and a range of other region-specific factors. Therefore, a study of leadership practices needs to be country-specific.

c) Analysis of leadership practices in which company or industry? Similar to the point above, analysis of leadership practices needs to take into account industry-specific and/or company-specific differences, and there is no way to conduct a leadership research that relates to all industries and organizations in an equal manner.

Accordingly, as an example “a study into the impacts of ethical behaviour of a leader on the level of employee motivation in US healthcare sector” would be a more appropriate title than simply “An analysis of leadership practices”.

2. Setting an unrealistic aim . Formulation of a research aim that involves in-depth interviews with Apple strategic level management by an undergraduate level student can be specified as a bit over-ambitious. This is because securing an interview with Apple CEO Tim Cook or members of Apple Board of Directors might not be easy. This is an extreme example of course, but you got the idea. Instead, you may aim to interview the manager of your local Apple store and adopt a more feasible strategy to get your dissertation completed.

3. Choosing research methods incompatible with the timeframe available . Conducting interviews with 20 sample group members and collecting primary data through 2 focus groups when only three months left until submission of your dissertation can be very difficult, if not impossible. Accordingly, timeframe available need to be taken into account when formulating research aims and objectives and selecting research methods.

Moreover, research objectives need to be formulated according to SMART principle,

 where the abbreviation stands for specific, measurable, achievable, realistic, and time-bound.

Examples of SMART research objectives

At the conclusion part of your research project you will need to reflect on the level of achievement of research aims and objectives. In case your research aims and objectives are not fully achieved by the end of the study, you will need to discuss the reasons. These may include initial inappropriate formulation of research aims and objectives, effects of other variables that were not considered at the beginning of the research or changes in some circumstances during the research process.

John Dudovskiy

Research Aims and Objectives: The dynamic duo for successful research

Picture yourself on a road trip without a destination in mind — driving aimlessly, not knowing where you’re headed or how to get there. Similarly, your research is navigated by well-defined research aims and objectives. Research aims and objectives are the foundation of any research project. They provide a clear direction and purpose for the study, ensuring that you stay focused and on track throughout the process. They are your trusted navigational tools, leading you to success.

Understanding the relationship between research objectives and aims is crucial to any research project’s success, and we’re here to break it down for you in this article. Here, we’ll explore the importance of research aims and objectives, understand their differences, and delve into the impact they have on the quality of research.

Understanding the Difference between Research Aims and Objectives

In research, aims and objectives are two important components but are often used interchangeably. Though they may sound similar, they are distinct and serve different purposes.

Research Aims:

Research aims are broad statements that describe the overall purpose of your study. They provide a general direction for your study and indicate the intended achievements of your research. Aims are usually written in a general and abstract manner describing the ultimate goal of the research.

Research Objectives:

Research objectives are specific, measurable, and achievable goals that you aim to accomplish within a specified timeframe. They break down the research aims into smaller, more manageable components and provide a clear picture of what you want to achieve and how you plan to achieve it.

In the example, the objectives provide specific targets that must be achieved to reach the aim. Essentially, aims provide the overall direction for the research while objectives provide specific targets that must be achieved to accomplish the aims. Aims provide a broad context for the research, while the objectives provide smaller steps that the researcher must take to accomplish the overall research goals. To illustrate, when planning a road trip, your research aim is the destination you want to reach, and your research objectives are the specific routes you need to take to get there.

Aims and objectives are interconnected. Objectives play a key role in defining the research methodology, providing a roadmap for how you’ll collect and analyze data, while aim is the final destination, which represents the ultimate goal of your research. By setting specific goals, you’ll be able to design a research plan that helps you achieve your objectives and, ultimately, your research aim.

Importance of Well-defined Aims and Objectives

The impact of clear research aims and objectives on the quality of research cannot be understated. But it’s not enough to simply have aims and objectives. Well-defined research aims and objectives are important for several reasons:

• Provides direction: Clear aims and well-defined objectives provide a specific direction for your research study, ensuring that the research stays focused on a specific topic or problem. This helps to prevent the research from becoming too broad or unfocused, and ensures that the study remains relevant and meaningful.
• Guides research design: The research aim and objectives help guide the research design and methodology, ensuring that your study is designed in a way that will answer the research questions and achieve the research objectives.
• Helps with resource allocation: Clear research aims and objectives helps you to allocate resources effectively , including time, financial resources, human resources, and other required materials. With a well-defined aim and objectives, you can identify the resources required to conduct the research, and allocate them in a way that maximizes efficiency and productivity.
• Assists in evaluation: Clearly specified research aims and objectives allow for effective evaluation of your research project’s success. You can assess whether the research has achieved its objectives, and whether the aim has been met. This evaluation process can help to identify areas of the research project that may require further attention or modification.
• Enhances communication: Well-defined research aims and objectives help to enhance communication among the research team, stakeholders, funding agencies, and other interested parties. Clear aims and objectives ensure that everyone involved in your research project understands the purpose and goals of the study. This can help to foster collaboration and ensure that everyone is working towards the same end goal.

How to Formulate Research Aims and Objectives

Formulating effective research aims and objectives involves a systematic process to ensure that they are clear, specific, achievable, and relevant. Start by asking yourself what you want to achieve through your research. What impact do you want your research to have? Once you have a clear understanding of your aims, you can then break them down into specific, achievable objectives. Here are some steps you can follow when developing research aims and objectives:

• Identify the research question : Clearly identify the questions you want to answer through your research. This will help you define the scope of your research. Understanding the characteristics of a good research question will help you generate clearer aims and objectives.
• Conduct literature review : When defining your research aim and objectives, it’s important to conduct a literature review to identify key concepts, theories, and methods related to your research problem or question. Conducting a thorough literature review can help you understand what research has been done in the area and what gaps exist in the literature.
• Identify the research aim: Develop a research aim that summarizes the overarching goal of your research. The research aim should be broad and concise.
• Develop research objectives: Based on your research questions and research aim, develop specific research objectives that outline what you intend to achieve through your research. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART).
• Use action verbs: Use action verbs such as “investigate,” “examine,” “analyze,” and “compare” to describe your research aims and objectives. This makes them more specific and measurable.
• Ensure alignment with research question: Ensure that the research aim and objectives are aligned with the research question. This helps to ensure that the research remains focused and that the objectives are specific enough to answer your research question.
• Refine and revise: Once the research aim and objectives have been developed, refine and revise them as needed. Seek feedback from your colleagues, mentors, or supervisors to ensure that they are clear, concise, and achievable within the given resources and timeframe.
• Communicate: After finalizing the research aim and objectives, they should be communicated to the research team, stakeholders, and other interested parties. This helps to ensure that everyone is working towards the same end goal and understands the purpose of the study.

Common Pitfalls to Avoid While Formulating Aims and Objectives

There are several common mistakes that researchers can make when writing research aims and objectives. These include:

• Being too broad or vague: Aims and objectives that are too general or unclear can lead to confusion and lack of focus. It is important to ensure that the aims and objectives are concise and clear.
• Being too narrow or specific: On the other hand, aims and objectives that are too narrow or specific may limit the scope of the research and make it difficult to draw meaningful conclusions or implications.
• Being too ambitious: While it is important to aim high, being too ambitious with the aims and objectives can lead to unrealistic expectations and can be difficult to achieve within the constraints of the research project.
• Lack of alignment: The aims and objectives should be directly linked to the research questions being investigated. Otherwise, this will lead to a lack of coherence in the research project.
• Lack of feasibility: The aims and objectives should be achievable within the constraints of the research project, including time, budget, and resources. Failing to consider feasibility may cause compromise of the research quality.
• Failing to consider ethical considerations: The aims and objectives should take into account any ethical considerations, such as ensuring the safety and well-being of study participants.
• Failing to involve all stakeholders: It’s important to involve all relevant stakeholders, such as participants, supervisors, and funding agencies, in the development of the aims and objectives to ensure they are appropriate and relevant.

To avoid these common pitfalls, it is important to be specific, clear, relevant, and realistic when writing research aims and objectives. Seek feedback from colleagues or supervisors to ensure that the aims and objectives are aligned with the research problem , questions, and methodology, and are achievable within the constraints of the research project. It’s important to continually refine your aims and objectives as you go. As you progress in your research, it’s not uncommon for research aims and objectives to evolve slightly, but it’s important that they remain consistent with the study conducted and the research topic.

In summary, research aims and objectives are the backbone of any successful research project. They give you the ability to cut through the noise and hone in on what really matters. By setting clear goals and aligning them with your research questions and methodology, you can ensure that your research is relevant, impactful, and of the highest quality. So, before you hit the road on your research journey, make sure you have a clear destination and steps to get there. Let us know in the comments section below the challenges you faced and the strategies you followed while fomulating research aims and objectives! Also, feel free to reach out to us at any stage of your research or publication by using #AskEnago  and tagging @EnagoAcademy on Twitter , Facebook , and Quora . Happy researching!

This particular material has added important but overlooked concepts regarding my experiences in explaining research aims and objectives. Thank you

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The Research Problem & Statement

What they are & how to write them (with examples)

By: Derek Jansen (MBA) | Expert Reviewed By: Eunice Rautenbach (DTech) | March 2023

If you’re new to academic research, you’re bound to encounter the concept of a “ research problem ” or “ problem statement ” fairly early in your learning journey. Having a good research problem is essential, as it provides a foundation for developing high-quality research, from relatively small research papers to a full-length PhD dissertations and theses.

In this post, we’ll unpack what a research problem is and how it’s related to a problem statement . We’ll also share some examples and provide a step-by-step process you can follow to identify and evaluate study-worthy research problems for your own project.

Overview: Research Problem 101

What is a research problem.

• What is a problem statement?

Where do research problems come from?

• How to find a suitable research problem
• Key takeaways

A research problem is, at the simplest level, the core issue that a study will try to solve or (at least) examine. In other words, it’s an explicit declaration about the problem that your dissertation, thesis or research paper will address. More technically, it identifies the research gap that the study will attempt to fill (more on that later).

Let’s look at an example to make the research problem a little more tangible.

To justify a hypothetical study, you might argue that there’s currently a lack of research regarding the challenges experienced by first-generation college students when writing their dissertations [ PROBLEM ] . As a result, these students struggle to successfully complete their dissertations, leading to higher-than-average dropout rates [ CONSEQUENCE ]. Therefore, your study will aim to address this lack of research – i.e., this research problem [ SOLUTION ].

A research problem can be theoretical in nature, focusing on an area of academic research that is lacking in some way. Alternatively, a research problem can be more applied in nature, focused on finding a practical solution to an established problem within an industry or an organisation. In other words, theoretical research problems are motivated by the desire to grow the overall body of knowledge , while applied research problems are motivated by the need to find practical solutions to current real-world problems (such as the one in the example above).

As you can probably see, the research problem acts as the driving force behind any study , as it directly shapes the research aims, objectives and research questions , as well as the research approach. Therefore, it’s really important to develop a very clearly articulated research problem before you even start your research proposal . A vague research problem will lead to unfocused, potentially conflicting research aims, objectives and research questions .

What is a research problem statement?

As the name suggests, a problem statement (within a research context, at least) is an explicit statement that clearly and concisely articulates the specific research problem your study will address. While your research problem can span over multiple paragraphs, your problem statement should be brief , ideally no longer than one paragraph . Importantly, it must clearly state what the problem is (whether theoretical or practical in nature) and how the study will address it.

Here’s an example of a statement of the problem in a research context:

Rural communities across Ghana lack access to clean water, leading to high rates of waterborne illnesses and infant mortality. Despite this, there is little research investigating the effectiveness of community-led water supply projects within the Ghanaian context. Therefore, this study aims to investigate the effectiveness of such projects in improving access to clean water and reducing rates of waterborne illnesses in these communities.

As you can see, this problem statement clearly and concisely identifies the issue that needs to be addressed (i.e., a lack of research regarding the effectiveness of community-led water supply projects) and the research question that the study aims to answer (i.e., are community-led water supply projects effective in reducing waterborne illnesses?), all within one short paragraph.

Need a helping hand?

Wherever there is a lack of well-established and agreed-upon academic literature , there is an opportunity for research problems to arise, since there is a paucity of (credible) knowledge. In other words, research problems are derived from research gaps . These gaps can arise from various sources, including the emergence of new frontiers or new contexts, as well as disagreements within the existing research.

Let’s look at each of these scenarios:

New frontiers – new technologies, discoveries or breakthroughs can open up entirely new frontiers where there is very little existing research, thereby creating fresh research gaps. For example, as generative AI technology became accessible to the general public in 2023, the full implications and knock-on effects of this were (or perhaps, still are) largely unknown and therefore present multiple avenues for researchers to explore.

New contexts – very often, existing research tends to be concentrated on specific contexts and geographies. Therefore, even within well-studied fields, there is often a lack of research within niche contexts. For example, just because a study finds certain results within a western context doesn’t mean that it would necessarily find the same within an eastern context. If there’s reason to believe that results may vary across these geographies, a potential research gap emerges.

Disagreements – within many areas of existing research, there are (quite naturally) conflicting views between researchers, where each side presents strong points that pull in opposing directions. In such cases, it’s still somewhat uncertain as to which viewpoint (if any) is more accurate. As a result, there is room for further research in an attempt to “settle” the debate.

Of course, many other potential scenarios can give rise to research gaps, and consequently, research problems, but these common ones are a useful starting point. If you’re interested in research gaps, you can learn more here .

How to find a research problem

Given that research problems flow from research gaps , finding a strong research problem for your research project means that you’ll need to first identify a clear research gap. Below, we’ll present a four-step process to help you find and evaluate potential research problems.

If you’ve read our other articles about finding a research topic , you’ll find the process below very familiar as the research problem is the foundation of any study . In other words, finding a research problem is much the same as finding a research topic.

Step 1 – Identify your area of interest

Naturally, the starting point is to first identify a general area of interest . Chances are you already have something in mind, but if not, have a look at past dissertations and theses within your institution to get some inspiration. These present a goldmine of information as they’ll not only give you ideas for your own research, but they’ll also help you see exactly what the norms and expectations are for these types of projects.

At this stage, you don’t need to get super specific. The objective is simply to identify a couple of potential research areas that interest you. For example, if you’re undertaking research as part of a business degree, you may be interested in social media marketing strategies for small businesses, leadership strategies for multinational companies, etc.

Depending on the type of project you’re undertaking, there may also be restrictions or requirements regarding what topic areas you’re allowed to investigate, what type of methodology you can utilise, etc. So, be sure to first familiarise yourself with your institution’s specific requirements and keep these front of mind as you explore potential research ideas.

Step 2 – Review the literature and develop a shortlist

Once you’ve decided on an area that interests you, it’s time to sink your teeth into the literature . In other words, you’ll need to familiarise yourself with the existing research regarding your interest area. Google Scholar is a good starting point for this, as you can simply enter a few keywords and quickly get a feel for what’s out there. Keep an eye out for recent literature reviews and systematic review-type journal articles, as these will provide a good overview of the current state of research.

At this stage, you don’t need to read every journal article from start to finish . A good strategy is to pay attention to the abstract, intro and conclusion , as together these provide a snapshot of the key takeaways. As you work your way through the literature, keep an eye out for what’s missing – in other words, what questions does the current research not answer adequately (or at all)? Importantly, pay attention to the section titled “ further research is needed ”, typically found towards the very end of each journal article. This section will specifically outline potential research gaps that you can explore, based on the current state of knowledge (provided the article you’re looking at is recent).

Take the time to engage with the literature and develop a big-picture understanding of the current state of knowledge. Reviewing the literature takes time and is an iterative process , but it’s an essential part of the research process, so don’t cut corners at this stage.

As you work through the review process, take note of any potential research gaps that are of interest to you. From there, develop a shortlist of potential research gaps (and resultant research problems) – ideally 3 – 5 options that interest you.

Step 3 – Evaluate your potential options

Once you’ve developed your shortlist, you’ll need to evaluate your options to identify a winner. There are many potential evaluation criteria that you can use, but we’ll outline three common ones here: value, practicality and personal appeal.

Value – a good research problem needs to create value when successfully addressed. Ask yourself:

• Who will this study benefit (e.g., practitioners, researchers, academia)?
• How will it benefit them specifically?
• How much will it benefit them?

Practicality – a good research problem needs to be manageable in light of your resources. Ask yourself:

• What data will I need access to?
• What knowledge and skills will I need to undertake the analysis?
• What equipment or software will I need to process and/or analyse the data?
• How much time will I need?
• What costs might I incur?

Personal appeal – a research project is a commitment, so the research problem that you choose needs to be genuinely attractive and interesting to you. Ask yourself:

• How appealing is the prospect of solving this research problem (on a scale of 1 – 10)?
• Why, specifically, is it attractive (or unattractive) to me?
• Does the research align with my longer-term goals (e.g., career goals, educational path, etc)?

Depending on how many potential options you have, you may want to consider creating a spreadsheet where you numerically rate each of the options in terms of these criteria. Remember to also include any criteria specified by your institution . From there, tally up the numbers and pick a winner.

Step 4 – Craft your problem statement

Once you’ve selected your research problem, the final step is to craft a problem statement. Remember, your problem statement needs to be a concise outline of what the core issue is and how your study will address it. Aim to fit this within one paragraph – don’t waffle on. Have a look at the problem statement example we mentioned earlier if you need some inspiration.

Key Takeaways

We’ve covered a lot of ground. Let’s do a quick recap of the key takeaways:

• A research problem is an explanation of the issue that your study will try to solve. This explanation needs to highlight the problem , the consequence and the solution or response.
• A problem statement is a clear and concise summary of the research problem , typically contained within one paragraph.
• Research problems emerge from research gaps , which themselves can emerge from multiple potential sources, including new frontiers, new contexts or disagreements within the existing literature.
• To find a research problem, you need to first identify your area of interest , then review the literature and develop a shortlist, after which you’ll evaluate your options, select a winner and craft a problem statement .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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Research statement, what is a research statement.

The research statement (or statement of research interests) is a common component of academic job applications. It is a summary of your research accomplishments, current work, and future direction and potential of your work.

The statement can discuss specific issues such as:

• funding history and potential
• requirements for laboratory equipment and space and other resources
• potential research and industrial collaborations
• how your research contributes to your field
• future direction of your research

The research statement should be technical, but should be intelligible to all members of the department, including those outside your subdiscipline. So keep the “big picture” in mind. The strongest research statements present a readable, compelling, and realistic research agenda that fits well with the needs, facilities, and goals of the department.

Research statements can be weakened by:

• overly ambitious proposals
• lack of clear direction
• lack of big-picture focus
• inadequate attention to the needs and facilities of the department or position

Why a Research Statement?

• It conveys to search committees the pieces of your professional identity and charts the course of your scholarly journey.
• It communicates a sense that your research will follow logically from what you have done and that it will be different, important, and innovative.
• It gives a context for your research interests—Why does your research matter? The so what?
• It combines your achievements and current work with the proposal for upcoming research.
• areas of specialty and expertise
• potential to get funding
• academic strengths and abilities
• compatibility with the department or school
• ability to think and communicate like a serious scholar and/or scientist

Formatting of Research Statements

The goal of the research statement is to introduce yourself to a search committee, which will probably contain scientists both in and outside your field, and get them excited about your research. To encourage people to read it:

• make it one or two pages, three at most
• use informative section headings and subheadings
• use bullets
• use an easily readable font size
• make the margins a reasonable size

Organization of Research Statements

Think of the overarching theme guiding your main research subject area. Write an essay that lays out:

• The main theme(s) and why it is important and what specific skills you use to attack the problem.
• A few specific examples of problems you have already solved with success to build credibility and inform people outside your field about what you do.
• A discussion of the future direction of your research. This section should be really exciting to people both in and outside your field. Don’t sell yourself short; if you think your research could lead to answers for big important questions, say so!
• A final paragraph that gives a good overall impression of your research.

Writing Research Statements

• Avoid jargon. Make sure that you describe your research in language that many people outside your specific subject area can understand. Ask people both in and outside your field to read it before you send your application. A search committee won’t get excited about something they can’t understand.
• Write as clearly, concisely, and concretely as you can.
• Keep it at a summary level; give more detail in the job talk.
• Ask others to proofread it. Be sure there are no spelling errors.
• Convince the search committee not only that you are knowledgeable, but that you are the right person to carry out the research.
• Include information that sets you apart (e.g., publication in  Science, Nature,  or a prestigious journal in your field).
• What excites you about your research? Sound fresh.
• Include preliminary results and how to build on results.
• Point out how current faculty may become future partners.
• Acknowledge the work of others.
• Use language that shows you are an independent researcher.
• BUT focus on your research work, not yourself.
• Include potential funding partners and industrial collaborations. Be creative!
• Provide a summary of your research.
• Put in background material to give the context/relevance/significance of your research.
• List major findings, outcomes, and implications.
• Describe both current and planned (future) research.
• Communicate a sense that your research will follow logically from what you have done and that it will be unique, significant, and innovative (and easy to fund).

Describe Your Future Goals or Research Plans

• Major problem(s) you want to focus on in your research.
• The problem’s relevance and significance to the field.
• Your specific goals for the next three to five years, including potential impact and outcomes.
• If you know what a particular agency funds, you can name the agency and briefly outline a proposal.
• Give broad enough goals so that if one area doesn’t get funded, you can pursue other research goals and funding.

Identify Potential Funding Sources

• Almost every institution wants to know whether you’ll be able to get external funding for research.
• Try to provide some possible sources of funding for the research, such as NIH, NSF, foundations, private agencies.
• Mention past funding, if appropriate.

Be Realistic

There is a delicate balance between a realistic research statement where you promise to work on problems you really think you can solve and over-reaching or dabbling in too many subject areas. Select an over-arching theme for your research statement and leave miscellaneous ideas or projects out. Everyone knows that you will work on more than what you mention in this statement.

Consider Also Preparing a Longer Version

• A longer version (five–15 pages) can be brought to your interview. (Check with your advisor to see if this is necessary.)
• You may be asked to describe research plans and budget in detail at the campus interview. Be prepared.
• Include laboratory needs (how much budget you need for equipment, how many grad assistants, etc.) to start up the research.

Samples of Research Statements

To find sample research statements with content specific to your discipline, search on the internet for your discipline + “Research Statement.”

• University of Pennsylvania Sample Research Statement
• Advice on writing a Research Statement (Plan) from the journal  Science

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• v.53(4); 2010 Aug

Research questions, hypotheses and objectives

Patricia farrugia.

* Michael G. DeGroote School of Medicine, the

Bradley A. Petrisor

† Division of Orthopaedic Surgery and the

Forough Farrokhyar

‡ Departments of Surgery and

§ Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ont

Mohit Bhandari

There is an increasing familiarity with the principles of evidence-based medicine in the surgical community. As surgeons become more aware of the hierarchy of evidence, grades of recommendations and the principles of critical appraisal, they develop an increasing familiarity with research design. Surgeons and clinicians are looking more and more to the literature and clinical trials to guide their practice; as such, it is becoming a responsibility of the clinical research community to attempt to answer questions that are not only well thought out but also clinically relevant. The development of the research question, including a supportive hypothesis and objectives, is a necessary key step in producing clinically relevant results to be used in evidence-based practice. A well-defined and specific research question is more likely to help guide us in making decisions about study design and population and subsequently what data will be collected and analyzed. 1

Objectives of this article

In this article, we discuss important considerations in the development of a research question and hypothesis and in defining objectives for research. By the end of this article, the reader will be able to appreciate the significance of constructing a good research question and developing hypotheses and research objectives for the successful design of a research study. The following article is divided into 3 sections: research question, research hypothesis and research objectives.

Research question

Interest in a particular topic usually begins the research process, but it is the familiarity with the subject that helps define an appropriate research question for a study. 1 Questions then arise out of a perceived knowledge deficit within a subject area or field of study. 2 Indeed, Haynes suggests that it is important to know “where the boundary between current knowledge and ignorance lies.” 1 The challenge in developing an appropriate research question is in determining which clinical uncertainties could or should be studied and also rationalizing the need for their investigation.

Increasing one’s knowledge about the subject of interest can be accomplished in many ways. Appropriate methods include systematically searching the literature, in-depth interviews and focus groups with patients (and proxies) and interviews with experts in the field. In addition, awareness of current trends and technological advances can assist with the development of research questions. 2 It is imperative to understand what has been studied about a topic to date in order to further the knowledge that has been previously gathered on a topic. Indeed, some granting institutions (e.g., Canadian Institute for Health Research) encourage applicants to conduct a systematic review of the available evidence if a recent review does not already exist and preferably a pilot or feasibility study before applying for a grant for a full trial.

In-depth knowledge about a subject may generate a number of questions. It then becomes necessary to ask whether these questions can be answered through one study or if more than one study needed. 1 Additional research questions can be developed, but several basic principles should be taken into consideration. 1 All questions, primary and secondary, should be developed at the beginning and planning stages of a study. Any additional questions should never compromise the primary question because it is the primary research question that forms the basis of the hypothesis and study objectives. It must be kept in mind that within the scope of one study, the presence of a number of research questions will affect and potentially increase the complexity of both the study design and subsequent statistical analyses, not to mention the actual feasibility of answering every question. 1 A sensible strategy is to establish a single primary research question around which to focus the study plan. 3 In a study, the primary research question should be clearly stated at the end of the introduction of the grant proposal, and it usually specifies the population to be studied, the intervention to be implemented and other circumstantial factors. 4

Hulley and colleagues 2 have suggested the use of the FINER criteria in the development of a good research question ( Box 1 ). The FINER criteria highlight useful points that may increase the chances of developing a successful research project. A good research question should specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field (and of course be compliant with the standards of ethical boards and national research standards).

FINER criteria for a good research question

Adapted with permission from Wolters Kluwer Health. 2

Whereas the FINER criteria outline the important aspects of the question in general, a useful format to use in the development of a specific research question is the PICO format — consider the population (P) of interest, the intervention (I) being studied, the comparison (C) group (or to what is the intervention being compared) and the outcome of interest (O). 3 , 5 , 6 Often timing (T) is added to PICO ( Box 2 ) — that is, “Over what time frame will the study take place?” 1 The PICOT approach helps generate a question that aids in constructing the framework of the study and subsequently in protocol development by alluding to the inclusion and exclusion criteria and identifying the groups of patients to be included. Knowing the specific population of interest, intervention (and comparator) and outcome of interest may also help the researcher identify an appropriate outcome measurement tool. 7 The more defined the population of interest, and thus the more stringent the inclusion and exclusion criteria, the greater the effect on the interpretation and subsequent applicability and generalizability of the research findings. 1 , 2 A restricted study population (and exclusion criteria) may limit bias and increase the internal validity of the study; however, this approach will limit external validity of the study and, thus, the generalizability of the findings to the practical clinical setting. Conversely, a broadly defined study population and inclusion criteria may be representative of practical clinical practice but may increase bias and reduce the internal validity of the study.

PICOT criteria 1

A poorly devised research question may affect the choice of study design, potentially lead to futile situations and, thus, hamper the chance of determining anything of clinical significance, which will then affect the potential for publication. Without devoting appropriate resources to developing the research question, the quality of the study and subsequent results may be compromised. During the initial stages of any research study, it is therefore imperative to formulate a research question that is both clinically relevant and answerable.

Research hypothesis

The primary research question should be driven by the hypothesis rather than the data. 1 , 2 That is, the research question and hypothesis should be developed before the start of the study. This sounds intuitive; however, if we take, for example, a database of information, it is potentially possible to perform multiple statistical comparisons of groups within the database to find a statistically significant association. This could then lead one to work backward from the data and develop the “question.” This is counterintuitive to the process because the question is asked specifically to then find the answer, thus collecting data along the way (i.e., in a prospective manner). Multiple statistical testing of associations from data previously collected could potentially lead to spuriously positive findings of association through chance alone. 2 Therefore, a good hypothesis must be based on a good research question at the start of a trial and, indeed, drive data collection for the study.

The research or clinical hypothesis is developed from the research question and then the main elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance. 3 For example, in a research study comparing computer-assisted acetabular component insertion versus freehand acetabular component placement in patients in need of total hip arthroplasty, the experimental group would be computer-assisted insertion and the control/conventional group would be free-hand placement. The investigative team would first state a research hypothesis. This could be expressed as a single outcome (e.g., computer-assisted acetabular component placement leads to improved functional outcome) or potentially as a complex/composite outcome; that is, more than one outcome (e.g., computer-assisted acetabular component placement leads to both improved radiographic cup placement and improved functional outcome).

However, when formally testing statistical significance, the hypothesis should be stated as a “null” hypothesis. 2 The purpose of hypothesis testing is to make an inference about the population of interest on the basis of a random sample taken from that population. The null hypothesis for the preceding research hypothesis then would be that there is no difference in mean functional outcome between the computer-assisted insertion and free-hand placement techniques. After forming the null hypothesis, the researchers would form an alternate hypothesis stating the nature of the difference, if it should appear. The alternate hypothesis would be that there is a difference in mean functional outcome between these techniques. At the end of the study, the null hypothesis is then tested statistically. If the findings of the study are not statistically significant (i.e., there is no difference in functional outcome between the groups in a statistical sense), we cannot reject the null hypothesis, whereas if the findings were significant, we can reject the null hypothesis and accept the alternate hypothesis (i.e., there is a difference in mean functional outcome between the study groups), errors in testing notwithstanding. In other words, hypothesis testing confirms or refutes the statement that the observed findings did not occur by chance alone but rather occurred because there was a true difference in outcomes between these surgical procedures. The concept of statistical hypothesis testing is complex, and the details are beyond the scope of this article.

Another important concept inherent in hypothesis testing is whether the hypotheses will be 1-sided or 2-sided. A 2-sided hypothesis states that there is a difference between the experimental group and the control group, but it does not specify in advance the expected direction of the difference. For example, we asked whether there is there an improvement in outcomes with computer-assisted surgery or whether the outcomes worse with computer-assisted surgery. We presented a 2-sided test in the above example because we did not specify the direction of the difference. A 1-sided hypothesis states a specific direction (e.g., there is an improvement in outcomes with computer-assisted surgery). A 2-sided hypothesis should be used unless there is a good justification for using a 1-sided hypothesis. As Bland and Atlman 8 stated, “One-sided hypothesis testing should never be used as a device to make a conventionally nonsignificant difference significant.”

The research hypothesis should be stated at the beginning of the study to guide the objectives for research. Whereas the investigators may state the hypothesis as being 1-sided (there is an improvement with treatment), the study and investigators must adhere to the concept of clinical equipoise. According to this principle, a clinical (or surgical) trial is ethical only if the expert community is uncertain about the relative therapeutic merits of the experimental and control groups being evaluated. 9 It means there must exist an honest and professional disagreement among expert clinicians about the preferred treatment. 9

Designing a research hypothesis is supported by a good research question and will influence the type of research design for the study. Acting on the principles of appropriate hypothesis development, the study can then confidently proceed to the development of the research objective.

Research objective

The primary objective should be coupled with the hypothesis of the study. Study objectives define the specific aims of the study and should be clearly stated in the introduction of the research protocol. 7 From our previous example and using the investigative hypothesis that there is a difference in functional outcomes between computer-assisted acetabular component placement and free-hand placement, the primary objective can be stated as follows: this study will compare the functional outcomes of computer-assisted acetabular component insertion versus free-hand placement in patients undergoing total hip arthroplasty. Note that the study objective is an active statement about how the study is going to answer the specific research question. Objectives can (and often do) state exactly which outcome measures are going to be used within their statements. They are important because they not only help guide the development of the protocol and design of study but also play a role in sample size calculations and determining the power of the study. 7 These concepts will be discussed in other articles in this series.

From the surgeon’s point of view, it is important for the study objectives to be focused on outcomes that are important to patients and clinically relevant. For example, the most methodologically sound randomized controlled trial comparing 2 techniques of distal radial fixation would have little or no clinical impact if the primary objective was to determine the effect of treatment A as compared to treatment B on intraoperative fluoroscopy time. However, if the objective was to determine the effect of treatment A as compared to treatment B on patient functional outcome at 1 year, this would have a much more significant impact on clinical decision-making. Second, more meaningful surgeon–patient discussions could ensue, incorporating patient values and preferences with the results from this study. 6 , 7 It is the precise objective and what the investigator is trying to measure that is of clinical relevance in the practical setting.

The following is an example from the literature about the relation between the research question, hypothesis and study objectives:

Study: Warden SJ, Metcalf BR, Kiss ZS, et al. Low-intensity pulsed ultrasound for chronic patellar tendinopathy: a randomized, double-blind, placebo-controlled trial. Rheumatology 2008;47:467–71.

Research question: How does low-intensity pulsed ultrasound (LIPUS) compare with a placebo device in managing the symptoms of skeletally mature patients with patellar tendinopathy?

Research hypothesis: Pain levels are reduced in patients who receive daily active-LIPUS (treatment) for 12 weeks compared with individuals who receive inactive-LIPUS (placebo).

Objective: To investigate the clinical efficacy of LIPUS in the management of patellar tendinopathy symptoms.

The development of the research question is the most important aspect of a research project. A research project can fail if the objectives and hypothesis are poorly focused and underdeveloped. Useful tips for surgical researchers are provided in Box 3 . Designing and developing an appropriate and relevant research question, hypothesis and objectives can be a difficult task. The critical appraisal of the research question used in a study is vital to the application of the findings to clinical practice. Focusing resources, time and dedication to these 3 very important tasks will help to guide a successful research project, influence interpretation of the results and affect future publication efforts.

Tips for developing research questions, hypotheses and objectives for research studies

• Perform a systematic literature review (if one has not been done) to increase knowledge and familiarity with the topic and to assist with research development.
• Learn about current trends and technological advances on the topic.
• Seek careful input from experts, mentors, colleagues and collaborators to refine your research question as this will aid in developing the research question and guide the research study.
• Use the FINER criteria in the development of the research question.
• Ensure that the research question follows PICOT format.
• Develop a research hypothesis from the research question.
• Develop clear and well-defined primary and secondary (if needed) objectives.
• Ensure that the research question and objectives are answerable, feasible and clinically relevant.

FINER = feasible, interesting, novel, ethical, relevant; PICOT = population (patients), intervention (for intervention studies only), comparison group, outcome of interest, time.

Competing interests: No funding was received in preparation of this paper. Dr. Bhandari was funded, in part, by a Canada Research Chair, McMaster University.

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Mindfulness improves psychological health and supports health behaviour cognitions: Evidence from a pragmatic RCT of a digital mindfulness-based intervention

Corresponding Author

Masha Remskar

• [email protected]
• orcid.org/0000-0001-5327-8821

Bath Centre for Mindfulness and Community, Department of Psychology, University of Bath, Bath, UK

Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, UK

Correspondence

Masha Remskar, Department for Health, University of Bath, Claverton Down, Bath BA2 7AY, UK.

Email: [email protected]

Contribution: Conceptualization, Methodology, Software, Formal analysis, Data curation, Writing - original draft, Writing - review & editing, Funding acquisition

Max J. Western

Contribution: Conceptualization, Methodology, Writing - review & editing, Supervision, Funding acquisition

Ben Ainsworth

School of Psychology, Faculty of Environmental and Life Sciences, University of Southampton, Southampton, UK

Contribution: Conceptualization, Methodology, Supervision, Funding acquisition, Writing - review & editing

Mindfulness-based interventions can improve psychological health; yet the mechanisms of change are underexplored. This pre-registered remote RCT evaluated a freely accessible digital mindfulness programme aiming to improve well-being, mental health and sleep quality. Health behaviour cognitions were explored as possible mediators.

Participants from 91 countries ( N  = 1247, M age  = 27.03 [9.04]) were randomized to 30 days of mindfulness practice or attention-matched control condition. Measures of well-being, depression, anxiety, stress, sleep quality, barriers self-efficacy, self-regulation and behavioural predictors (e.g., attitudes and behavioural intentions) were taken at baseline, 1-month (post-intervention) and 2-months (follow-up). Linear regression examined intervention effects between and within groups. Longitudinal mediation analyses explored indirect effects through health behaviour cognitions.

Three hundred participants completed post-intervention measures. Those receiving mindfulness training reported significantly better well-being ( M difference  = 2.34, 95%CIs .45–4.24, p  = .016), lower depression ( M difference  = −1.47, 95%CIs −2.38 to −.56, p  = .002) and anxiety symptoms ( M difference  = −.77, 95%CIs −1.51 to −.02, p  = .045) than controls. Improvements in well-being and depression were maintained at follow-up. Intervention effects on primary outcomes were mediated by attitudes towards health maintenance and behavioural intentions. Mediating effects of attitudes remained when controlling for prior scores in models of depression and well-being.

Conclusions

Digital, self-administered mindfulness practice for 30 days meaningfully improved psychological health, at least partially due to improved attitudes towards health behaviours and stronger behavioural intentions. This trial found that digital mindfulness is a promising and scalable well-being tool for the general population, and highlighted its role in supporting health behaviours.

Statement of contribution

What is already known on this subject.

• Mindfulness-based interventions (MBIs) can be effective in improving well-being and mental health in both clinical and general populations. However, the mechanisms through this occurs are underexplored. One of the ways in which MBIs could improve well-being is by supporting health-related behaviour. MBIs have been used to support adherence to health behaviour change interventions (e.g., those targeting diet or physical activity). This could be because mindfulness training can affect self-regulatory capabilities, which are crucial for adaptive behaviours and behaviour change.

What does this study add?

• Self-administered digital mindfulness training can improve well-being, depression and anxiety.
• Mindfulness training can adaptively alter motivation and attitudes towards health maintenance.
• Improved psychological health is at least partially due to changes in above mechanistic variables.

INTRODUCTION

Mindfulness-based interventions (MBIs), which facilitate structured practice of non-judgementally paying attention to the present moment (Shapero et al.,  2018 ), have benefits to well-being and quality of life. They are commonly used to improve psychological symptoms and prevent relapse in clinical populations (Hofmann et al.,  2010 ; McCartney et al.,  2021 ), or advised as complementary treatment in managing long-term conditions (Bohlmeijer et al.,  2010 ; Piet et al.,  2012 ; Walker et al.,  2010 ). MBIs can also act as preventative tools for improving psychological well-being, reducing stress and improving sleep quality in the general population (Chiesa & Serretti,  2009 ; Lomas et al.,  2019 ; Rusch et al.,  2018 ).

The increasing use of digital technology to support health care has enabled the translation of evidence-based MBI principles into more accessible, wide-reaching and inclusive digital tools. Empirical evidence suggests that digital MBIs can deliver benefits to attention regulation and psychological health comparable to interventions delivered in-person, such as 8-week mindfulness-based stress reduction (MBSR) programmes (Mrazek et al.,  2019 ). Digital MBIs have been found to reduce stress with a moderate effect size in a meta-analysis by Jayawardene et al. ( 2017 ), alleviate symptoms of depression and anxiety with similar potency (Boettcher et al.,  2014 ; Querstret et al.,  2018 ) and improve sleep—itself strongly associated with mental health outcomes (Jiang et al.,  2021 ; Scott et al.,  2021 ). The availability of digital mindfulness is increasing too: A recent review identified over 600 commercial app-based MBIs in European mobile app stores (Schultchen et al.,  2021 ), some of which explicitly referenced standardized mindfulness and behaviour change techniques. While this increased reach is welcome and necessary in modern public health strategies (World Health Organization,  2021 ), care must be taken to ensure that benefits are not limited to individuals with increased resources (e.g., financial, health literacy and time) and ensure that benefits are accessible to those most in need of psychological support (Hunt & Eisenberg,  2010 ; Williams et al.,  2016 ).

Understanding specific mechanisms through which MBIs support psychological health not only advances theoretical understanding, but guides the development and optimization of future interventions to make them maximally engaging and effective. Putative therapeutic mechanisms include supporting health-related behaviours, such as regular physical activity, a healthy diet and good sleep hygiene. Evidence shows that people with high dispositional mindfulness are more aware of the importance of positive health behaviours (Dutton,  2008 ), compared to those less mindful, and a meta-analysis of over 30,000 participants found those higher in trait mindfulness reported engaging in more health behaviours than their less mindful counterparts (Sala et al.,  2020 ). In turn, evidence shows that both engagement in health behaviours and being more dispositionally mindful are associated with better psychological health (e.g., Singh et al.'s,  2023 ) meta-review evidencing the positive effects of physical activity on mental health; Tomlinson et al.,  2018 , respectively. In two recent RCTs in primary care populations, individuals who received in-person mindfulness training demonstrated improved engagement in health-related behaviours (Gawande et al.,  2019 ; Nymberg et al.,  2021 ; see Remskar et al.,  2023 , for a review). These effects are yet to be explored in digital MBIs.

Mindfulness training may support health behaviours by affecting key psychological processes and cognitions required for engagement. Self-efficacy, one's perceived capacity to engage in a behaviour or reach a goal (Bandura,  1986 ), and self-regulation (i.e., ‘the ability to adaptively regulate one's attention, emotions, cognition, and behaviour’; Schuman-Olivier et al.,  2020 , p. 372), both predict behaviour (change) according to established theoretical models (e.g., Ajzen's,  1991 ; Theory of Planned Behaviour; Michie et al.,  2011 ; Ryan & Deci,  2000 ). Cross-sectional evidence finds that higher trait mindfulness is associated with greater self-efficacy (Neace et al.,  2022 ), better coping with obstacles or pain (Liu et al.,  2013 ; Luberto et al.,  2014 ) and more skilful self-regulation (Kadziolka et al.,  2016 ). Hence, mindfulness training through MBIs may develop self-regulatory abilities, including non-judgement, acting with awareness (Black et al.,  2012 ), emotion recognition and behavioural regulation (Luberto et al.,  2014 ), positive reappraisal (Hanley & Garland,  2014 ) and intrinsic motivation (Ruffault et al.,  2016 ). Developing self-regulatory skills and cognitions in this way facilitates the recognition of existing thought patterns and can prompt adaptive reappraisal of own states and attributions for them (e.g., beliefs about controllability of illness; Leventhal et al.,  2002 ). This crucially shapes what behaviours are performed in response, and the health-related outcomes that follow (see Hagger & Orbell,  2022 , for an extended theoretical framework).

This research aimed to use a randomized controlled trial design to build on cross-sectional evidence between mindfulness, psychological health and health behaviour cognitions. It examined how digital mindfulness training affects psychological well-being, depression, anxiety, stress and sleep quality, and whether these changes are mediated by changes in health behaviour-related self-efficacy, self-regulation and behavioural predictors from the Theory of Planned Behaviour. Figure  1 presents the theoretical process model the study proposes to test.

Objectives and hypotheses

Investigate the effects of self-administered, freely available digital mindfulness training through the Medito platform for 30 days on psychological health (i.e., well-being, symptoms of depression, anxiety and stress and perceived sleep quality).

We hypothesized that participants randomized to the intervention condition will report greater improvements in all psychological health outcomes relative to control condition.

Examine the effects of this training on health behaviour-related self-efficacy, self-regulation and predictor components from the Theory of Planned Behaviour (i.e., attitudes, social norms, perceived behavioural control and behavioural intentions).

We hypothesized that participants randomized to the intervention condition will report greater improvement in all health behaviour cognitions relative to control condition.

Explore whether any changes in psychological health (from aim 1) are mediated by changes in health behaviour cognitions (from aim 2).

These analyses were exploratory but based on theoretical frameworks, we hypothesized that any cognition with significant changes during the intervention period (T1–T2) will at least partially mediate the effects of intervention condition on psychological health outcomes at T3.

This was a prospective randomized controlled trial (RCT) with a 2 (Condition; mindfulness or active control; between-subjects) × 3 (Time; within-subjects; T1, T2, T3) mixed factorial design. This study was pre-registered with the Open Science Framework ( https://osf.io/8gncp/ ) and approved by the University of Bath Psychology Research Ethics Committee (PREC #22–015).

Participants

Adults aged 18 years or above who had not previously used digital mindfulness platform Medito (Medito Foundation,  2022 ) were eligible to participate. We aimed for a minimum required sample size of 274 participants to detect differences between conditions at post-intervention (Time 2) at 80% power, .05 significance level and expected effect size f  = .17 (based on prior mindfulness intervention research; Ainsworth et al.,  2022 ). Given the entirely remote format of the RCT we expected low retention (~30%; Torous et al.,  2020 ), so our recruitment target was 1000 participants at baseline.

Recruitment was open between April and June 2022. Participants were recruited from adverts placed via social media and during the sign-up process of the Medito app. Users completed an eligibility questionnaire, informed consent form, demographics and baseline (Time 1) measures before automatic randomization (1:1) via online survey software (Qualtrics,  2022 ). Participant app usage was linked with survey responses through anonymized codes. Weekly reminder emails (Mailchimp,  2022 ) aimed to support engagement in both conditions during the active phase of the study (on days 8, 15, 22 and 29) as well as intervention instructions and personalized survey links at post-intervention (Day 31; T2) and follow-up (Day 61; T3). Participants who completed all three survey time points were eligible for a prize draw for 100 USD. The whole workflow (including random sequence generation, allocation to condition and sending personalized links to T2 and T3 surveys) was automated and required no researcher involvement, which preserved allocation concealment and protected against researcher-induced risk of bias.

Retention and adherence

A total of 1268 eligible participants provided informed consent and were randomized after completing baseline questionnaires. Fifteen participants (1.1%; 2 intervention, 13 control) withdrew during the course of the study (Figure  2 ). In the baseline sample of 1253, six responses had invalid data, leaving the final N  = 1247 (618 intervention, 629 control). A further 86 (6.9%; 46 intervention, 40 control) did not formally withdraw but unsubscribed from automated emails, so could not access personalized T2 and T3 survey links. A subset of 300 participants provided data at our primary end point post-intervention, exceeding our power calculation (24.1% retention rate at T2; 155 intervention, 145 control) and 202 responded to follow-up measures (16.2% retention rate at T3; 99 intervention, 103 control). A full CONSORT flow diagram is presented in Figure  2 .

Intervention

Mindfulness condition.

The mindfulness intervention consisted of individual mindfulness meditation practice guided by audio files accessed in the Medito mobile application, which is a free commercially available app for iOS and Android devices ( https://meditofoundation.org/ ). After randomization, participants were asked to practice 10 min daily for 30 consecutive days and complete Medito's ‘30-Day Challenge’, a 30-session course aimed at people with little or no prior mindfulness skills. Each 10-min session consisted of initial relaxation, intention-setting, a body scan, focused attention using breath as an anchor (majority of the session) and brief reflection on own practice to conclude. Data  S1 describe the platform in more detail, including the template for intervention description and replication (TIDieR; Hoffmann et al.,  2014 ).

Attention-matched control condition

The control intervention consisted of daily audiobook excerpts from Alice's Adventures in Wonderland and Through the Looking Glass by Lewis Carroll ( 1893 , 1909 ). Participants were instructed to ‘listen to daily 10-minute audio sessions’, which they accessed through a section the Medito app specifically added for this trial. It included the two audiobook recordings in the public domain ( https://librivox.org/alices-adventures-in-wonderland-by-lewis-carroll/ and https://librivox.org/through-the-looking-glass-by-lewis-carroll/ ) cut into 10-min consecutive sections. Audiobook recordings have been previously used and validated as an attention-matched control condition to guided relaxation interventions (Polaski et al.,  2021 ; Zeidan et al.,  2015 ). In our trial, the control condition was designed to match the process of accessing daily sessions, time spent listening and the act of following along an audio recording for 10 min per day—without providing the hypothesized active ingredient of mindfulness training.

Outcome measures

Primary outcomes: psychological health and sleep quality.

Psychological well-being was measured with the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS; Tennant et al.,  2007 ), a 14-item questionnaire with a higher total implying better psychological well-being (range 0–70, all α > .89).

Symptoms of depression, anxiety and stress were measured with the Depression, Anxiety and Stress short-form questionnaire (DASS-21; Lovibond & Lovibond,  1995 ); rating its 21 statements gives subscale scores of 0–21 for depression, anxiety and stress, where higher scores indicate more severe symptoms (all α > .91).

Sleep quality was measured with a single item (‘How would you rate the quality of your sleep over the past week?’). Participants responded on a slider scale from 0 (‘Worst possible sleep’) to 10 (‘Best possible sleep’).

Secondary outcomes: Health behaviour cognitions

Participants were instructed to spend a minute reflecting on the behaviours they engage in to keep themselves physical and mentally healthy and asked to keep those behaviours in mind during the following three questionnaires.

Motivation for engaging in health behaviours was measured with the Treatment Self-Regulation Questionnaire (TSRQ; Pelletier et al.,  1997 ; all α > .81), a 16-item instrument on which nine controlled subscale items and seven autonomous subscale items give average controlled and autonomous self-regulation scores, 0–7 each. To measure a balance of the two types of regulation (i.e., the Relative Autonomy Index or RAI), the average controlled score is subtracted from average autonomous score.

Health behaviour self-efficacy was measured with the Barriers Self-Efficacy Scale (BARSE; McAuley & Courneya,  1992 ; all α > .84). It lists 13 commonly reported obstacles to health behaviour and higher average scores indicate greater self-efficacy (range: 0–7).

Behavioural predictors from the Theory of Planned Behaviour (TPB; Ajzen,  1991 ) were measured with a 12-item TPB questionnaire (TPBQ; Fishbein & Ajzen,  2010 ; all α > .76) on attitudes, social norms, perceived behavioural control and behavioural intentions for looking after one's health (three items each on a scale 0–7). Higher average scores indicate more positive attitudes, greater perceived social expectations, behavioural control or behavioural intentions.

Data analysis

All analyses were performed in SPSS v27 (IBM Corp,  2020 ) according to the pre-registered analysis plan ( https://osf.io/8gncp/ ) and followed modified intention-to-treat (ITT) principles, where participants were included in the analysis irrespective of their levels of adherence and engagement to their allocated intervention (McCoy,  2017 ).

Between-group differences in primary and secondary outcomes at T2 and T3 were assessed with univariate analyses of covariance (ANCOVAs) controlling for baseline scores, following best practice guidelines for this research design (see Twisk et al.,  2018 for a discussion on analysing longitudinal RCT designs). Linear mixed models were conducted as a sensitivity analysis (data not shown—see Data  S1 for model parameters, results and side-by-side comparison of findings). Since data in the full dataset were not missing completely at random (Little's MCAR test p  = .001), data were not imputed for these analyses.

Longitudinal mediation models were run using the PROCESS macro for SPSS (Hayes,  2022 ), using a subset of data with T2 responders-only ( N  = 300). In this dataset, missing data displayed no discernible pattern (Little's MCAR test p  = .166), so we imputed missing data using the expectation-maximization algorithm. We entered condition as the categorical predictor, post-intervention scores for health behaviour cognitions as mediators and follow-up psychological health scores as outcomes, with separate models for each combination of mediator and outcome meeting mediation model criteria (Fritz & MacKinnon,  2007 ). Repeated analyses controlled for baseline (and post-intervention) mediator and outcome scores, respectively, in so-called ‘lagged’ models. Bootstrapping with 5000 samples was used to verify 95% CIs, where indirect effect CIs not containing zero were considered significant.

Participant characteristics

Baseline demographic information and variable scores are presented in Table  1 . Participants came from 91 different countries across all continents, with a majority having no (27%) or limited (36%) meditation experience and only 3% reporting abundant experience. Average baseline psychological well-being and sleep quality were moderate, and symptoms of depression, anxiety and stress were all in the normal-to-mild range (Lovibond & Lovibond,  1993 ).

• Note : WEMWBS—Warwick-Edinburgh Mental Well-Being Scale (range: 0–70, where higher scores indicate better well-being). DASS-21—Depression, Anxiety and Stress Scales short form (range: 0–21 for each subscale, where higher scores indicate more severe symptoms). TSRQ—Treatment Self-Regulation Questionnaire (range: 0–7 for either subscale, where higher scores indicate greater presence of the type of motivation; RAI range-7-7, where positive scores indicate a more autonomous balance of motivation and negative more controlled balance of motivation). BARSE—Barriers Self Efficacy Scale (range: 0–7, where higher scores indicate greater self-efficacy). TPBQ—Theory of Planned Behaviour Questionnaire (range: 0–7 for each subscale, where higher score indicate stronger behavioural predictors). Values may not add up to 100% due to rounding.

Responders to T2 surveys, whose data we used in the mediation analyses, had similar demographic profile and baseline scores. In comparison to drop-outs (i.e., participants who only provided data at T1), participants who also responded at T2 were more likely to be older [ M age  = 28.6 vs. 26.5 years; t (414.88)  = −2.81, p  = .005] and have more meditation experience ( M exp  = 2.60 vs. 2.19 on a 1–4 scale; t (461.03)  = −5.41, p  < .001). Allocation to condition, other demographic characteristics and baseline scores did not differ significantly between dropouts and T2 responders (all t  < 1.78, p  > .05).

Primary outcomes: Well-being, mental health and sleep

Primary outcome scores for all time points are reported in Table  2 , along with between-group comparisons of estimated marginal means (i.e., T2 or T3 values corrected for baseline scores).

• Note : Between-group differences are reported as estimated marginal mean difference scores (corrected for baseline values of each measure). Missing data were not imputed and data presented here represent a modified intention-to-treat analysis, where participants are analysed as randomized if they provided data at T2 and T3.
• * Indicates a between-group difference where p  < .05.
• ** Indicates a between-group difference where p  < .01.

At post-intervention, between-group comparisons correcting for baseline scores showed that intervention group had significantly better psychological well-being ( M difference  = 2.34, 95% CIs [.45, 4.24], p  = .016), lower symptoms of depression ( M difference  = −1.47, 95% CIs [−2.38, −.56], p  = .002) and anxiety ( M difference  = −.77, 95% CIs [−1.51, −.02], p  = .045), relative to control. Stress and sleep quality scores did not differ between conditions.

At follow-up, the intervention group maintained better psychological well-being ( M difference  = 3.06, 95% CIs [.25, 5.87], p  = .033) and lower depression symptoms ( M difference  = −1.86, 95% CIs [−3.17, −.54], p  = .006), as well as reported better quality of sleep (M difference  = .68, 95% CIs [.17, 1.19], p  = .010), compared to control. Anxiety and stress levels did not differ between conditions.

At post-intervention, the intervention group had significantly more positive attitudes towards health maintenance ( M difference  = .33, 95% CIs [.08, .57], p  = .010), greater perceived behavioural control ( M difference  = .21, 95% CIs [.01, .42], p  = .045) and firmer behavioural intentions to look after their health ( M difference  = .26, 95% CIs [.03, .50], p  = .029). Social norms were also different between groups, with intervention condition reporting lesser perceived social expectations to maintain health, relative to control ( M difference  = −.59, 95% CIs [−.95, −.22], p  = .002). Conditions had comparable levels of autonomous SR, controlled SR, RAI and barrier self-efficacy.

At follow-up, intervention participants reported more autonomous SR ( M difference  = .33, 95% CIs [.02, .64], p  = .038), and maintained more positive attitudes towards health maintenance ( M difference  = .37, 95% CIs [.04, .71], p  = .027). Differences in behavioural intentions to look after one's health were no longer statistically significant ( M difference  = .21, 95% CIs [−.12, .54], p  = .219), and there were also no differences in controlled SR, RAI, barriers self-efficacy, social norms or perceived behavioural control.

Sensitivity analyses for effects of intervention on both primary and secondary outcomes detected largely congruent trends—namely, improvements in psychological health and signals of change in cognitions for the intervention condition over control (data not shown—see Data  S1 for model parameters, results and side-by-side comparison of findings).

Exploratory longitudinal mediation analyses: Does mindfulness affect psychological health through health behaviour cognitions?

We conducted mediation analyses for all combinations of significant mediators at T2 (attitudes, social norms, PBC and behavioural intentions) and significant outcomes at T3 (well-being, depression and sleep quality). Given the exploratory nature of these analyses, we describe the findings to generate future hypotheses and not as conclusive findings.

Attitudes towards health behaviours and behavioural intentions to engage in them partially mediated the effect of condition (intervention vs. control) on all significant primary outcomes in simple models. Mediation was not detected through social norms nor perceived behavioural control. The mediating effect of attitudes was maintained when previous scores (‘lags’) were added into the models, whereas behavioural intentions did not maintain mediating indirect effects on in lagged models. All mediation models and additional details, including standard errors and exact p -values, are given in Data  S1 .

This pragmatic randomized controlled trial found that the digital, widely accessible mindfulness intervention Medito resulted in substantial improvements in psychological well-being, depression, anxiety and, over the longer term, sleep quality. Effects on well-being and depression were maintained at 2-month follow-up. We further observed an increase in theory-based health behaviour cognitions—namely more positive attitudes, greater perceived behavioural control and stronger behavioural intentions to look after one's health, relative to active control. At follow-up, the intervention condition also reported greater autonomous self-regulation. Crucially, these cognitions mediated the effects on well-being and mental health: attitudes and behavioural intentions at post-intervention partially mediated the effects in simple mediation models, and for attitudes, the mediating effects were maintained even after controlling for prior scores of mediators and outcomes. Our findings indicate that potential benefits of mindfulness meditation for psychological health (i) can be achieved through accessible digital tools, and (ii) may be driven by improved attitudes towards own health and behavioural intentions to maintain it.

The findings largely align with theories of mindfulness in behaviour change, which posit that the principles and practice of mindfulness facilitate behaviour change through improved self-regulation (i.e., umbrella term for a collection of processes comprising emotional and cognitive appraisal, attentional control and self-related cognitions; Schuman-Olivier et al.,  2020 ). Indeed, this work detected more autonomous self-regulation—in the narrower sense of internal versus external motivation—in the mindfulness group at follow-up, although we did not test this in our mediation models. This finding may be the first signal of a gradual shift in motivation to look after one's health, which is a key component of successful behaviour change interventions in the health domain (see Ntoumanis et al.,  2020 , for a review). Future longitudinal work is needed to confirm whether MBIs indeed produce favourable shifts in motivation, or whether our finding was a type I error. These conclusions also concur with more general models of self-regulation in illness and threat perception (Hagger & Orbell,  2022 ), which further explain the pathway from causal attributions and cognitive appraisal to behavioural responses. Moreover, our results add initial causal evidence to existing cross-sectional data showing that people with higher levels of mindfulness engage in more health-promoting behaviours (Sala et al.,  2020 )—at least via proxy measure of theoretical predictors—and report better health outcomes (Tomlinson et al.,  2018 ).

Our data suggest that levels of barriers self-efficacy for looking after one's health were not changed by the intervention. While self-efficacy mediates behaviour change theoretically (Bandura,  1986 ) and in some empirical work (Prestwich et al.,  2014 ; Schwarzer & Renner,  2000 ), its effects are often modest and overridden by practical constraints to enacting behaviour (e.g., access to facilities; Griffiths et al.,  2007 ). Given that the scale used in this research focused in part on those practical barriers (e.g., ‘I believe that I could look after my health if my schedule conflicted with it’), which the mindfulness training intervention was unlikely to change, the results are understandable.

Having identified (some of) the mechanisms through which mindfulness training may improve psychological well-being and health, these constructs can be better targeted in future health behaviour change interventions or measured as mechanisms of action in future trials. Practical ways of implementation include optimization of mindfulness content so it deliberately targets the mechanisms, or raising users' awareness of them, which could provide additional motivation for engagement or appeal to groups beyond those currently engaging with MBIs. The current trial only focused on general health behaviour-related constructs (e.g., health behaviour self-regulation), whereas it is likely that behaviour-specific constructs can also be supported through this mechanism (Gawande et al.,  2019 ; Ruffault et al.,  2016 ). For example, mindfulness interventions aiming to support physical activity behaviour could target (and measure) physical activity-related self-regulation to untangle the mechanisms of mindfulness further. Notably, we did not measure health behaviour engagement. Instead, we focused on health behaviour cognitions that precede them. The intention-behaviour gap is well documented in health behaviour literature (Feil et al.,  2023 ) and suggests that the mediating relationships may not be the same if behaviour itself were measured. Our work serves as a stepping stone towards research utilizing objective measures of specific health behaviours (e.g., number of daily steps).

This remote RCT evaluation of a ‘real-world’, commercially available intervention provides insight into the uptake and use patterns of digital health tools across a global population. Access to objective app use data revealed that participants' engagement levels and fidelity varied a lot (data not shown—see Data  S1 ). This concurs with digital health behaviour change theories, which emphasize flexible design and usage patterns suited to individuals as most effective in the long term (Ainsworth et al.,  2017 ). It also underscores the need for facilitating engagement with interventions aiming to provide well-being support. Emphasizing effective use would maximize the impact of tools designed for wide reach and accessibility, while maintaining effectiveness (Groot et al.,  2022 ).

Our choice of an active control group increases confidence in the source of identified benefits to well-being and attitudes (i.e., mindfulness meditation training) and may even have masked some intervention effects. Trials with passive control groups tend to report more favourable findings towards intervention conditions, often due to placebo effects of participating in a trial (LaFave et al.,  2019 ). Our control participants likely expected to practice and benefit from mindfulness meditation due to the nature of recruitment and accessing control content via the same mindfulness app as intervention condition, which could have induced some of the benefits they reported across time. Still, attention-matched controls are the gold standard in behavioural interventions (Aycock et al.,  2018 ), with added complexity in the field of relaxation techniques (Ainsworth et al.,  2019 ). Identifying appropriate active control interventions in MBI research is particularly challenging because of varied putative mechanisms of action (and corresponding control conditions; MacCoon et al.,  2012 ). Our choice of audiobook excerpts aimed to control for time, attention and format of the intervention, as has been done previously (e.g., Polaski et al.,  2021 ). Nevertheless, the specific audiobook we chose may have led to different participant experiences based on cultural relevance or interest, given our geographically diverse sample. Future research should explore cultural differences in response to active control conditions for MBIs and the precise mechanisms for which they control.

We observed a high attrition rate, which is reflective of real-world engagement on an as-needed basis (Huberty et al.,  2019 ). It is also comparable to other entirely remote digital trials (Torous et al.,  2020 ), and particularly characteristic of longitudinal programme-evaluation studies, where each participant is not guaranteed compensation by contributing (Cohen & Schleider,  2022 ). Low retention can introduce an unknown amount of bias into our data, such as ‘survivor bias’, where participants observing change are motivated to stay engaged, whereas those not benefitting are lost to follow-up (e.g., Hughes et al.,  2022 ). In such datasets, results likely represent maximal rather than average effects, and should not be overstated (Fish et al.,  2016 ). We attempted to guard against effects of attrition by sending weekly reminder emails to participants and pre-registering modified ITT analyses comparing scores at each time point separately via ANCOVAs, which avoided within-group comparisons of incomparable datasets across time. We were reassured to see that, while attrition between baseline and post-intervention was non-random, it was not dependent on condition allocation or baseline symptoms. Sensitivity analyses delivering comparable results of improved psychological health and initial changes in health behaviour cognitions provide further reassurance for our results despite incomplete data. Future digital trials could target retention even more explicitly, by exploring alternative remuneration options (Abshire et al.,  2017 ), and using person-based co-participatory approaches (Yardley et al.,  2015 ) that aim to optimize engagement in digital interventions. Despite attrition, the remote nature of our trial procedures proved efficient, facilitating recruitment of a large international sample in a relatively short time span of 2 months. This efficient method is likely to be cost-effective and environmentally conscious, while limiting the possibility for researcher bias or protocol deviation—a notable benefit in the sphere of behavioural interventions, where participant and researcher blinding is challenging (Ainsworth et al.,  2019 ; Juul et al.,  2020 ).

Our sample was more diverse (59.8% non-white) and had more male representation (61.7% male) than is the norm in mindfulness literature, where samples are predominantly white and female (Waldron et al.,  2018 ). This was possibly due to recruitment via platforms with a larger male user base (such as YouTube; Statista,  2023 ) in addition to traditional digital recruitment. Our findings can inform future attempts to recruit, engage and support male and non-white participants in mental health research (NIHR,  2022 ). We did not collect data on socioeconomic indicators; however, our sample was likely still well educated and affluent. Finding ways to gather more representation of non-WEIRD (Western, educated, individualist, rich, democratic; Henrich et al.,  2010 ) populations is an avenue for future work. In addition, we studied a self-administered digital intervention, which could have precluded participation of groups with lower health literacy or those with no internet access (Proulx et al.,  2018 ; Rad et al.,  2018 ). This format may also have not been sufficiently intensive or engaging for some users (Fish et al.,  2016 ), as suggested by our high attrition. The sample was self-selected, had low levels of mental health symptoms at baseline and most participants downloaded the mobile application before entering the trial. This indicates that, while participants mostly had little experience with mindfulness meditation, they had an interest in it. Pre-existing interest may have strengthened the intervention effects and made them more likely to engage with the content—a possibility further reinforced by higher dropout rates among participants with less mindfulness experience. Yet, this recruitment and dropout pattern reflects the processes that occur in the real world when using scalable interventions in the general population, where mental health symptoms are generally below a clinical threshold (Sinclair et al.,  2012 ). Any observed benefits to this type of sample may not replicate in clinical populations, although other work suggests that MBIs are a valuable approach for a range of clinical conditions (Jovanovic & Garfin,  2024 ; Sverre et al.,  2023 ). Overall, studying broadly relevant and scalable digital tools is crucial to public health improvement strategies in increasingly digitalized prevention and treatment provision (HM Government,  2021 ; World Health Organization,  2021 ). Cost-effective digital platforms promote equitable access to health information and support, helping to narrow the digital health divide (Makri,  2019 ; Western,  2022 ; Western et al.,  2021 ).

Finally, our study of a self-delivered MBI adds to the substantial literature base on the effectiveness of mindfulness-based approaches for improvements in mental health (Hofmann et al.,  2010 ). While valuable, research suggests that MBIs and other third-wave therapies are not universally appropriate (e.g., MBIs have been associated with transient anxiety; Aizik-Reebs et al.,  2021 ) nor effective (as was found recently in a large-scale trial of UK adolescents; Montero-Marin et al.,  2022 ). Therefore, interventions such as the one tested here should be seen as one of the possible tools available to the general population at scale, rather than a universal approach recommended without consideration of the needs of each individual group.

The present pragmatic RCT of an accessible digital mindfulness-based intervention observed improvements in psychological well-being and mental health in a large, diverse, international sample. These changes may be mediated by health cognitions that precede engagement in health behaviour, including attitudes, behavioural intentions and gradual shifts in self-regulation. This work advances current understanding of mechanisms of action in mindfulness-based interventions, enabling future work to target more specific health behaviours and measure effects on tangible behaviours.

AUTHOR CONTRIBUTIONS

Masha Remskar: Conceptualization; methodology; software; formal analysis; data curation; writing – original draft; writing – review and editing; funding acquisition. Max J. Western: Conceptualization; methodology; writing – review and editing; supervision; funding acquisition. Ben Ainsworth: Conceptualization; methodology; supervision; funding acquisition; writing – review and editing.

ACKNOWLEDGEMENTS

The authors thank the Medito Foundation team for providing access to their platform, Dr Olivia Maynard and Prof Paul Chadwick for supervision and Dr Emma Cliffe and Miss Emma Osborne for analysis advice.

FUNDING INFORMATION

This work was supported by the Economic and Social Research Council (grant number 2381338). For the purpose of open access, the author has applied a Creative Commons Attribution (CC-BY) licence to any author-accepted manuscript version arising.

CONFLICT OF INTEREST STATEMENT

MR served as (non-compensated) Medito Foundation's Research Officer at the time of the trial and is a (non-compensated) member of Medito Foundation's Scientific Advisory Board. BA is a (non-compensated) member of Medito Foundation's Scientific Advisory Board. Medito Foundation had no input into design, access to data beyond anonymous app metrics, analysis or interpretation of, nor the decision to submit for publication, although were asked to provide information for the manuscript. MJW has no conflicts of interest.

ETHICS STATEMENT

University of Bath's Psychology Research Ethics Committee approved this study (#22–015). The authors assert that all procedures contributing to this work comply with the ethical standards of the relevant national and institutional committees on human experimentation and with the Helsinki Declaration of 1975, as revised in 2008.

Open Research

Data availability statement.

The data that support the findings of this study are openly available in the Open Science Framework at https://osf.io/8gncp/?view_only=d673391cb4134c76a8bbe3ad821f01d1 .

Supporting Information

Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.

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South Africa’s competition law has special conditions for company mergers: do they benefit society or hinder business?

Senior Lecturer in Economics, North-West University

Professor of Economics, North-West University

School of Economic Sciences, North-West University

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The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

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Competition is a good thing. This is the common thread through global competition law, which aims to prevent monopolies – when one firm dominates a sector.

For instance, if the two most prominent companies in an industry want to merge, a country’s competition authority would likely block the merger. This would be on the grounds that the new entity would reduce competition. Such dominance wouldn’t be good for consumers, as competition usually drives down prices and is good for product quality.

South Africa’s competition law follows the same principles. But it has another unique set of conditions too. South African law says that public interest should also be considered in company mergers or acquisitions. Mergers must consider the impact on employment, small and medium businesses, and ownership by historically disadvantaged persons (those who were discriminated against before 1994).

South Africa is not the only country whose competition policy includes public interest conditions. But it’s the only one which specifically includes this in the aims of the law: the Competition Act of 1998 . The public interest conditions have been part of merger reviews for the last two decades.

They are a way of dealing with South Africa’s socio-economic challenges: high levels of poverty , unemployment and inequality .

But the implementation of public interest objectives has had its critics. Business leaders and politicians, among others, have voiced concerns that the use of these conditions in merger transactions will deter investment in South Africa.

In one of the first published studies on the topic in South Africa, we analysed the application of public interest conditions in merger decisions since 2010.

Our research investigated the frequency of the competition authorities – the Competition Commission and the Competition Tribunal – applying these conditions in 221 merger cases between 2010 and 2019. This aspect of South Africa’s competition law framework has not been well researched. So our study, which used descriptive statistics and regression analysis , contributes to the understanding of the use of non-competition goals in adjudicating mergers and acquisitions.

Our results indicate that the competition authorities focused on employment, supplier development fund programmes and black economic empowerment conditions when considering merger cases.

We also found that public interest conditions were indeed used more often and more extensively as time went by. Statistical evidence confirms a potential change in the practical application of public interest conditions in merger decisions since 2015.

Public interest conditions in South African merger cases (2010-2019)

In most merger cases approved by the competition authority, the newly formed entity was not allowed to lay off any employees for a certain period after the merger. This condition was probably imposed because of South Africa’s high unemployment rate – currently 32.9% – and low economic growth .

More recently, further conditions were also used more often. One was to promote ownership by previously disadvantaged persons. This led to the merged entity providing employees with shares in the company through an employee share ownership programme .

We found that black economic empowerment, employment and supplier development fund conditions were imposed more often in cases where the value of the acquiring firm’s assets was high. This is probably because these companies have the financial capacity to help ease unemployment and assist smaller businesses.

In mining sector mergers, the probability of public interest conditions being imposed was high. The reason for this could be the large number of South African workers – 477,000 – employed by the mining sector.

If the merger increased the profits of the target firm, the probability of conditions being imposed also rose. This was true for conditions such as employment, supplier development fund programmes, black economic empowerment and conditions specific to the industrial sector or regional economy.

Authorities assess the impact of the proposed merger on the whole sector’s value chain and on the geographic region and location of the entity.

If, for instance, one party to a merger is the main employer or provider of a specific product or service in a specific area, public interest conditions would differ from those where there are multiple potential employers or suppliers.

Some empirical evidence points towards a focus on employment, supplier development funds and industrial sector or region conditions in merger cases in the manufacturing sector.

Lastly, we observed a tendency to impose conditions when the acquiring firm was not a local firm.

We conclude that South Africa’s use of public interest conditions is warranted because of the country’s circumstances, including high unemployment and the racially skewed nature of economic ownership. However, it must be done coherently. It must consider each merger case’s specifics. And it must not cause an undue increase in the costs of mergers and acquisitions. These include transaction and opportunity costs.

Where to from here?

The appropriate application of these public interest conditions can lead to positive outcomes. The effective enforcement of all these conditions, especially of black economic empowerment and employment, can assist to reduce unemployment and get the country back on track to positive growth.

Supplier development fund programmes can create opportunities for small, medium and micro enterprises in South Africa to elevate their businesses and expand with the assistance of the larger corporations. We believe that these conditions can potentially benefit all in South Africa, but they need to be applied in a coherent and case sensitive manner to be truly in the public interest.

However, business leaders and politicians, among others, are increasingly voicing concerns over the inclusion of public interest conditions as part of merger transactions.

In one application of public interest conditions, a proposed merger involving Burger King was initially prohibited on public interest grounds – the first one ever in South Africa. In the run up to the 2024 elections the official opposition, the Democratic Alliance, called for public interest conditions to be repealed from the Competition Act.

For businesses involved in this process, the time delay in approving merger transactions leads to increased costs , as confirmed in media reports. It also adds to uncertainty about what to expect from the decision makers. In the case of international mergers, the process in South Africa is much more lengthy and completely different from experiences elsewhere.

At a time when big companies with long standing commitments in South Africa are leaving (such as Shell, GM Motors and BNP Paribas), the country’s way of assessing merger proposals could discourage potential investment. It’s questionable whether that would be in the public interest.

• Unemployment
• Mergers and acquisitions
• Competition law

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• Knowledge Base
• Starting the research process
• 10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Other interesting articles

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.

Methodology

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 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

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McCombes, S. (2023, October 19). 10 Research Question Examples to Guide your Research Project. Scribbr. Retrieved August 23, 2024, from https://www.scribbr.com/research-process/research-question-examples/

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SCA Research Technician

How to apply.

A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest, experience, and qualifications in the position and outline skills and experience that directly relates to this position.

Job Summary

The Surveys of Consumers (SCA)  at the Institute of Social Research, (ISR), at the University of Michigan is seeking to fill the position of Research Technician Senior.

The Surveys of Consumers Attitudes measures consumer expectations to capture the impact of the expectations of consumers on their spending and saving behavior. The consumer expectations index is a component of the Index of Leading Economic Indicators due to its ability to predict future changes in the economy. The data are widely used by government agencies, financial institutions, business firms, and scholars, as well as by ordinary citizens.

This longstanding research program conducts monthly surveys of the economic expectations and behaviors of American households and how changes in their expectations influence the course of the macro economy. Market moving economic data on consumer confidence and other measures are released twice a month to the public, market participants, and policy makers. The surveys also include data on other related topics from sponsors within and from outside the University. This project is located in the Survey Research Center ( SRC ) at the Institute for Social Research ( ISR ). This position reports to the Director of the Survey of Consumers.

Why Work at Michigan?

In addition to a career   filled with purpose and opportunity, the University of Michigan offers a comprehensive benefits package to help you stay well, protect yourself and any eligible family members, and plan for a secure future. Benefits include:

• Generous time off
• A retirement plan that provides two-for-one matching contributions with immediate vesting upon meeting eligibility requirements
• Many choices for comprehensive health insurance
• Life insurance
• Long-term disability coverage
• Flexible spending accounts for healthcare and dependent care expenses

  Learn more about U-M benefits.

Responsibilities*

Research Support - 50% 

Carry out assignments in support of research on consumer attitudes toward the economy, household economic/financial behavior, as well as data collection and production for a longstanding economic survey. Tasks include: performing literature searches and summaries; data cleaning and documentation; analyzing data from internal and external sources; preparing results for and otherwise assisting with the production of presentations, publications, and reports including for internet distribution; drafting memos and documentation; assisting with IRB submissions; running programs to determine durations of questionnaire sections, review results, and send to sponsors 

Manage Research Processes - 25%

Assist with editing of reports and publications; assist faculty and staff with project specific needs; organize & compile regular project reports with input from faculty and staff; complete bimonthly release tasks and assist assembling, reviewing, and revising monthly survey questionnaires and codebooks; test and assign testing of monthly survey instruments in Blaise; order, inventory and reconcile materials such as mailing supplies.

General Administration- 25%

Provide professional communications/customer service to respondents, researchers and the public via telephone and email; respond to email inquiries from researchers and private firms; respond to questions and concerns from respondents and coordinate required actions with the SRO SSL; facilitate data requests from other researchers; liaison with investigators, other departments and staff from ISR and university; handle media requests and communicate with media on behalf of investigators

Required Qualifications*

We would like to hear from you if you have:

• Bachelors degree in Economics
• 1 to 2 years experience is preferred.
• Excellent spreadsheet and word processing skills using Microsoft Office or Google
• Work or project experience with statistical programming software, such as SAS, R, Stata
• Work experience supporting research processes, including report editing, project report organization, and faculty/staff support.
• Work experience with the collection of high-frequency (monthly or higher frequency) survey data, for example conducting interviews, interacting with survey respondents, or helping to develop and review interview materials
• Demonstrated ability to problem solve and able to make independent decisions on matters of significance, within the scope of responsibilities.
• Excellent communication skills and attention to detail
• Ability to work independently as well as collaboratively
• Ability to work simultaneously on multiple large, time-sensitive projects, while maintaining flexibility and professionalism

Desired Qualifications*

We are especially interested if you have: 

• Knowledge of UM policies, procedures, and regulations is  preferred.
• Hands-on experience in survey interviewing techniques (including reviewing survey instruments and training materials) for the measurement of consumer economic expectations
• Work experience in the financial services industry, particularly with residential mortgages, strongly preferred
• Work experience with customer service that includes written and telephone interactions strongly preferred
• Work experience with handling external requests for data, including fulfilling requests for information, directing requesters to appropriate colleagues, and translating technical/research language for members of the general public
• Experience representing unit to both internal and external audiences 
• Proficiency in R, demonstrated by using one or two years of experience,   particularly in the analysis of economic data from surveys and macroeconomic indicators
• UM PEERRS (Program for the Education and Evaluation of Responsible Research and Scholarship) certification

Work Schedule

Work Schedule/Location

This position is on-site at the University of Michigan, Institute of Social Research, Survey Research Center in Ann Arbor. We offer flexibility for hybrid work within our overall Center guidelines. Flexible work guidelines for this position is 100% in-office for the onboarding/training period. After successfully completing the onboarding/training period, the guidelines are 80% onsite, 4 days in the office and 20% remote, 1 day.

Modes of Work

Positions that are eligible for hybrid or mobile/remote work mode are at the discretion of the hiring department. Work agreements are reviewed annually at a minimum and are subject to change at any time, and for any reason, throughout the course of employment. Learn more about the work modes .

Additional Information

Salary is dependent upon qualifications and experience  of the selected candidate.

The statements included in this description are intended to reflect the general nature and level of work assigned to this classification and should not be interpreted as all-inclusive.

The Institute for Social Research at the University of Michigan seeks to recruit and retain a diverse workforce as a reflection of our commitment to serve the diverse people of Michigan, to maintain the excellence of the University, and to ground our research in varied disciplines, perspectives, and ways of knowing and learning.

Background Screening

The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third-party administrator to conduct background checks.   Background checks are performed in compliance with the Fair Credit Reporting Act. 

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

Fighting coastal erosion with electricity

• Sustainability

New research from Northwestern University has systematically proven that a mild zap of electricity can strengthen a marine coastline for generations — greatly reducing the threat of erosion in the face of climate change and rising sea levels.

In the new study, researchers took inspiration from clams, mussels and other shell-dwelling sea life, which use dissolved minerals in seawater to build their shells.

Similarly, the researchers leveraged the same naturally occurring, dissolved minerals to form a natural cement between sea-soaked grains of sand. But, instead of using metabolic energy like mollusks do, the researchers used electrical energy to spur the chemical reaction.

In laboratory experiments, a mild electrical current instantaneously changed the structure of marine sand, transforming it into a rock-like, immoveable solid. The researchers are hopeful this strategy could offer a lasting, inexpensive and sustainable solution for strengthening global coastlines.

The study was published in the journal Communications Earth and the Environment, a journal published by Nature Portfolio.

“Over 40% of the world’s population lives in coastal areas,” said Northwestern’s Alessandro Rotta Loria , who led the study. “Because of climate change and sea-level rise, erosion is an enormous threat to these communities. Through the disintegration of infrastructure and loss of land, erosion causes billions of dollars in damage per year worldwide. Current approaches to mitigate erosion involve building protection structures or injecting external binders into the subsurface.

Nearly 26% of the Earth’s beaches will be washed away by the end of this century, a 2020 study finds.

“My aim was to develop an approach capable of changing the status quo in coastal protection — one that didn’t require the construction of protection structures and could cement marine substrates without using actual cement. By applying a mild electric stimulation to marine soils, we systematically and mechanistically proved that it is possible to cement them by turning naturally dissolved minerals in seawater into solid mineral binders — a natural cement.”

Rotta Loria is the Louis Berger Assistant Professor of Civil and Environmental Engineering at Northwestern’s McCormick School of Engineering . Andony Landivar Macias, a former Ph.D. candidate in Rotta Loria’s laboratory , is the paper’s first author. Steven Jacobsen , a mineralogist and professor of Earth and planetary sciences in Northwestern’s Weinberg College of Arts and Sciences , also co-authored the study.

Sea walls, too, erode

From intensifying rainstorms to rising sea levels, climate change has created conditions that are gradually eroding coastlines. According to a 2020 study by the European commission’s Joint Research Centre, nearly 26% of the Earth’s beaches will be washed away by the end of this century.

To mitigate this issue, communities have implemented two main approaches: building protection structures and barriers, such as sea walls, or injecting cement into the ground to strengthen marine substrates, widely consisting of sand. But multiple problems accompany these strategies. Not only are these conventional methods extremely expensive, they also do not last.

“Sea walls, too, suffer from erosion,” Rotta Loria said. “So, over time, the sand beneath these walls erodes, and the walls can eventually collapse. Oftentimes, protection structures are made of big stones, which cost millions of dollars per mile. However, the sand beneath them can essentially liquify because of a number of environmental stressors, and these big rocks are swallowed by the ground beneath them.

“Injecting cement and other binders into the ground has a number of irreversible environmental drawbacks. It also typically requires high pressures and significant interconnected amounts of energy.”

Turning ions into glue

To bypass these issues, Rotta Loria and his team developed a simpler technique, inspired by coral and mollusks. Seawater naturally contains a myriad of ions and dissolved minerals. When a mild electrical current (2 to 3 volts) is applied to the water, it triggers chemical reactions. This converts some of these constituents into solid calcium carbonate — the same mineral mollusks use to build their shells. Likewise, with a slightly higher voltage (4 volts), these constituents can be predominantly converted into magnesium hydroxide and hydromagnesite, a ubiquitous mineral found in various stones.

When these minerals coalesce in the presence of sand, they act like a glue, binding the sand particles together. In the laboratory, the process also worked with all types of sands — from common silica and calcareous sands to iron sands, which are often found near volcanoes.

“After being treated, the sand looks like a rock,” Rotta Loria said. “It is still and solid, instead of granular and incohesive. The minerals themselves are much stronger than concrete, so the resulting sand could become as strong and solid as a sea wall.”

While the minerals form instantaneously after the current is applied, longer electric stimulations garner more substantial results. “We have noticed remarkable outcomes from just a few days of stimulations,” Rotta Loria said. “Then, the treated sand should stay in place, without needing further interventions.”

Ecofriendly and reversible

Rotta Loria predicts the treated sand should keep its durability, protecting coastlines and property for decades.

Rotta Loria also says there is no need to worry negative effects on sea life. The voltages used in the process are too mild to feel. Other researchers have used similar processes to strengthen undersea structures or even restore coral reefs. In those scenarios, no sea critters were harmed.

And, if communities decide they no longer want the solidified sand, Rotta Loria has a solution for that, too, as the process is completely reversible. When the battery’s anode and cathode electrodes are switched, the electricity dissolves the minerals — effectively undoing the process.

“The minerals form because we are locally raising the pH of the seawater around cathodic interfaces,” Rotta Loria said. “If you switch the anode with the cathode, then localized reductions in pH are involved, which dissolve the previously precipitated minerals.”

Competitive cost, countless applications

The process offers an inexpensive alternative to conventional methods. After crunching the numbers, Rotta Loria’s team estimates that his process costs just $3 to $6 per cubic meter of electrically cemented ground. More established, comparable methods, which use binders to adhere and strengthen sand, cost up to $70 for the same unit volume.

Research in Rotta Loria’s lab shows this approach also can heal cracked structures made of reinforced concrete. Much of the existing shoreside infrastructure is made of reinforced concrete, which disintegrates due to complex effects caused by sea-level rise, erosion and extreme weather. And if these structures crack, the new approach bypasses the need to fully rebuild the infrastructure. Instead, one pulse of electricity can heal potentially destructive cracks.

“The applications of this approach are countless,” Rotta Loria said. “We can use it to strengthen the seabed beneath sea walls or stabilize sand dunes and retain unstable soil slopes. We could also use it to strengthen protection structures, marine foundations and so many other things. There are many ways to apply this to protect coastal areas.”

Next, Rotta Loria’s team plans to test the technique outside of the laboratory and on the beach.

The study, “Electrodeposition of calcareous cement from seawater in marine silica sands,” was supported by the Army Research Office and Northwestern’s Center for Engineering Sustainability and Resilience .

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Nasa headquarters.

NASA Administrator Bill Nelson and leadership will hold an internal Agency Test Flight Readiness Review on Saturday, Aug. 24, for NASA’s Boeing Crew Flight Test. About an hour later, NASA will host a live news conference at 1 p.m. EDT from the agency’s Johnson Space Center in Houston.

Watch the media event on NASA+ , NASA Television, the NASA app , YouTube , and the agency’s website . Learn how to stream NASA content through a variety of platforms, including social media.

Media interested in attending the news conference must contact the newsroom at NASA Johnson no later than 1 p.m., Friday, Aug. 23, at 281-483-5111 or [email protected] . Media participating by phone must RSVP no later than one hour prior to the start of the event. A copy of NASA’s media accreditation policy is online.

NASA and Boeing have gathered data, both in space and on the ground, regarding the Starliner spacecraft’s propulsion and helium systems to better understand the ongoing technical challenges. The review will include a mission status update, review of technical data and closeout actions, as well as certify flight rationale to proceed with undocking and return from the space station.

NASA’s Boeing Crew Flight Test launched on June 5 on a ULA (United Launch Alliance) Atlas V rocket from Space Launch Complex-41 at Cape Canaveral Space Force Station in Florida. It is an end-to-end test of the Starliner system as part of the agency’s Commercial Crew Program. Through partnership with American private industry, NASA is opening access to low Earth orbit and the space station to more people, science, and commercial opportunities.

For NASA’s blog and more information about the mission, visit:

https://www.nasa.gov/commercialcrew

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