make abstract in research paper

Writing an Abstract for Your Research Paper

Definition and Purpose of Abstracts

An abstract is a short summary of your (published or unpublished) research paper, usually about a paragraph (c. 6-7 sentences, 150-250 words) long. A well-written abstract serves multiple purposes:

• an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether to read the full paper;
• an abstract prepares readers to follow the detailed information, analyses, and arguments in your full paper;
• and, later, an abstract helps readers remember key points from your paper.

It’s also worth remembering that search engines and bibliographic databases use abstracts, as well as the title, to identify key terms for indexing your published paper. So what you include in your abstract and in your title are crucial for helping other researchers find your paper or article.

If you are writing an abstract for a course paper, your professor may give you specific guidelines for what to include and how to organize your abstract. Similarly, academic journals often have specific requirements for abstracts. So in addition to following the advice on this page, you should be sure to look for and follow any guidelines from the course or journal you’re writing for.

The Contents of an Abstract

Abstracts contain most of the following kinds of information in brief form. The body of your paper will, of course, develop and explain these ideas much more fully. As you will see in the samples below, the proportion of your abstract that you devote to each kind of information—and the sequence of that information—will vary, depending on the nature and genre of the paper that you are summarizing in your abstract. And in some cases, some of this information is implied, rather than stated explicitly. The Publication Manual of the American Psychological Association , which is widely used in the social sciences, gives specific guidelines for what to include in the abstract for different kinds of papers—for empirical studies, literature reviews or meta-analyses, theoretical papers, methodological papers, and case studies.

Here are the typical kinds of information found in most abstracts:

• the context or background information for your research; the general topic under study; the specific topic of your research
• the central questions or statement of the problem your research addresses
• what’s already known about this question, what previous research has done or shown
• the main reason(s) , the exigency, the rationale , the goals for your research—Why is it important to address these questions? Are you, for example, examining a new topic? Why is that topic worth examining? Are you filling a gap in previous research? Applying new methods to take a fresh look at existing ideas or data? Resolving a dispute within the literature in your field? . . .
• your research and/or analytical methods
• your main findings , results , or arguments
• the significance or implications of your findings or arguments.

Your abstract should be intelligible on its own, without a reader’s having to read your entire paper. And in an abstract, you usually do not cite references—most of your abstract will describe what you have studied in your research and what you have found and what you argue in your paper. In the body of your paper, you will cite the specific literature that informs your research.

When to Write Your Abstract

Although you might be tempted to write your abstract first because it will appear as the very first part of your paper, it’s a good idea to wait to write your abstract until after you’ve drafted your full paper, so that you know what you’re summarizing.

What follows are some sample abstracts in published papers or articles, all written by faculty at UW-Madison who come from a variety of disciplines. We have annotated these samples to help you see the work that these authors are doing within their abstracts.

Choosing Verb Tenses within Your Abstract

The social science sample (Sample 1) below uses the present tense to describe general facts and interpretations that have been and are currently true, including the prevailing explanation for the social phenomenon under study. That abstract also uses the present tense to describe the methods, the findings, the arguments, and the implications of the findings from their new research study. The authors use the past tense to describe previous research.

The humanities sample (Sample 2) below uses the past tense to describe completed events in the past (the texts created in the pulp fiction industry in the 1970s and 80s) and uses the present tense to describe what is happening in those texts, to explain the significance or meaning of those texts, and to describe the arguments presented in the article.

The science samples (Samples 3 and 4) below use the past tense to describe what previous research studies have done and the research the authors have conducted, the methods they have followed, and what they have found. In their rationale or justification for their research (what remains to be done), they use the present tense. They also use the present tense to introduce their study (in Sample 3, “Here we report . . .”) and to explain the significance of their study (In Sample 3, This reprogramming . . . “provides a scalable cell source for. . .”).

Sample Abstract 1

From the social sciences.

Reporting new findings about the reasons for increasing economic homogamy among spouses

Gonalons-Pons, Pilar, and Christine R. Schwartz. “Trends in Economic Homogamy: Changes in Assortative Mating or the Division of Labor in Marriage?” Demography , vol. 54, no. 3, 2017, pp. 985-1005.

Sample Abstract 2

From the humanities.

Analyzing underground pulp fiction publications in Tanzania, this article makes an argument about the cultural significance of those publications

Emily Callaci. “Street Textuality: Socialism, Masculinity, and Urban Belonging in Tanzania’s Pulp Fiction Publishing Industry, 1975-1985.” Comparative Studies in Society and History , vol. 59, no. 1, 2017, pp. 183-210.

Sample Abstract/Summary 3

From the sciences.

Reporting a new method for reprogramming adult mouse fibroblasts into induced cardiac progenitor cells

Lalit, Pratik A., Max R. Salick, Daryl O. Nelson, Jayne M. Squirrell, Christina M. Shafer, Neel G. Patel, Imaan Saeed, Eric G. Schmuck, Yogananda S. Markandeya, Rachel Wong, Martin R. Lea, Kevin W. Eliceiri, Timothy A. Hacker, Wendy C. Crone, Michael Kyba, Daniel J. Garry, Ron Stewart, James A. Thomson, Karen M. Downs, Gary E. Lyons, and Timothy J. Kamp. “Lineage Reprogramming of Fibroblasts into Proliferative Induced Cardiac Progenitor Cells by Defined Factors.” Cell Stem Cell , vol. 18, 2016, pp. 354-367.

Sample Abstract 4, a Structured Abstract

Reporting results about the effectiveness of antibiotic therapy in managing acute bacterial sinusitis, from a rigorously controlled study

Note: This journal requires authors to organize their abstract into four specific sections, with strict word limits. Because the headings for this structured abstract are self-explanatory, we have chosen not to add annotations to this sample abstract.

Wald, Ellen R., David Nash, and Jens Eickhoff. “Effectiveness of Amoxicillin/Clavulanate Potassium in the Treatment of Acute Bacterial Sinusitis in Children.” Pediatrics , vol. 124, no. 1, 2009, pp. 9-15.

“OBJECTIVE: The role of antibiotic therapy in managing acute bacterial sinusitis (ABS) in children is controversial. The purpose of this study was to determine the effectiveness of high-dose amoxicillin/potassium clavulanate in the treatment of children diagnosed with ABS.

METHODS : This was a randomized, double-blind, placebo-controlled study. Children 1 to 10 years of age with a clinical presentation compatible with ABS were eligible for participation. Patients were stratified according to age (<6 or ≥6 years) and clinical severity and randomly assigned to receive either amoxicillin (90 mg/kg) with potassium clavulanate (6.4 mg/kg) or placebo. A symptom survey was performed on days 0, 1, 2, 3, 5, 7, 10, 20, and 30. Patients were examined on day 14. Children’s conditions were rated as cured, improved, or failed according to scoring rules.

RESULTS: Two thousand one hundred thirty-five children with respiratory complaints were screened for enrollment; 139 (6.5%) had ABS. Fifty-eight patients were enrolled, and 56 were randomly assigned. The mean age was 6630 months. Fifty (89%) patients presented with persistent symptoms, and 6 (11%) presented with nonpersistent symptoms. In 24 (43%) children, the illness was classified as mild, whereas in the remaining 32 (57%) children it was severe. Of the 28 children who received the antibiotic, 14 (50%) were cured, 4 (14%) were improved, 4(14%) experienced treatment failure, and 6 (21%) withdrew. Of the 28children who received placebo, 4 (14%) were cured, 5 (18%) improved, and 19 (68%) experienced treatment failure. Children receiving the antibiotic were more likely to be cured (50% vs 14%) and less likely to have treatment failure (14% vs 68%) than children receiving the placebo.

CONCLUSIONS : ABS is a common complication of viral upper respiratory infections. Amoxicillin/potassium clavulanate results in significantly more cures and fewer failures than placebo, according to parental report of time to resolution.” (9)

Some Excellent Advice about Writing Abstracts for Basic Science Research Papers, by Professor Adriano Aguzzi from the Institute of Neuropathology at the University of Zurich:

Academic and Professional Writing

This is an accordion element with a series of buttons that open and close related content panels.

Analysis Papers

Reading Poetry

A Short Guide to Close Reading for Literary Analysis

Using Literary Quotations

Play Reviews

Writing a Rhetorical Précis to Analyze Nonfiction Texts

Incorporating Interview Data

Grant Proposals

Planning and Writing a Grant Proposal: The Basics

Additional Resources for Grants and Proposal Writing

Job Materials and Application Essays

Writing Personal Statements for Ph.D. Programs

• Before you begin: useful tips for writing your essay
• Guided brainstorming exercises
• Get more help with your essay
• Frequently Asked Questions

Resume Writing Tips

CV Writing Tips

Cover Letters

Business Letters

Proposals and Dissertations

Resources for Proposal Writers

Resources for Dissertators

Research Papers

Planning and Writing Research Papers

Quoting and Paraphrasing

Writing Annotated Bibliographies

Creating Poster Presentations

Thank-You Notes

Advice for Students Writing Thank-You Notes to Donors

Reading for a Review

Critical Reviews

Writing a Review of Literature

Scientific Reports

Scientific Report Format

Sample Lab Assignment

Writing for the Web

Writing an Effective Blog Post

Writing for Social Media: A Guide for Academics

Generate accurate APA citations for free

• Knowledge Base
• APA Style 7th edition
• How to write and format an APA abstract

APA Abstract (2020) | Formatting, Length, and Keywords

Published on November 6, 2020 by Raimo Streefkerk . Revised on January 17, 2024.

An APA abstract is a comprehensive summary of your paper in which you briefly address the research problem , hypotheses , methods , results , and implications of your research. It’s placed on a separate page right after the title page and is usually no longer than 250 words.

Most professional papers that are submitted for publication require an abstract. Student papers typically don’t need an abstract, unless instructed otherwise.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

How to format the abstract, how to write an apa abstract, which keywords to use, frequently asked questions, apa abstract example.

Formatting instructions

Follow these five steps to format your abstract in APA Style:

• Insert a running head (for a professional paper—not needed for a student paper) and page number.
• Set page margins to 1 inch (2.54 cm).
• Write “Abstract” (bold and centered) at the top of the page.
• Do not indent the first line.
• Double-space the text.
• Use a legible font like Times New Roman (12 pt.).
• Limit the length to 250 words.
• Indent the first line 0.5 inches.
• Write the label “Keywords:” (italicized).
• Write keywords in lowercase letters.
• Separate keywords with commas.
• Do not use a period after the keywords.

Are your APA in-text citations flawless?

The AI-powered APA Citation Checker points out every error, tells you exactly what’s wrong, and explains how to fix it. Say goodbye to losing marks on your assignment!

Get started!

The abstract is a self-contained piece of text that informs the reader what your research is about. It’s best to write the abstract after you’re finished with the rest of your paper.

The questions below may help structure your abstract. Try answering them in one to three sentences each.

• What is the problem? Outline the objective, research questions , and/or hypotheses .
• What has been done? Explain your research methods .
• What did you discover? Summarize the key findings and conclusions .
• What do the findings mean? Summarize the discussion and recommendations .

Check out our guide on how to write an abstract for more guidance and an annotated example.

Guide: writing an abstract

At the end of the abstract, you may include a few keywords that will be used for indexing if your paper is published on a database. Listing your keywords will help other researchers find your work.

Choosing relevant keywords is essential. Try to identify keywords that address your topic, method, or population. APA recommends including three to five keywords.

An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarizes the contents of your paper.

An APA abstract is around 150–250 words long. However, always check your target journal’s guidelines and don’t exceed the specified word count.

In an APA Style paper , the abstract is placed on a separate page after the title page (page 2).

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Streefkerk, R. (2024, January 17). APA Abstract (2020) | Formatting, Length, and Keywords. Scribbr. Retrieved September 3, 2024, from https://www.scribbr.com/apa-style/apa-abstract/

Is this article helpful?

Raimo Streefkerk

Other students also liked, apa headings and subheadings, apa running head, apa title page (7th edition) | template for students & professionals, scribbr apa citation checker.

An innovative new tool that checks your APA citations with AI software. Say goodbye to inaccurate citations!

• Privacy Policy

Home » Research Paper Abstract – Writing Guide and Examples

Research Paper Abstract – Writing Guide and Examples

Table of Contents

Research Paper Abstract

Research Paper Abstract is a brief summary of a research pape r that describes the study’s purpose, methods, findings, and conclusions . It is often the first section of the paper that readers encounter, and its purpose is to provide a concise and accurate overview of the paper’s content. The typical length of an abstract is usually around 150-250 words, and it should be written in a concise and clear manner.

Research Paper Abstract Structure

The structure of a research paper abstract usually includes the following elements:

• Background or Introduction: Briefly describe the problem or research question that the study addresses.
• Methods : Explain the methodology used to conduct the study, including the participants, materials, and procedures.
• Results : Summarize the main findings of the study, including statistical analyses and key outcomes.
• Conclusions : Discuss the implications of the study’s findings and their significance for the field, as well as any limitations or future directions for research.
• Keywords : List a few keywords that describe the main topics or themes of the research.

How to Write Research Paper Abstract

Here are the steps to follow when writing a research paper abstract:

• Start by reading your paper: Before you write an abstract, you should have a complete understanding of your paper. Read through the paper carefully, making sure you understand the purpose, methods, results, and conclusions.
• Identify the key components : Identify the key components of your paper, such as the research question, methods used, results obtained, and conclusion reached.
• Write a draft: Write a draft of your abstract, using concise and clear language. Make sure to include all the important information, but keep it short and to the point. A good rule of thumb is to keep your abstract between 150-250 words.
• Use clear and concise language : Use clear and concise language to explain the purpose of your study, the methods used, the results obtained, and the conclusions drawn.
• Emphasize your findings: Emphasize your findings in the abstract, highlighting the key results and the significance of your study.
• Revise and edit: Once you have a draft, revise and edit it to ensure that it is clear, concise, and free from errors.
• Check the formatting: Finally, check the formatting of your abstract to make sure it meets the requirements of the journal or conference where you plan to submit it.

Research Paper Abstract Examples

Research Paper Abstract Examples could be following:

Title : “The Effectiveness of Cognitive-Behavioral Therapy for Treating Anxiety Disorders: A Meta-Analysis”

Abstract : This meta-analysis examines the effectiveness of cognitive-behavioral therapy (CBT) in treating anxiety disorders. Through the analysis of 20 randomized controlled trials, we found that CBT is a highly effective treatment for anxiety disorders, with large effect sizes across a range of anxiety disorders, including generalized anxiety disorder, panic disorder, and social anxiety disorder. Our findings support the use of CBT as a first-line treatment for anxiety disorders and highlight the importance of further research to identify the mechanisms underlying its effectiveness.

Title : “Exploring the Role of Parental Involvement in Children’s Education: A Qualitative Study”

Abstract : This qualitative study explores the role of parental involvement in children’s education. Through in-depth interviews with 20 parents of children in elementary school, we found that parental involvement takes many forms, including volunteering in the classroom, helping with homework, and communicating with teachers. We also found that parental involvement is influenced by a range of factors, including parent and child characteristics, school culture, and socio-economic status. Our findings suggest that schools and educators should prioritize building strong partnerships with parents to support children’s academic success.

Title : “The Impact of Exercise on Cognitive Function in Older Adults: A Systematic Review and Meta-Analysis”

Abstract : This paper presents a systematic review and meta-analysis of the existing literature on the impact of exercise on cognitive function in older adults. Through the analysis of 25 randomized controlled trials, we found that exercise is associated with significant improvements in cognitive function, particularly in the domains of executive function and attention. Our findings highlight the potential of exercise as a non-pharmacological intervention to support cognitive health in older adults.

When to Write Research Paper Abstract

The abstract of a research paper should typically be written after you have completed the main body of the paper. This is because the abstract is intended to provide a brief summary of the key points and findings of the research, and you can’t do that until you have completed the research and written about it in detail.

Once you have completed your research paper, you can begin writing your abstract. It is important to remember that the abstract should be a concise summary of your research paper, and should be written in a way that is easy to understand for readers who may not have expertise in your specific area of research.

Purpose of Research Paper Abstract

The purpose of a research paper abstract is to provide a concise summary of the key points and findings of a research paper. It is typically a brief paragraph or two that appears at the beginning of the paper, before the introduction, and is intended to give readers a quick overview of the paper’s content.

The abstract should include a brief statement of the research problem, the methods used to investigate the problem, the key results and findings, and the main conclusions and implications of the research. It should be written in a clear and concise manner, avoiding jargon and technical language, and should be understandable to a broad audience.

The abstract serves as a way to quickly and easily communicate the main points of a research paper to potential readers, such as academics, researchers, and students, who may be looking for information on a particular topic. It can also help researchers determine whether a paper is relevant to their own research interests and whether they should read the full paper.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Ethical Considerations – Types, Examples and...

Research Paper – Structure, Examples and Writing...

How to Publish a Research Paper – Step by Step...

Context of the Study – Writing Guide and Examples

Research Paper Conclusion – Writing Guide and...

Theoretical Framework – Types, Examples and...

Reference management. Clean and simple.

How to write an abstract

What is an abstract?

General format of an abstract, the content of an abstract, abstract example, abstract style guides, frequently asked questions about writing an abstract, related articles.

An abstract is a summary of the main contents of a paper.

The abstract is the first glimpse that readers get of the content of a research paper. It can influence the popularity of a paper, as a well-written one will attract readers, and a poorly-written one will drive them away.

➡️ Different types of papers may require distinct abstract styles. Visit our guide on the different types of research papers to learn more.

Tip: Always wait until you’ve written your entire paper before you write the abstract.

Before you actually start writing an abstract, make sure to follow these steps:

• Read other papers : find papers with similar topics, or similar methodologies, simply to have an idea of how others have written their abstracts. Notice which points they decided to include, and how in depth they described them.
• Double check the journal requirements : always make sure to review the journal guidelines to format your paper accordingly. Usually, they also specify abstract's formats.
• Write the abstract after you finish writing the paper : you can only write an abstract once you finish writing the whole paper. This way you can include all important aspects, such as scope, methodology, and conclusion.

➡️ Read more about  what is a research methodology?

The general format of an abstract includes the following features:

• Between 150-300 words .
• An independent page , after the title page and before the table of contents.
• Concise summary including the aim of the research, methodology , and conclusion .
• Keywords describing the content.

As mentioned before, an abstract is a text that summarizes the main points of a research. Here is a break down of each element that should be included in an abstract:

• Purpose : every abstract should start by describing the main purpose or aim of the research.
• Methods : as a second point, the methodology carried out should be explained.
• Results : then, a concise summary of the results should be included.
• Conclusion : finally, a short outline of the general outcome of the research should be given.
• Keywords : along with the abstract, specific words and phrases related to the topics discussed in the research should be added. These words are usually around five, but the number can vary depending on the journal's guidelines.

This abstract, taken from ScienceDirect , illustrates the ideal structure of an abstract. It has 155 words, it's concise, and it clearly shows the division of elements necessary to write a successful abstract.

This paper explores the implicit assumption in the growing body of literature that social media usage is fundamentally different in business-to-business (B2B) companies than in the extant business-to-consumer (B2C) literature. Sashi's (2012) customer engagement cycle is utilized to compare organizational practices in relation to social media marketing in B2B, B2C, Mixed B2B/B2C and B2B2C business models. Utilizing 449 responses to an exploratory panel based survey instrument, we clearly identify differences in social media usage and its perceived importance as a communications channel. In particular we identify distinct differences in the relationship between social media importance and the perceived effectiveness of social media marketing across business models. Our results indicate that B2B social media usage is distinct from B2C, Mixed and B2B2C business model approaches. Specifically B2B organizational members perceive social media to have a lower overall effectiveness as a channel and identify it as less important for relationship oriented usage than other business models.

The exact format of an abstract depends on the citation style you implement. Whether it’s a well-known style (like APA, IEEE, etc.) or a journal's style, each format has its own guidelines, so make sure you know which style you are using before writing your abstract.

APA is one of the most commonly used styles to format an abstract. Therefore, we created a guide with exact instructions on how to write an abstract in APA style, and a template to download:

📕 APA abstract page: format and template

Additionally, you will find below an IEEE and ASA abstract guide by Purdue Online Writing Lab :

📗 IEEE General Format - Abstract

📘 ASA Manuscript Formatting - Abstract

No. You should always write an abstract once you finish writing the whole paper. This way you can include all important aspects of the paper, such as scope, methodology, and conclusion.

The length of an abstract depends on the formatting style of the paper. For example, APA style calls for 150 to 250 words. Generally, you need between 150-300 words.

No. An abstract has an independent section after the title page and before the table of contents, and should not be included in the table of contents.

Take a look at APA abstract page: format and template for exact details on how to format an abstract in APA style.

You can access any paper through Google Scholar or any other search engine; pick a paper and read the abstract. Abstracts are always freely available to read.

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

Abstract Writing: A Step-by-Step Guide With Tips & Examples

Table of Contents

Introduction

Abstracts of research papers have always played an essential role in describing your research concisely and clearly to researchers and editors of journals, enticing them to continue reading. However, with the widespread availability of scientific databases, the need to write a convincing abstract is more crucial now than during the time of paper-bound manuscripts.

Abstracts serve to "sell" your research and can be compared with your "executive outline" of a resume or, rather, a formal summary of the critical aspects of your work. Also, it can be the "gist" of your study. Since most educational research is done online, it's a sign that you have a shorter time for impressing your readers, and have more competition from other abstracts that are available to be read.

The APCI (Academic Publishing and Conferences International) articulates 12 issues or points considered during the final approval process for conferences & journals and emphasises the importance of writing an abstract that checks all these boxes (12 points). Since it's the only opportunity you have to captivate your readers, you must invest time and effort in creating an abstract that accurately reflects the critical points of your research.

With that in mind, let’s head over to understand and discover the core concept and guidelines to create a substantial abstract. Also, learn how to organise the ideas or plots into an effective abstract that will be awe-inspiring to the readers you want to reach.

What is Abstract? Definition and Overview

The word "Abstract' is derived from Latin abstractus meaning "drawn off." This etymological meaning also applies to art movements as well as music, like abstract expressionism. In this context, it refers to the revealing of the artist's intention.

Based on this, you can determine the meaning of an abstract: A condensed research summary. It must be self-contained and independent of the body of the research. However, it should outline the subject, the strategies used to study the problem, and the methods implemented to attain the outcomes. The specific elements of the study differ based on the area of study; however, together, it must be a succinct summary of the entire research paper.

Abstracts are typically written at the end of the paper, even though it serves as a prologue. In general, the abstract must be in a position to:

• Describe the paper.
• Identify the problem or the issue at hand.
• Explain to the reader the research process, the results you came up with, and what conclusion you've reached using these results.
• Include keywords to guide your strategy and the content.

Furthermore, the abstract you submit should not reflect upon any of  the following elements:

• Examine, analyse or defend the paper or your opinion.
• What you want to study, achieve or discover.
• Be redundant or irrelevant.

After reading an abstract, your audience should understand the reason - what the research was about in the first place, what the study has revealed and how it can be utilised or can be used to benefit others. You can understand the importance of abstract by knowing the fact that the abstract is the most frequently read portion of any research paper. In simpler terms, it should contain all the main points of the research paper.

What is the Purpose of an Abstract?

Abstracts are typically an essential requirement for research papers; however, it's not an obligation to preserve traditional reasons without any purpose. Abstracts allow readers to scan the text to determine whether it is relevant to their research or studies. The abstract allows other researchers to decide if your research paper can provide them with some additional information. A good abstract paves the interest of the audience to pore through your entire paper to find the content or context they're searching for.

Abstract writing is essential for indexing, as well. The Digital Repository of academic papers makes use of abstracts to index the entire content of academic research papers. Like meta descriptions in the regular Google outcomes, abstracts must include keywords that help researchers locate what they seek.

Types of Abstract

Informative and Descriptive are two kinds of abstracts often used in scientific writing.

A descriptive abstract gives readers an outline of the author's main points in their study. The reader can determine if they want to stick to the research work, based on their interest in the topic. An abstract that is descriptive is similar to the contents table of books, however, the format of an abstract depicts complete sentences encapsulated in one paragraph. It is unfortunate that the abstract can't be used as a substitute for reading a piece of writing because it's just an overview, which omits readers from getting an entire view. Also, it cannot be a way to fill in the gaps the reader may have after reading this kind of abstract since it does not contain crucial information needed to evaluate the article.

To conclude, a descriptive abstract is:

• A simple summary of the task, just summarises the work, but some researchers think it is much more of an outline
• Typically, the length is approximately 100 words. It is too short when compared to an informative abstract.
• A brief explanation but doesn't provide the reader with the complete information they need;
• An overview that omits conclusions and results

An informative abstract is a comprehensive outline of the research. There are times when people rely on the abstract as an information source. And the reason is why it is crucial to provide entire data of particular research. A well-written, informative abstract could be a good substitute for the remainder of the paper on its own.

A well-written abstract typically follows a particular style. The author begins by providing the identifying information, backed by citations and other identifiers of the papers. Then, the major elements are summarised to make the reader aware of the study. It is followed by the methodology and all-important findings from the study. The conclusion then presents study results and ends the abstract with a comprehensive summary.

In a nutshell, an informative abstract:

• Has a length that can vary, based on the subject, but is not longer than 300 words.
• Contains all the content-like methods and intentions
• Offers evidence and possible recommendations.

Informative Abstracts are more frequent than descriptive abstracts because of their extensive content and linkage to the topic specifically. You should select different types of abstracts to papers based on their length: informative abstracts for extended and more complex abstracts and descriptive ones for simpler and shorter research papers.

What are the Characteristics of a Good Abstract?

• A good abstract clearly defines the goals and purposes of the study.
• It should clearly describe the research methodology with a primary focus on data gathering, processing, and subsequent analysis.
• A good abstract should provide specific research findings.
• It presents the principal conclusions of the systematic study.
• It should be concise, clear, and relevant to the field of study.
• A well-designed abstract should be unifying and coherent.
• It is easy to grasp and free of technical jargon.
• It is written impartially and objectively.

You can have a thorough understanding of abstracts using SciSpace ChatPDF which makes your abstract analysis part easier.

What are the various sections of an ideal Abstract?

By now, you must have gained some concrete idea of the essential elements that your abstract needs to convey . Accordingly, the information is broken down into six key sections of the abstract, which include:

An Introduction or Background

Research methodology, objectives and goals, limitations.

Let's go over them in detail.

The introduction, also known as background, is the most concise part of your abstract. Ideally, it comprises a couple of sentences. Some researchers only write one sentence to introduce their abstract. The idea behind this is to guide readers through the key factors that led to your study.

It's understandable that this information might seem difficult to explain in a couple of sentences. For example, think about the following two questions like the background of your study:

• What is currently available about the subject with respect to the paper being discussed?
• What isn't understood about this issue? (This is the subject of your research)

While writing the abstract’s introduction, make sure that it is not lengthy. Because if it crosses the word limit, it may eat up the words meant to be used for providing other key information.

Research methodology is where you describe the theories and techniques you used in your research. It is recommended that you describe what you have done and the method you used to get your thorough investigation results. Certainly, it is the second-longest paragraph in the abstract.

In the research methodology section, it is essential to mention the kind of research you conducted; for instance, qualitative research or quantitative research (this will guide your research methodology too) . If you've conducted quantitative research, your abstract should contain information like the sample size, data collection method, sampling techniques, and duration of the study. Likewise, your abstract should reflect observational data, opinions, questionnaires (especially the non-numerical data) if you work on qualitative research.

The research objectives and goals speak about what you intend to accomplish with your research. The majority of research projects focus on the long-term effects of a project, and the goals focus on the immediate, short-term outcomes of the research. It is possible to summarise both in just multiple sentences.

In stating your objectives and goals, you give readers a picture of the scope of the study, its depth and the direction your research ultimately follows. Your readers can evaluate the results of your research against the goals and stated objectives to determine if you have achieved the goal of your research.

In the end, your readers are more attracted by the results you've obtained through your study. Therefore, you must take the time to explain each relevant result and explain how they impact your research. The results section exists as the longest in your abstract, and nothing should diminish its reach or quality.

One of the most important things you should adhere to is to spell out details and figures on the results of your research.

Instead of making a vague assertion such as, "We noticed that response rates varied greatly between respondents with high incomes and those with low incomes", Try these: "The response rate was higher for high-income respondents than those with lower incomes (59 30 percent vs. 30 percent in both cases; P<0.01)."

You're likely to encounter certain obstacles during your research. It could have been during data collection or even during conducting the sample . Whatever the issue, it's essential to inform your readers about them and their effects on the research.

Research limitations offer an opportunity to suggest further and deep research. If, for instance, you were forced to change for convenient sampling and snowball samples because of difficulties in reaching well-suited research participants, then you should mention this reason when you write your research abstract. In addition, a lack of prior studies on the subject could hinder your research.

Your conclusion should include the same number of sentences to wrap the abstract as the introduction. The majority of researchers offer an idea of the consequences of their research in this case.

Your conclusion should include three essential components:

• A significant take-home message.
• Corresponding important findings.
• The Interpretation.

Even though the conclusion of your abstract needs to be brief, it can have an enormous influence on the way that readers view your research. Therefore, make use of this section to reinforce the central message from your research. Be sure that your statements reflect the actual results and the methods you used to conduct your research.

Good Abstract Examples

Abstract example #1.

Children’s consumption behavior in response to food product placements in movies.

The abstract:

"Almost all research into the effects of brand placements on children has focused on the brand's attitudes or behavior intentions. Based on the significant differences between attitudes and behavioral intentions on one hand and actual behavior on the other hand, this study examines the impact of placements by brands on children's eating habits. Children aged 6-14 years old were shown an excerpt from the popular film Alvin and the Chipmunks and were shown places for the item Cheese Balls. Three different versions were developed with no placements, one with moderately frequent placements and the third with the highest frequency of placement. The results revealed that exposure to high-frequency places had a profound effect on snack consumption, however, there was no impact on consumer attitudes towards brands or products. The effects were not dependent on the age of the children. These findings are of major importance to researchers studying consumer behavior as well as nutrition experts as well as policy regulators."

Abstract Example #2

Social comparisons on social media: The impact of Facebook on young women’s body image concerns and mood. The abstract:

"The research conducted in this study investigated the effects of Facebook use on women's moods and body image if the effects are different from an internet-based fashion journal and if the appearance comparison tendencies moderate one or more of these effects. Participants who were female ( N = 112) were randomly allocated to spend 10 minutes exploring their Facebook account or a magazine's website or an appearance neutral control website prior to completing state assessments of body dissatisfaction, mood, and differences in appearance (weight-related and facial hair, face, and skin). Participants also completed a test of the tendency to compare appearances. The participants who used Facebook were reported to be more depressed than those who stayed on the control site. In addition, women who have the tendency to compare appearances reported more facial, hair and skin-related issues following Facebook exposure than when they were exposed to the control site. Due to its popularity it is imperative to conduct more research to understand the effect that Facebook affects the way people view themselves."

Abstract Example #3

The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

"The cellphone is always present on campuses of colleges and is often utilised in situations in which learning takes place. The study examined the connection between the use of cell phones and the actual grades point average (GPA) after adjusting for predictors that are known to be a factor. In the end 536 students in the undergraduate program from 82 self-reported majors of an enormous, public institution were studied. Hierarchical analysis ( R 2 = .449) showed that use of mobile phones is significantly ( p < .001) and negative (b equal to -.164) connected to the actual college GPA, after taking into account factors such as demographics, self-efficacy in self-regulated learning, self-efficacy to improve academic performance, and the actual high school GPA that were all important predictors ( p < .05). Therefore, after adjusting for other known predictors increasing cell phone usage was associated with lower academic performance. While more research is required to determine the mechanisms behind these results, they suggest the need to educate teachers and students to the possible academic risks that are associated with high-frequency mobile phone usage."

Quick tips on writing a good abstract

There exists a common dilemma among early age researchers whether to write the abstract at first or last? However, it's recommended to compose your abstract when you've completed the research since you'll have all the information to give to your readers. You can, however, write a draft at the beginning of your research and add in any gaps later.

If you find abstract writing a herculean task, here are the few tips to help you with it:

1. Always develop a framework to support your abstract

Before writing, ensure you create a clear outline for your abstract. Divide it into sections and draw the primary and supporting elements in each one. You can include keywords and a few sentences that convey the essence of your message.

2. Review Other Abstracts

Abstracts are among the most frequently used research documents, and thousands of them were written in the past. Therefore, prior to writing yours, take a look at some examples from other abstracts. There are plenty of examples of abstracts for dissertations in the dissertation and thesis databases.

3. Avoid Jargon To the Maximum

When you write your abstract, focus on simplicity over formality. You should  write in simple language, and avoid excessive filler words or ambiguous sentences. Keep in mind that your abstract must be readable to those who aren't acquainted with your subject.

4. Focus on Your Research

It's a given fact that the abstract you write should be about your research and the findings you've made. It is not the right time to mention secondary and primary data sources unless it's absolutely required.

Conclusion: How to Structure an Interesting Abstract?

Abstracts are a short outline of your essay. However, it's among the most important, if not the most important. The process of writing an abstract is not straightforward. A few early-age researchers tend to begin by writing it, thinking they are doing it to "tease" the next step (the document itself). However, it is better to treat it as a spoiler.

The simple, concise style of the abstract lends itself to a well-written and well-investigated study. If your research paper doesn't provide definitive results, or the goal of your research is questioned, so will the abstract. Thus, only write your abstract after witnessing your findings and put your findings in the context of a larger scenario.

The process of writing an abstract can be daunting, but with these guidelines, you will succeed. The most efficient method of writing an excellent abstract is to centre the primary points of your abstract, including the research question and goals methods, as well as key results.

Interested in learning more about dedicated research solutions? Go to the SciSpace product page to find out how our suite of products can help you simplify your research workflows so you can focus on advancing science.

The best-in-class solution is equipped with features such as literature search and discovery, profile management, research writing and formatting, and so much more.

But before you go,

You might also like.

Consensus GPT vs. SciSpace GPT: Choose the Best GPT for Research

Literature Review and Theoretical Framework: Understanding the Differences

Types of Essays in Academic Writing - Quick Guide (2024)

• Affiliate Program

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

How to Write an Abstract for a Research Paper | Examples

What is a research paper abstract?

Research paper abstracts summarize your study quickly and succinctly to journal editors and researchers and prompt them to read further. But with the ubiquity of online publication databases, writing a compelling abstract is even more important today than it was in the days of bound paper manuscripts.

Abstracts exist to “sell”  your work, and they could thus be compared to the “executive summary” of a business resume: an official briefing on what is most important about your research. Or the “gist” of your research. With the majority of academic transactions being conducted online, this means that you have even less time to impress readers–and increased competition in terms of other abstracts out there to read.

The APCI (Academic Publishing and Conferences International) notes that there are  12 questions or “points” considered in the selection process  for journals and conferences and stresses the importance of having an abstract that ticks all of these boxes. Because it is often the ONLY chance you have to convince readers to keep reading, it is important that you spend time and energy crafting an abstract that faithfully represents the central parts of your study and captivates your audience.

With that in mind, follow these suggestions when structuring and writing your abstract, and learn how exactly to put these ideas into a solid abstract that will captivate your target readers.

Before Writing Your Abstract

How long should an abstract be.

All abstracts are written with the same essential objective: to give a summary of your study. But there are two basic styles of abstract: descriptive and informative . Here is a brief delineation of the two:

Of the two types of abstracts, informative abstracts are much more common, and they are widely used for submission to journals and conferences. Informative abstracts apply to lengthier and more technical research and are common in the sciences, engineering, and psychology, while descriptive abstracts are more likely used in humanities and social science papers. The best method of determining which abstract type you need to use is to follow the instructions for journal submissions and to read as many other published articles in those journals as possible.

Research Abstract Guidelines and Requirements

As any article about research writing will tell you, authors must always closely follow the specific guidelines and requirements indicated in the Guide for Authors section of their target journal’s website. The same kind of adherence to conventions should be applied to journal publications, for consideration at a conference, and even when completing a class assignment.

Each publisher has particular demands when it comes to formatting and structure. Here are some common questions addressed in the journal guidelines:

• Is there a maximum or minimum word/character length?
• What are the style and formatting requirements?
• What is the appropriate abstract type?
• Are there any specific content or organization rules that apply?

There are of course other rules to consider when composing a research paper abstract. But if you follow the stated rules the first time you submit your manuscript, you can avoid your work being thrown in the “circular file” right off the bat.

Identify Your Target Readership

The main purpose of your abstract is to lead researchers to the full text of your research paper. In scientific journals, abstracts let readers decide whether the research discussed is relevant to their own interests or study. Abstracts also help readers understand your main argument quickly. Consider these questions as you write your abstract:

• Are other academics in your field the main target of your study?
• Will your study perhaps be useful to members of the general public?
• Do your study results include the wider implications presented in the abstract?

Outlining and Writing Your Abstract

What to include in an abstract.

Just as your  research paper title  should cover as much ground as possible in a few short words, your abstract must cover  all  parts of your study in order to fully explain your paper and research. Because it must accomplish this task in the space of only a few hundred words, it is important not to include ambiguous references or phrases that will confuse the reader or mislead them about the content and objectives of your research. Follow these  dos  and  don’ts  when it comes to what kind of writing to include:

• Avoid acronyms or abbreviations since these will need to be explained in order to make sense to the reader, which takes up valuable abstract space. Instead, explain these terms in the Introduction section of the main text.
• Only use references to people or other works if they are well-known. Otherwise, avoid referencing anything outside of your study in the abstract.
• Never include tables, figures, sources, or long quotations in your abstract; you will have plenty of time to present and refer to these in the body of your paper.

Use keywords in your abstract to focus your topic

A vital search tool is the research paper keywords section, which lists the most relevant terms directly underneath the abstract. Think of these keywords as the “tubes” that readers will seek and enter—via queries on databases and search engines—to ultimately land at their destination, which is your paper. Your abstract keywords should thus be words that are commonly used in searches but should also be highly relevant to your work and found in the text of your abstract. Include 5 to 10 important words or short phrases central to your research in both the abstract and the keywords section.

For example, if you are writing a paper on the prevalence of obesity among lower classes that crosses international boundaries, you should include terms like “obesity,” “prevalence,” “international,” “lower classes,” and “cross-cultural.” These are terms that should net a wide array of people interested in your topic of study. Look at our nine rules for choosing keywords for your research paper if you need more input on this.

Research Paper Abstract Structure

As mentioned above, the abstract (especially the informative abstract) acts as a surrogate or synopsis of your research paper, doing almost as much work as the thousands of words that follow it in the body of the main text. In the hard sciences and most social sciences, the abstract includes the following sections and organizational schema.

Each section is quite compact—only a single sentence or two, although there is room for expansion if one element or statement is particularly interesting or compelling. As the abstract is almost always one long paragraph, the individual sections should naturally merge into one another to create a holistic effect. Use the following as a checklist to ensure that you have included all of the necessary content in your abstract.

1) Identify your purpose and motivation

So your research is about rabies in Brazilian squirrels. Why is this important? You should start your abstract by explaining why people should care about this study—why is it significant to your field and perhaps to the wider world? And what is the exact purpose of your study; what are you trying to achieve? Start by answering the following questions:

• What made you decide to do this study or project?
• Why is this study important to your field or to the lay reader?
• Why should someone read your entire article?

In summary, the first section of your abstract should include the importance of the research and its impact on related research fields or on the wider scientific domain.

2) Explain the research problem you are addressing

Stating the research problem that your study addresses is the corollary to why your specific study is important and necessary. For instance, even if the issue of “rabies in Brazilian squirrels” is important, what is the problem—the “missing piece of the puzzle”—that your study helps resolve?

You can combine the problem with the motivation section, but from a perspective of organization and clarity, it is best to separate the two. Here are some precise questions to address:

• What is your research trying to better understand or what problem is it trying to solve?
• What is the scope of your study—does it try to explain something general or specific?
• What is your central claim or argument?

3) Discuss your research approach

Your specific study approach is detailed in the Methods and Materials section .  You have already established the importance of the research, your motivation for studying this issue, and the specific problem your paper addresses. Now you need to discuss  how  you solved or made progress on this problem—how you conducted your research. If your study includes your own work or that of your team, describe that here. If in your paper you reviewed the work of others, explain this here. Did you use analytic models? A simulation? A double-blind study? A case study? You are basically showing the reader the internal engine of your research machine and how it functioned in the study. Be sure to:

• Detail your research—include methods/type of the study, your variables, and the extent of the work
• Briefly present evidence to support your claim
• Highlight your most important sources

4) Briefly summarize your results

Here you will give an overview of the outcome of your study. Avoid using too many vague qualitative terms (e.g, “very,” “small,” or “tremendous”) and try to use at least some quantitative terms (i.e., percentages, figures, numbers). Save your qualitative language for the conclusion statement. Answer questions like these:

• What did your study yield in concrete terms (e.g., trends, figures, correlation between phenomena)?
• How did your results compare to your hypothesis? Was the study successful?
• Where there any highly unexpected outcomes or were they all largely predicted?

5) State your conclusion

In the last section of your abstract, you will give a statement about the implications and  limitations of the study . Be sure to connect this statement closely to your results and not the area of study in general. Are the results of this study going to shake up the scientific world? Will they impact how people see “Brazilian squirrels”? Or are the implications minor? Try not to boast about your study or present its impact as  too  far-reaching, as researchers and journals will tend to be skeptical of bold claims in scientific papers. Answer one of these questions:

• What are the exact effects of these results on my field? On the wider world?
• What other kind of study would yield further solutions to problems?
• What other information is needed to expand knowledge in this area?

After Completing the First Draft of Your Abstract

Revise your abstract.

The abstract, like any piece of academic writing, should be revised before being considered complete. Check it for  grammatical and spelling errors  and make sure it is formatted properly.

Get feedback from a peer

Getting a fresh set of eyes to review your abstract is a great way to find out whether you’ve summarized your research well. Find a reader who understands research papers but is not an expert in this field or is not affiliated with your study. Ask your reader to summarize what your study is about (including all key points of each section). This should tell you if you have communicated your key points clearly.

In addition to research peers, consider consulting with a professor or even a specialist or generalist writing center consultant about your abstract. Use any resource that helps you see your work from another perspective.

Consider getting professional editing and proofreading

While peer feedback is quite important to ensure the effectiveness of your abstract content, it may be a good idea to find an academic editor  to fix mistakes in grammar, spelling, mechanics, style, or formatting. The presence of basic errors in the abstract may not affect your content, but it might dissuade someone from reading your entire study. Wordvice provides English editing services that both correct objective errors and enhance the readability and impact of your work.

Additional Abstract Rules and Guidelines

Write your abstract after completing your paper.

Although the abstract goes at the beginning of your manuscript, it does not merely introduce your research topic (that is the job of the title), but rather summarizes your entire paper. Writing the abstract last will ensure that it is complete and consistent with the findings and statements in your paper.

Keep your content in the correct order

Both questions and answers should be organized in a standard and familiar way to make the content easier for readers to absorb. Ideally, it should mimic the overall format of your essay and the classic “introduction,” “body,” and “conclusion” form, even if the parts are not neatly divided as such.

Write the abstract from scratch

Because the abstract is a self-contained piece of writing viewed separately from the body of the paper, you should write it separately as well. Never copy and paste direct quotes from the paper and avoid paraphrasing sentences in the paper. Using new vocabulary and phrases will keep your abstract interesting and free of redundancies while conserving space.

Don’t include too many details in the abstract

Again, the density of your abstract makes it incompatible with including specific points other than possibly names or locations. You can make references to terms, but do not explain or define them in the abstract. Try to strike a balance between being specific to your study and presenting a relatively broad overview of your work.

Wordvice Resources

If you think your abstract is fine now but you need input on abstract writing or require English editing services (including paper editing ), then head over to the Wordvice academic resources page, where you will find many more articles, for example on writing the Results , Methods , and Discussion sections of your manuscript, on choosing a title for your paper , or on how to finalize your journal submission with a strong cover letter .    

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Dissertation
• How to Write an Abstract | Steps & Examples

How to Write an Abstract | Steps & Examples

Published on 1 March 2019 by Shona McCombes . Revised on 10 October 2022 by Eoghan Ryan.

An abstract is a short summary of a longer work (such as a dissertation or research paper ). The abstract concisely reports the aims and outcomes of your research, so that readers know exactly what your paper is about.

Although the structure may vary slightly depending on your discipline, your abstract should describe the purpose of your work, the methods you’ve used, and the conclusions you’ve drawn.

One common way to structure your abstract is to use the IMRaD structure. This stands for:

• Introduction

Abstracts are usually around 100–300 words, but there’s often a strict word limit, so make sure to check the relevant requirements.

In a dissertation or thesis , include the abstract on a separate page, after the title page and acknowledgements but before the table of contents .

Instantly correct all language mistakes in your text

Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes.

Table of contents

Abstract example, when to write an abstract, step 1: introduction, step 2: methods, step 3: results, step 4: discussion, tips for writing an abstract, frequently asked questions about abstracts.

Hover over the different parts of the abstract to see how it is constructed.

This paper examines the role of silent movies as a mode of shared experience in the UK during the early twentieth century. At this time, high immigration rates resulted in a significant percentage of non-English-speaking citizens. These immigrants faced numerous economic and social obstacles, including exclusion from public entertainment and modes of discourse (newspapers, theater, radio).

Incorporating evidence from reviews, personal correspondence, and diaries, this study demonstrates that silent films were an affordable and inclusive source of entertainment. It argues for the accessible economic and representational nature of early cinema. These concerns are particularly evident in the low price of admission and in the democratic nature of the actors’ exaggerated gestures, which allowed the plots and action to be easily grasped by a diverse audience despite language barriers.

Keywords: silent movies, immigration, public discourse, entertainment, early cinema, language barriers.

Prevent plagiarism, run a free check.

You will almost always have to include an abstract when:

• Completing a thesis or dissertation
• Submitting a research paper to an academic journal
• Writing a book proposal
• Applying for research grants

It’s easiest to write your abstract last, because it’s a summary of the work you’ve already done. Your abstract should:

• Be a self-contained text, not an excerpt from your paper
• Be fully understandable on its own
• Reflect the structure of your larger work

Start by clearly defining the purpose of your research. What practical or theoretical problem does the research respond to, or what research question did you aim to answer?

You can include some brief context on the social or academic relevance of your topic, but don’t go into detailed background information. If your abstract uses specialised terms that would be unfamiliar to the average academic reader or that have various different meanings, give a concise definition.

After identifying the problem, state the objective of your research. Use verbs like “investigate,” “test,” “analyse,” or “evaluate” to describe exactly what you set out to do.

This part of the abstract can be written in the present or past simple tense  but should never refer to the future, as the research is already complete.

• This study will investigate the relationship between coffee consumption and productivity.
• This study investigates the relationship between coffee consumption and productivity.

Next, indicate the research methods that you used to answer your question. This part should be a straightforward description of what you did in one or two sentences. It is usually written in the past simple tense, as it refers to completed actions.

• Structured interviews will be conducted with 25 participants.
• Structured interviews were conducted with 25 participants.

Don’t evaluate validity or obstacles here — the goal is not to give an account of the methodology’s strengths and weaknesses, but to give the reader a quick insight into the overall approach and procedures you used.

The only proofreading tool specialized in correcting academic writing

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

Correct my document today

Next, summarise the main research results . This part of the abstract can be in the present or past simple tense.

• Our analysis has shown a strong correlation between coffee consumption and productivity.
• Our analysis shows a strong correlation between coffee consumption and productivity.
• Our analysis showed a strong correlation between coffee consumption and productivity.

Depending on how long and complex your research is, you may not be able to include all results here. Try to highlight only the most important findings that will allow the reader to understand your conclusions.

Finally, you should discuss the main conclusions of your research : what is your answer to the problem or question? The reader should finish with a clear understanding of the central point that your research has proved or argued. Conclusions are usually written in the present simple tense.

• We concluded that coffee consumption increases productivity.
• We conclude that coffee consumption increases productivity.

If there are important limitations to your research (for example, related to your sample size or methods), you should mention them briefly in the abstract. This allows the reader to accurately assess the credibility and generalisability of your research.

If your aim was to solve a practical problem, your discussion might include recommendations for implementation. If relevant, you can briefly make suggestions for further research.

If your paper will be published, you might have to add a list of keywords at the end of the abstract. These keywords should reference the most important elements of the research to help potential readers find your paper during their own literature searches.

Be aware that some publication manuals, such as APA Style , have specific formatting requirements for these keywords.

It can be a real challenge to condense your whole work into just a couple of hundred words, but the abstract will be the first (and sometimes only) part that people read, so it’s important to get it right. These strategies can help you get started.

Read other abstracts

The best way to learn the conventions of writing an abstract in your discipline is to read other people’s. You probably already read lots of journal article abstracts while conducting your literature review —try using them as a framework for structure and style.

You can also find lots of dissertation abstract examples in thesis and dissertation databases .

Reverse outline

Not all abstracts will contain precisely the same elements. For longer works, you can write your abstract through a process of reverse outlining.

For each chapter or section, list keywords and draft one to two sentences that summarise the central point or argument. This will give you a framework of your abstract’s structure. Next, revise the sentences to make connections and show how the argument develops.

Write clearly and concisely

A good abstract is short but impactful, so make sure every word counts. Each sentence should clearly communicate one main point.

To keep your abstract or summary short and clear:

• Avoid passive sentences: Passive constructions are often unnecessarily long. You can easily make them shorter and clearer by using the active voice.
• Avoid long sentences: Substitute longer expressions for concise expressions or single words (e.g., “In order to” for “To”).
• Avoid obscure jargon: The abstract should be understandable to readers who are not familiar with your topic.
• Avoid repetition and filler words: Replace nouns with pronouns when possible and eliminate unnecessary words.
• Avoid detailed descriptions: An abstract is not expected to provide detailed definitions, background information, or discussions of other scholars’ work. Instead, include this information in the body of your thesis or paper.

If you’re struggling to edit down to the required length, you can get help from expert editors with Scribbr’s professional proofreading services .

Check your formatting

If you are writing a thesis or dissertation or submitting to a journal, there are often specific formatting requirements for the abstract—make sure to check the guidelines and format your work correctly. For APA research papers you can follow the APA abstract format .

Checklist: Abstract

The word count is within the required length, or a maximum of one page.

The abstract appears after the title page and acknowledgements and before the table of contents .

I have clearly stated my research problem and objectives.

I have briefly described my methodology .

I have summarized the most important results .

I have stated my main conclusions .

I have mentioned any important limitations and recommendations.

The abstract can be understood by someone without prior knowledge of the topic.

You've written a great abstract! Use the other checklists to continue improving your thesis or dissertation.

An abstract is a concise summary of an academic text (such as a journal article or dissertation ). It serves two main purposes:

• To help potential readers determine the relevance of your paper for their own research.
• To communicate your key findings to those who don’t have time to read the whole paper.

Abstracts are often indexed along with keywords on academic databases, so they make your work more easily findable. Since the abstract is the first thing any reader sees, it’s important that it clearly and accurately summarises the contents of your paper.

An abstract for a thesis or dissertation is usually around 150–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.

The abstract is the very last thing you write. You should only write it after your research is complete, so that you can accurately summarize the entirety of your thesis or paper.

Avoid citing sources in your abstract . There are two reasons for this:

• The abstract should focus on your original research, not on the work of others.
• The abstract should be self-contained and fully understandable without reference to other sources.

There are some circumstances where you might need to mention other sources in an abstract: for example, if your research responds directly to another study or focuses on the work of a single theorist. In general, though, don’t include citations unless absolutely necessary.

The abstract appears on its own page, after the title page and acknowledgements but before the table of contents .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. (2022, October 10). How to Write an Abstract | Steps & Examples. Scribbr. Retrieved 3 September 2024, from https://www.scribbr.co.uk/thesis-dissertation/abstract/

Is this article helpful?

Shona McCombes

Other students also liked, how to write a thesis or dissertation introduction, thesis & dissertation acknowledgements | tips & examples, dissertation title page.

What this handout is about

This handout provides definitions and examples of the two main types of abstracts: descriptive and informative. It also provides guidelines for constructing an abstract and general tips for you to keep in mind when drafting. Finally, it includes a few examples of abstracts broken down into their component parts.

What is an abstract?

An abstract is a self-contained, short, and powerful statement that describes a larger work. Components vary according to discipline. An abstract of a social science or scientific work may contain the scope, purpose, results, and contents of the work. An abstract of a humanities work may contain the thesis, background, and conclusion of the larger work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains key words found in the larger work, the abstract is an original document rather than an excerpted passage.

Why write an abstract?

You may write an abstract for various reasons. The two most important are selection and indexing. Abstracts allow readers who may be interested in a longer work to quickly decide whether it is worth their time to read it. Also, many online databases use abstracts to index larger works. Therefore, abstracts should contain keywords and phrases that allow for easy searching.

Say you are beginning a research project on how Brazilian newspapers helped Brazil’s ultra-liberal president Luiz Ignácio da Silva wrest power from the traditional, conservative power base. A good first place to start your research is to search Dissertation Abstracts International for all dissertations that deal with the interaction between newspapers and politics. “Newspapers and politics” returned 569 hits. A more selective search of “newspapers and Brazil” returned 22 hits. That is still a fair number of dissertations. Titles can sometimes help winnow the field, but many titles are not very descriptive. For example, one dissertation is titled “Rhetoric and Riot in Rio de Janeiro.” It is unclear from the title what this dissertation has to do with newspapers in Brazil. One option would be to download or order the entire dissertation on the chance that it might speak specifically to the topic. A better option is to read the abstract. In this case, the abstract reveals the main focus of the dissertation:

This dissertation examines the role of newspaper editors in the political turmoil and strife that characterized late First Empire Rio de Janeiro (1827-1831). Newspaper editors and their journals helped change the political culture of late First Empire Rio de Janeiro by involving the people in the discussion of state. This change in political culture is apparent in Emperor Pedro I’s gradual loss of control over the mechanisms of power. As the newspapers became more numerous and powerful, the Emperor lost his legitimacy in the eyes of the people. To explore the role of the newspapers in the political events of the late First Empire, this dissertation analyzes all available newspapers published in Rio de Janeiro from 1827 to 1831. Newspapers and their editors were leading forces in the effort to remove power from the hands of the ruling elite and place it under the control of the people. In the process, newspapers helped change how politics operated in the constitutional monarchy of Brazil.

From this abstract you now know that although the dissertation has nothing to do with modern Brazilian politics, it does cover the role of newspapers in changing traditional mechanisms of power. After reading the abstract, you can make an informed judgment about whether the dissertation would be worthwhile to read.

Besides selection, the other main purpose of the abstract is for indexing. Most article databases in the online catalog of the library enable you to search abstracts. This allows for quick retrieval by users and limits the extraneous items recalled by a “full-text” search. However, for an abstract to be useful in an online retrieval system, it must incorporate the key terms that a potential researcher would use to search. For example, if you search Dissertation Abstracts International using the keywords “France” “revolution” and “politics,” the search engine would search through all the abstracts in the database that included those three words. Without an abstract, the search engine would be forced to search titles, which, as we have seen, may not be fruitful, or else search the full text. It’s likely that a lot more than 60 dissertations have been written with those three words somewhere in the body of the entire work. By incorporating keywords into the abstract, the author emphasizes the central topics of the work and gives prospective readers enough information to make an informed judgment about the applicability of the work.

When do people write abstracts?

• when submitting articles to journals, especially online journals
• when applying for research grants
• when writing a book proposal
• when completing the Ph.D. dissertation or M.A. thesis
• when writing a proposal for a conference paper
• when writing a proposal for a book chapter

Most often, the author of the entire work (or prospective work) writes the abstract. However, there are professional abstracting services that hire writers to draft abstracts of other people’s work. In a work with multiple authors, the first author usually writes the abstract. Undergraduates are sometimes asked to draft abstracts of books/articles for classmates who have not read the larger work.

Types of abstracts

There are two types of abstracts: descriptive and informative. They have different aims, so as a consequence they have different components and styles. There is also a third type called critical, but it is rarely used. If you want to find out more about writing a critique or a review of a work, see the UNC Writing Center handout on writing a literature review . If you are unsure which type of abstract you should write, ask your instructor (if the abstract is for a class) or read other abstracts in your field or in the journal where you are submitting your article.

Descriptive abstracts

A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract describes the work being abstracted. Some people consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short—100 words or less.

Informative abstracts

The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. That is, the writer presents and explains all the main arguments and the important results and evidence in the complete article/paper/book. An informative abstract includes the information that can be found in a descriptive abstract (purpose, methods, scope) but also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is rarely more than 10% of the length of the entire work. In the case of a longer work, it may be much less.

Here are examples of a descriptive and an informative abstract of this handout on abstracts . Descriptive abstract:

The two most common abstract types—descriptive and informative—are described and examples of each are provided.

Informative abstract:

Abstracts present the essential elements of a longer work in a short and powerful statement. The purpose of an abstract is to provide prospective readers the opportunity to judge the relevance of the longer work to their projects. Abstracts also include the key terms found in the longer work and the purpose and methods of the research. Authors abstract various longer works, including book proposals, dissertations, and online journal articles. There are two main types of abstracts: descriptive and informative. A descriptive abstract briefly describes the longer work, while an informative abstract presents all the main arguments and important results. This handout provides examples of various types of abstracts and instructions on how to construct one.

Which type should I use?

Your best bet in this case is to ask your instructor or refer to the instructions provided by the publisher. You can also make a guess based on the length allowed; i.e., 100-120 words = descriptive; 250+ words = informative.

How do I write an abstract?

The format of your abstract will depend on the work being abstracted. An abstract of a scientific research paper will contain elements not found in an abstract of a literature article, and vice versa. However, all abstracts share several mandatory components, and there are also some optional parts that you can decide to include or not. When preparing to draft your abstract, keep the following key process elements in mind:

• Reason for writing: What is the importance of the research? Why would a reader be interested in the larger work?
• Problem: What problem does this work attempt to solve? What is the scope of the project? What is the main argument/thesis/claim?
• Methodology: An abstract of a scientific work may include specific models or approaches used in the larger study. Other abstracts may describe the types of evidence used in the research.
• Results: Again, an abstract of a scientific work may include specific data that indicates the results of the project. Other abstracts may discuss the findings in a more general way.
• Implications: What changes should be implemented as a result of the findings of the work? How does this work add to the body of knowledge on the topic?

(This list of elements is adapted with permission from Philip Koopman, “How to Write an Abstract.” )

All abstracts include:

• A full citation of the source, preceding the abstract.
• The most important information first.
• The same type and style of language found in the original, including technical language.
• Key words and phrases that quickly identify the content and focus of the work.
• Clear, concise, and powerful language.

Abstracts may include:

• The thesis of the work, usually in the first sentence.
• Background information that places the work in the larger body of literature.
• The same chronological structure as the original work.

How not to write an abstract:

• Do not refer extensively to other works.
• Do not add information not contained in the original work.
• Do not define terms.

If you are abstracting your own writing

When abstracting your own work, it may be difficult to condense a piece of writing that you have agonized over for weeks (or months, or even years) into a 250-word statement. There are some tricks that you could use to make it easier, however.

Reverse outlining:

This technique is commonly used when you are having trouble organizing your own writing. The process involves writing down the main idea of each paragraph on a separate piece of paper– see our short video . For the purposes of writing an abstract, try grouping the main ideas of each section of the paper into a single sentence. Practice grouping ideas using webbing or color coding .

For a scientific paper, you may have sections titled Purpose, Methods, Results, and Discussion. Each one of these sections will be longer than one paragraph, but each is grouped around a central idea. Use reverse outlining to discover the central idea in each section and then distill these ideas into one statement.

Cut and paste:

To create a first draft of an abstract of your own work, you can read through the entire paper and cut and paste sentences that capture key passages. This technique is useful for social science research with findings that cannot be encapsulated by neat numbers or concrete results. A well-written humanities draft will have a clear and direct thesis statement and informative topic sentences for paragraphs or sections. Isolate these sentences in a separate document and work on revising them into a unified paragraph.

If you are abstracting someone else’s writing

When abstracting something you have not written, you cannot summarize key ideas just by cutting and pasting. Instead, you must determine what a prospective reader would want to know about the work. There are a few techniques that will help you in this process:

Identify key terms:

Search through the entire document for key terms that identify the purpose, scope, and methods of the work. Pay close attention to the Introduction (or Purpose) and the Conclusion (or Discussion). These sections should contain all the main ideas and key terms in the paper. When writing the abstract, be sure to incorporate the key terms.

Highlight key phrases and sentences:

Instead of cutting and pasting the actual words, try highlighting sentences or phrases that appear to be central to the work. Then, in a separate document, rewrite the sentences and phrases in your own words.

Don’t look back:

After reading the entire work, put it aside and write a paragraph about the work without referring to it. In the first draft, you may not remember all the key terms or the results, but you will remember what the main point of the work was. Remember not to include any information you did not get from the work being abstracted.

Revise, revise, revise

No matter what type of abstract you are writing, or whether you are abstracting your own work or someone else’s, the most important step in writing an abstract is to revise early and often. When revising, delete all extraneous words and incorporate meaningful and powerful words. The idea is to be as clear and complete as possible in the shortest possible amount of space. The Word Count feature of Microsoft Word can help you keep track of how long your abstract is and help you hit your target length.

Example 1: Humanities abstract

Kenneth Tait Andrews, “‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984” Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998

This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Now let’s break down this abstract into its component parts to see how the author has distilled his entire dissertation into a ~200 word abstract.

What the dissertation does This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so.

How the dissertation does it The time period studied in this dissertation includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies.

What materials are used Data have been collected from archives, interviews, newspapers, and published reports.

Conclusion This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to movement demands and the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Keywords social movements Civil Rights Movement Mississippi voting rights desegregation

Example 2: Science Abstract

Luis Lehner, “Gravitational radiation from black hole spacetimes” Ph.D. University of Pittsburgh, 1998 DAI-B 59/06, p. 2797, Dec 1998

The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search for and analysis of detected signals. The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm. This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

This science abstract covers much of the same ground as the humanities one, but it asks slightly different questions.

Why do this study The problem of detecting gravitational radiation is receiving considerable attention with the construction of new detectors in the United States, Europe, and Japan. The theoretical modeling of the wave forms that would be produced in particular systems will expedite the search and analysis of the detected signals.

What the study does The characteristic formulation of GR is implemented to obtain an algorithm capable of evolving black holes in 3D asymptotically flat spacetimes. Using compactification techniques, future null infinity is included in the evolved region, which enables the unambiguous calculation of the radiation produced by some compact source. A module to calculate the waveforms is constructed and included in the evolution algorithm.

Results This code is shown to be second-order convergent and to handle highly non-linear spacetimes. In particular, we have shown that the code can handle spacetimes whose radiation is equivalent to a galaxy converting its whole mass into gravitational radiation in one second. We further use the characteristic formulation to treat the region close to the singularity in black hole spacetimes. The code carefully excises a region surrounding the singularity and accurately evolves generic black hole spacetimes with apparently unlimited stability.

Keywords gravitational radiation (GR) spacetimes black holes

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Belcher, Wendy Laura. 2009. Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success. Thousand Oaks, CA: Sage Press.

Koopman, Philip. 1997. “How to Write an Abstract.” Carnegie Mellon University. October 1997. http://users.ece.cmu.edu/~koopman/essays/abstract.html .

Lancaster, F.W. 2003. Indexing And Abstracting in Theory and Practice , 3rd ed. London: Facet Publishing.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

Academic Editing and Proofreading

• Tips to Self-Edit Your Dissertation
• Guide to Essay Editing: Methods, Tips, & Examples
• Journal Article Proofreading: Process, Cost, & Checklist
• The A–Z of Dissertation Editing: Standard Rates & Involved Steps
• Research Paper Editing | Guide to a Perfect Research Paper
• Dissertation Proofreading | Definition & Standard Rates
• Thesis Proofreading | Definition, Importance & Standard Pricing
• Research Paper Proofreading | Definition, Significance & Standard Rates
• Essay Proofreading | Options, Cost & Checklist
• Top 10 Paper Editing Services of 2024 (Costs & Features)
• Top 10 Essay Checkers in 2024 (Free & Paid)
• Top 10 AI Proofreaders to Perfect Your Writing in 2024
• Top 10 English Correctors to Perfect Your Text in 2024
• Top 10 Essay Editing Services of 2024
• 10 Advanced AI Text Editors to Transform Writing in 2024

Academic Research

• Research Paper Outline: Templates & Examples
• How to Write a Research Paper: A Step-by-Step Guide
• How to Write a Lab Report: Examples from Academic Editors
• Research Methodology Guide: Writing Tips, Types, & Examples
• The 10 Best Essential Resources for Academic Research
• 100+ Useful ChatGPT Prompts for Thesis Writing in 2024
• Best ChatGPT Prompts for Academic Writing (100+ Prompts!)
• Sampling Methods Guide: Types, Strategies, and Examples
• Independent vs. Dependent Variables | Meaning & Examples

Academic Writing & Publishing

• Difference Between Paper Editing and Peer Review
• What are the different types of peer review?
• How to deal with rejection from a journal?
• Editing and Proofreading Academic Papers: A Short Guide
• How to Carry Out Secondary Research
• The Results Section of a Dissertation
• Checklist: Is my Article Ready for Submitting to Journals?
• Types of Research Articles to Boost Your Research Profile
• 8 Types of Peer Review Processes You Should Know
• The Ethics of Academic Research
• How does LaTeX based proofreading work?
• How to Improve Your Scientific Writing: A Short Guide
• Chicago Title, Cover Page & Body | Paper Format Guidelines
• How to Write a Thesis Statement: Examples & Tips
• Chicago Style Citation: Quick Guide & Examples
• The A-Z Of Publishing Your Article in A Journal
• What is Journal Article Editing? 3 Reasons You Need It
• 5 Powerful Personal Statement Examples (Template Included)
• Complete Guide to MLA Format (9th Edition)
• How to Cite a Book in APA Style | Format & Examples
• How to Start a Research Paper | Step-by-step Guide
• APA Citations Made Easy with Our Concise Guide for 2024
• A Step-by-Step Guide to APA Formatting Style (7th Edition)
• Top 10 Online Dissertation Editing Services of 2024
• Academic Writing in 2024: 5 Key Dos & Don’ts + Examples
• What Are the Standard Book Sizes for Publishing Your Book?
• MLA Works Cited Page: Quick Tips & Examples
• 2024’s Top 10 Thesis Statement Generators (Free Included!)
• Top 10 Title Page Generators for Students in 2024
• What Is an Open Access Journal? 10 Myths Busted!
• Primary vs. Secondary Sources: Definition, Types & Examples
• How To Write a College Admissions Essay That Stands Out
• How to Write a Dissertation & Thesis Conclusion (+ Examples)
• APA Journal Citation: 7 Types, In-Text Rules, & Examples
• What Is Predatory Publishing and How to Avoid It!
• What Is Plagiarism? Meaning, Types & Examples
• How to Write a Strong Dissertation & Thesis Introduction
• How to Cite a Book in MLA Format (9th Edition)
• How to Cite a Website in MLA Format | 9th Edition Rules
• 10 Best AI Conclusion Generators (Features & Pricing)
• Top 10 Academic Editing Services of 2024 [with Pricing]
• 100+ Writing Prompts for College Students (10+ Categories!)
• Additional Resources
• Plagiarism: How to avoid it in your thesis?
• Final Submission Checklist | Dissertation & Thesis
• 7 Useful MS Word Formatting Tips for Dissertation Writing
• How to Write a MEAL Paragraph: Writing Plan Explained in Detail
• Em Dash vs. En Dash vs. Hyphen: When to Use Which
• The 10 Best Citation Generators in 2024 | Free & Paid Plans!
• 2024’s Top 10 Self-Help Books for Better Living
• The 10 Best Free Character and Word Counters of 2024
• Know Everything About How to Make an Audiobook
• Citation and Referencing
• Citing References: APA, MLA, and Chicago
• How to Cite Sources in the MLA Format
• MLA Citation Examples: Cite Essays, Websites, Movies & More
• Citations and References: What Are They and Why They Matter
• APA Headings & Subheadings | Formatting Guidelines & Examples
• Formatting an APA Reference Page | Template & Examples
• Research Paper Format: APA, MLA, & Chicago Style
• How to Create an MLA Title Page | Format, Steps, & Examples
• How to Create an MLA Header | Format Guidelines & Examples
• MLA Annotated Bibliography | Guidelines and Examples
• APA Website Citation (7th Edition) Guide | Format & Examples
• APA Citation Examples: The Bible, TED Talk, PPT & More
• APA Header Format: 5 Steps & Running Head Examples
• APA Title Page Format Simplified | Examples + Free Template
• How to Write an Abstract in MLA Format: Tips & Examples
• 10 Best Free Plagiarism Checkers of 2024 [100% Free Tools]
• 5 Reasons to Cite Your Sources Properly | Avoid Plagiarism!
• Dissertation Writing Guide
• Writing a Dissertation Proposal
• The Acknowledgments Section of a Dissertation
• The Table of Contents Page of a Dissertation
• The Introduction Chapter of a Dissertation
• The Literature Review of a Dissertation
• The Only Dissertation Toolkit You’ll Ever Need!
• 5 Thesis Writing Tips for Master Procrastinators
• How to Write a Dissertation | 5 Tips from Academic Editors
• The 5 Things to Look for in a Dissertation Editing Service
• Top 10 Dissertation Editing & Proofreading Services
• Why is it important to add references to your thesis?
• Thesis Editing | Definition, Scope & Standard Rates
• Expert Formatting Tips on MS Word for Dissertations
• A 7-Step Guide on How to Choose a Dissertation Topic
• 350 Best Dissertation Topic Ideas for All Streams in 2024

A Guide on How to Write an Abstract for a Research Paper

• Dissertation Defense: What to Expect and How to Prepare
• Creating a Dissertation Title Page (Examples & Templates)
• Essay Writing Guide
• Essential Research Tips for Essay Writing
• What Is a Mind Map? Free Mind Map Templates & Examples
• How to Write an Essay Outline: 5 Examples & Free Template
• How to Write an Essay Header: MLA and APA Essay Headers
• What Is an Essay? Structure, Parts, and Types
• How to Write an Essay in 8 Simple Steps (Examples Included)
• 8 Types of Essays | Quick Summary with Examples
• Expository Essays | Step-by-Step Manual with Examples
• Narrative Essay | Step-by-Step Guide with Examples
• How to Write an Argumentative Essay (Examples Included)
• Guide to a Perfect Descriptive Essay [Examples & Outline Included]
• How to Start an Essay: 4 Introduction Paragraph Examples
• How to Write a Conclusion for an Essay (Examples Included!)
• How to Write an Impactful Personal Statement (Examples Included)
• Literary Analysis Essay: 5 Steps to a Perfect Assignment
• Compare and Contrast Essay | Quick Guide with Examples
• Top AI Essay Writers in 2024: 10 Must-Haves
• 100 Best College Essay Topics & How to Pick the Perfect One!
• College Essay Format: Tips, Examples, and Free Template
• Structure of an Essay: 5 Tips to Write an Outstanding Essay
• 10 Best AI Essay Outline Generators of 2024
• The Best Essay Graders of 2024 That You Can Use for Free!
• Top 10 Free Essay Writing Tools for Students in 2024

Still have questions? Leave a comment

Add Comment

Checklist: Dissertation Proposal

Enter your email id to get the downloadable right in your inbox!

Examples: Edited Papers

Need editing and proofreading services.

• Tags: Academic , Research , Research Paper

In academic writing, learning how to create a brief and informative abstract for your research paper is really important. An abstract serves as a sneak peek into your research, giving readers a quick look to decide if they want to read more.

But what exactly is an abstract in a research paper, and how to write an abstract for a research paper that captures the essence of your study effectively? Let’s dive into the nuances of writing a standout research paper abstract!

Improve your paper’s quality with top-notch editing! Get started

Let’s start by understanding what is an abstract in a research paper:

What is an abstract in a research paper?

A research paper abstract is a summary that outlines the key points of your research paper. It serves as a condensed version of your work, allowing readers to quickly grasp the purpose, methodology , results, implications, and conclusion of your study. Think of it as a mini-version of your paper, where you highlight the most critical information to entice further reading.

What is the purpose of an abstract in a research paper?

The primary purpose of an abstract in a research paper is to inform potential readers about the essential contents of the document. It will help them decide whether it aligns with their own research interests or objectives. Also, it’s important because it helps your paper show up in academic databases, making it easier for people to find and read.

Where does the abstract go in a research paper?

Typically, the abstract is placed right after the title page and before the main body of the research paper . This arrangement guarantees that it is the first in-depth synopsis of your work that readers will come across. 

How long should an abstract be for a research paper?

The length of an abstract for a research paper typically ranges from 150 to 250 words. This short length summarizes the research’s main aspects clearly and briefly. Sticking within this word range is important to maintain clarity and brevity so that readers can quickly grasp the important information. You can use academic ChatGPT prompts to reduce your abstract’s length if it exceeds the word count. 

What does the abstract of a research paper contain?

A research paper abstract usually contains the following key elements:

• Purpose of the study: Clearly states the main goal or issue addressed by the research, providing insight into its importance.
• Methodology: Concisely explains the methods or approaches employed in the research, including the type of study conducted (e.g., experimental, observational, qualitative) and specific techniques or tools utilized.
• Results: Summarizes the primary findings or outcomes of the research, highlighting key data points, trends, or discoveries relevant to the research question and objectives.
• Conclusions: Outlines the implications of the findings. This could involve discussing the significance of the results in the context of the field, potential applications, or future research directions. If your study has significant limitations, it’s advisable to briefly note them in the abstract.
• Keywords: Often, research paper abstracts include a list of keywords that help categorize the paper and make it easier for others to find through searches. Select words that are directly related to your research topic. Typically, 5-7 keywords are sufficient. Check the journal’s guidelines for specific requirements.

How to write an abstract for a research paper?

Use the following steps to write your research paper abstract perfectly:

1. Start with clarity and precision

Begin your abstract by clearly stating the research problem or the main objective of the study. This should address the ‘what’ of your study—what was your research trying to find or prove? 

• Avoid vague phrases and focus on delivering a specific and concise statement that encapsulates the essence of your research .
• Use active voice and confident language to state your research aim. For example, instead of saying “This research attempts to explore,” you could say, “This research explores.”
• Ensure that the first one or two sentences encapsulate the critical motivation behind the study.

Poor example: “This paper looks at climate change.”

Improved example: “This study quantifies the impact of industrial emissions on urban air quality, addressing a critical gap in environmental policy formulation.”

• Avoid filler words or overly complex sentences that do not add value to the core understanding of your research.

2. Describe your methodology

Provide a concise overview of the methods you employed for your research. This part should give readers a clear understanding of your approach and techniques. The goal is to provide enough information to understand the foundation of your findings.

• Focus on including only the most crucial methods used in your research. Typically, this would be the overall approach (e.g., qualitative, quantitative, mixed methods), significant techniques or instruments used, and the type of analysis conducted.
• Avoid jargon or overly technical terms that might be unfamiliar to a broader audience, aiming instead for clear, accessible language.
• If specific tools, software, or technologies are central to the results, mention them by name.

Example: “Data was analyzed using SPSS software.”

• Abstracts do not allow for extensive methodological descriptions. Provide enough detail to understand the framework briefly.

For example: Instead of saying, “We conducted several tests to analyze the samples,” specify briefly, “Samples were analyzed using X-ray diffraction and gas chromatography.”

3. Highlight key findings

Briefly summarize the most significant results of your study . Make sure to capture the importance and implications of your results. This part typically grabs the most attention from readers.

• Focus on mentioning quantifiable results if applicable, as these often convey the impact of your findings more powerfully.
• Use phrases that summarize significant trends rather than complex data details. For example, “Results show a 50% increase in efficiency” or “Findings indicate a significant reduction in incidence rates.”
• Use strong, positive adjectives to describe your findings, such as “significant,” “substantial,” “robust,” etc., where appropriate and accurate.
• Include critical statistics such as p-values or confidence intervals to support the significance of your findings.

4. Discuss the implications

In a few sentences, describe the broader implications of your findings. How does your research contribute to the field? What are the practical or theoretical implications?

• Consider questions like, “Why does this matter?” and “Who will benefit from this research?”
• This can be framed as, “These findings suggest new pathways for clinical treatment,” or “This research informs policy by demonstrating…”
• Clearly state how your findings contribute to the existing body of knowledge in your field. Do they extend, contradict, or refine previous theories?

Example: “These findings challenge the conventional understanding of X, suggesting a revised model for Y.”

• Use strong action verbs to describe the effect of your research, such as “transforms,” “enables,” “revolutionizes,” or “underscores.”

5. Keep it concise

Focus on writing within the word limit and keeping the information that is required to be showcased or highlighted. 

• After drafting your abstract, review it specifically for redundancy and verbosity. You can edit your research paper abstract using content editors and grammar checker tools to ensure an error-free research paper abstract.
• Word counter tools like QuillBot, Semrush, Word Count, etc. can help ensure you stay within the typical 150-250 word range. 
• Additionally, asking a colleague to review your abstract format can provide insights into any unnecessary details or unclear wording. Proofreading your research paper abstract is a crucial step.

Research paper abstract example

To solidify your understanding, let’s look at a research paper abstract example:

In this study, we explored the impact of climate change on Arctic marine life. Using a combination of satellite imagery and direct observation methods over five years, we observed a significant decrease in sea ice coverage and its direct effects on the indigenous marine populations. Notably, the reduction in ice has led to altered migration patterns and decreased population stability in polar bears and seals. These findings highlight the urgent need for policies aimed at mitigating the effects of climate change in polar regions.

Creating a strong research paper abstract goes beyond simply summarizing your work. It involves offering a clear, concise, and captivating overview that sparks interest and showcases the significance of your research. By adhering to these tips, you can develop an abstract that meets academic requirements while also engaging your target audience effectively.

To refine your abstract, consider PaperTrue’s expert editing and proofreading services . Our team of professionals can help ensure that your abstract—and your entire research paper—meets the highest standards of academic excellence and is ready to make a lasting impression in the scholarly community!

Here are some more research-related articles for you:

• Research Paper Outline: Templates & Examples
• Primary vs. Secondary Sources: Definition, Types & Examples

Frequently Asked Questions

What should be included in a research paper abstract, how does one write an effective research paper abstract, can a research paper abstract include citations.

Found this article helpful?

Your vs. You’re: When to Use Your and You’re

Your organization needs a technical editor: here’s why, your guide to the best ebook readers in 2024, writing for the web: 7 expert tips for web content writing.

Subscribe to our Newsletter

Get carefully curated resources about writing, editing, and publishing in the comfort of your inbox.

How to Copyright Your Book?

If you’ve thought about copyrighting your book, you’re on the right path.

© 2024 All rights reserved

• Terms of service
• Privacy policy
• Self Publishing Guide
• Pre-Publishing Steps
• Fiction Writing Tips
• Traditional Publishing
• Academic Writing and Publishing
• Partner with us
• Annual report
• Website content
• Marketing material
• Job Applicant
• Cover letter
• Resource Center
• Case studies

How to Write an Abstract

• Research Process

Abstracts are the first thing people read when they come across your manuscript on online databases. It's also a deciding factor in peer reviews. Do not overlook its importance.

Updated on March 24, 2022

You've finished your entire paper. All those hours put into your research have finally paid off. Research writing can be tough .

But hold on; you're not quite finished yet. You forgot to write your abstract!

The abstract can sometimes be overlooked, but that does not mean it's unimportant. In fact, some researchers argue that the abstract is the most important part of your manuscript. It's the first thing people read when they come across your manuscript on online databases. Depending on how well written it is, it could also be the first and last thing your audience reads.

It's also what publications and journals use to determine whether they want to publish your research. Continue reading to learn how to write an abstract and how AJE can help you with your writing.

What is an abstract?

An abstract is a concise summary of the major findings in your research paper. It is usually found at the beginning of your research paper. A good abstract should be able to give the average lay reader a strong sense of the main findings within your full-text paper.

Abstracts are typically one paragraph depending on how you decide to structure it. Your target publication could have specific guidelines that determine the structure of your abstract. However, all abstracts have the commonality of being brief summaries of your longer research.

Types of abstracts

Informative abstracts.

A good informative abstract acts as a thorough summary for your full paper. It should be a structured abstract. It includes sections for the introduction, methods, results, discussion and conclusion. Each section should only be a couple sentences each. The total number of words should typically be around 250, but they can be longer, too.

Informative abstracts are typically meant for psychology, science, and engineering papers.

Components of an informative abstract

Introduction.

The introduction should only be one or two sentences. This is where you state your thesis and why your research is important. The introduction should state:

• Your paper's purpose
• The problems your research solves
• Historical references

Start writing your methods sections by explaining what you did in the experiment. Begin by setting the scene. The methods section should only be a couple sentences long.

Who/what was involved in the study?

• State who or what was used in the experiment. Include the population studied; mention any plants, animals, or humans and how many were involved.

When did the experiment take place?

• State the time frame or duration of the experiment.

Where did the experiment take place?

• Give the geographical location of the experiment.

Tips for writing the methods section

• Write your research methods section as you are doing your experimentation. Some details of your experiment could be left out if you wait too long between the experiment and writing an abstract.
• If you're having trouble structuring your methods, look at what others have done. Look at an abstract from a study in your target publication.

The results section should describe your most important findings with the data to back it up. Write this section in the past tense.

Conclusions

Your conclusions section should only be two to three sentences. In this short amount of space, you should include your interpretation of the experiment to answer the main question of your research. It should answer this question: How do these results have an effect on my area of study or the wider population?

Descriptive abstracts

A descriptive abstract is also called a limited abstract for a good reason. It's much shorter than an informative abstract - about half the size. It's a very brief summary.

It should include background information, the study's purpose, the focus of the paper, and an optional overview of the contents.

A descriptive abstract is generally used for psychology, social sciences, and humanities papers.

Tip for writing a descriptive abstract

If you're having trouble writing a descriptive abstract, take your main headings from your table of contents and write them into a paragraph format.

Critical abstracts

A critical abstract is less common than the other abstracts, but it's still worth knowing. It still includes your general findings, but it also has a section devoted to the completeness, validity, and readability of your paper. In a critical abstract, your work is compared with other studies on your subject matter.

Incorporate keywords found in your research paper

It is wise to list the key phrases and words in your research paper for Search Engine Optimization (SEO) purposes. Your key terms section helps search engines like Google and Bing direct readers and other researchers to your work. The key words section comes at the bottom of your abstract. It can be formatted as follows:

Keywords: example 1, example 2, example 3

How to format the abstract

Some researchers make their abstract a single paragraph that looks like one giant block of text. If you wish to make it easier on your readers, you can break your abstract into sections depending on your target journal's specifications.

It should immediately follow the title page. There should be no page number on the abstract page.

When should you write your abstract?

Since the abstract is the first thing your audience reads, it would make sense to write an abstract first, right?

Not exactly.

Trying to summarize your research before you've written your research paper can be incredibly challenging.

Instead, the abstract should be the last thing you write. Your research should still be fresh in your mind and you should have no problem summarizing the important findings.

There are plenty of other tips for writing your abstract as well.

Final Thoughts

Abstract writing can be difficult. Luckily, AJE's editing staff can edit your abstract . If your target journal requests a graphic abstract, our Figure Formatting team can make you one for you.

Jonny Rhein, BA

See our "Privacy Policy"

How to Write an Abstract for a Research Paper

Writing Informative Abstracts

Informative abstracts state in one paragraph the essence of a whole paper about a study or a research project. That one paragraph must mention all the main points or parts of the paper: a description of the study or project, its methods, the results, and the conclusions. Here is an example of the abstract accompanying a seven-page essay that appeared in 2002 in  The Journal of Clinical Psychology :

Academic Writing, Editing, Proofreading, And Problem Solving Services

Get 10% off with 24start discount code.

The relationship between boredom proneness and health-symptom reporting was examined. Undergraduate students (N = 200) completed the Boredom Proneness Scale and the Hopkins Symptom Checklist. A multiple analysis of covariance indicated that individuals with high boredom-proneness total scores reported significantly higher ratings on all five sub-scales of the Hopkins Symptom Checklist (Obsessive–Compulsive, Somatization, Anxiety, Interpersonal Sensitivity, and Depression). The results suggest that boredom proneness may be an important element to consider when assessing symptom reporting. Implications for determining the effects of boredom proneness on psychological- and physical-health symptoms, as well as the application in clinical settings, are discussed. —Jennifer Sommers and Stephen J. Vodanovich, (adsbygoogle = window.adsbygoogle || []).push({}); “Boredom Proneness”

The first sentence states the nature of the study being reported. The next summarizes the method used to investigate the problem, and the following one gives the results: students who, according to specific tests, are more likely to be bored are also more likely to have certain medical or psychological symptoms. The last two sentences indicate that the paper discusses those results and examines the conclusion and its implications.

Writing Descriptive Abstracts

Descriptive abstracts are usually much briefer than informative abstracts and provide much less information. Rather than summarizing the entire paper, a descriptive abstract functions more as a teaser, providing a quick overview that invites the reader to read the whole. Descriptive abstracts usually do not give or discuss results or set out the conclusion or its implications. A descriptive abstract of the boredom-proneness essay might simply include the first sentence from the informative abstract plus a final sentence of its own:

The relationship between boredom proneness and health-symptom reporting was examined. The findings and their application in clinical settings are discussed.

Writing Proposal Abstracts

Proposal abstracts contain the same basic information as informative abstracts, but their purpose is very different. You prepare proposal abstracts to persuade someone to let you write on a topic, pursue a project, conduct an experiment, or present a paper at a scholarly conference. This kind of abstract is not written to introduce a longer piece but rather to stand alone, and often the abstract is written before the paper itself. Titles and other aspects of the proposal deliberately reflect the theme of the proposed work, and you may use the future tense, rather than the past, to describe work not yet completed. Here is a possible proposal for doing research on boredom:

Undergraduate students will complete the Boredom Proneness Scale and the Hopkins Symptom Checklist. A multiple analysis of covariance will be performed to determine the relationship between boredom-proneness total scores and ratings on the five sub-scales of the Hopkins Symptom Checklist (Obsessive–Compulsive, Somatization, Anxiety, Interpersonal Sensitivity, and Depression).

Key Features of a Research Paper Abstract

• A summary of basic information . An informative abstract includes enough information to substitute for the report itself, a descriptive abstract offers only enough information to let the audience decide whether to read further, and a proposal abstract gives an overview of the planned work.
• Objective description . Abstracts present information on the contents of a report or a proposed study; they do not present arguments about or personal perspectives on those contents. The informative abstract on boredom proneness, for example, offers only a tentative conclusion: “The results suggest that boredom proneness may be an important element to consider.”
• Brevity . Although the length of abstracts may vary, journals and organizations often restrict them to 120–200 words—meaning you must carefully select and edit your words.

A Brief Guide to Writing Abstracts

Consider the rhetorical situation.

• Purpose : Are you giving a brief but thorough overview of a completed study? Only enough information to create interest? Or a proposal for a planned study or presentation?
• Audience : For whom are you writing this abstract? What information about your project will your readers need?
• Stance : Whatever your stance in the longer work, your abstract must be objective.
• Media/Design : How will you set your abstract off from the rest of the text? If you are publishing it online, will you devote a single page to it? What format does your audience require?

Generating Ideas and Text

Write the paper first, the abstract last. You can then use the finished work as the guide for the abstract, which should follow the same basic structure. Exception: You may need to write a proposal abstract months before the work it describes will be complete.

Copy and paste key statements. If you’ve already written the work, highlight your thesis, objective, or purpose; basic information on your methods; your results; and your conclusion. Copy and paste those sentences into a new document to create a rough version of your abstract.

Pare down the information to key ideas. Summarize the report, editing out any nonessential words and details. In your first sentence, introduce the overall scope of your study. Also include any other information that seems crucial to understanding your paper. Avoid phrases that add unnecessary words, such as “It is concluded that.” In general, you probably won’t want to use “I”; an abstract should cover ideas, not say what you think or will do.

Conform to any requirements. In general, an informative abstract should be at most 10 percent as long as the original and no longer than the maximum length allowed. Descriptive abstracts should be shorter still, and proposal abstracts should conform to the requirements of the organization calling for the proposal.

By now your writing is almost complete; you’ve come a long way, but you’re not finished yet! Now it’s time to revise the research paper.

Back to  How To Write A Research Paper .

ORDER HIGH QUALITY CUSTOM PAPER

Abstract Generator

Get your abstract written – skip the headache., writefull's abstract generator gives you an abstract based on your paper's content., paste in the body of your text and click 'generate abstract' . here's an example from hindawi., frequently asked questions about the abstract generator.

Is your question not here? Contact us at [email protected]

What are the Abstract Generator's key features?

Magnum Proofreading Services

• Jake Magnum
• Jan 2, 2021

Writing an Abstract for a Research Paper: Guidelines, Examples, and Templates

There are six steps to writing a standard abstract. (1) Begin with a broad statement about your topic. Then, (2) state the problem or knowledge gap related to this topic that your study explores. After that, (3) describe what specific aspect of this problem you investigated, and (4) briefly explain how you went about doing this. After that, (5) describe the most meaningful outcome(s) of your study. Finally, (6) close your abstract by explaining the broad implication(s) of your findings.

In this article, I present step-by-step guidelines for writing an abstract for an academic paper. These guidelines are fo llowed by an example of a full abstract that follows these guidelines and a few fill-in-the-blank templates that you can use to write your own abstract.

Guidelines for Writing an Abstract

The basic structure of an abstract is illustrated below.

A standard abstract starts with a very general statement and becomes more specific with each sentence that follows until once again making a broad statement about the study’s implications at the end. Altogether, a standard abstract has six functions, which are described in detail below.

Start by making a broad statement about your topic.

The first sentence of your abstract should briefly describe a problem that is of interest to your readers. When writing this first sentence, you should think about who comprises your target audience and use terms that will appeal to this audience. If your opening sentence is too broad, it might lose the attention of potential readers because they will not know if your study is relevant to them.

Too broad : Maintaining an ideal workplace environment has a positive effect on employees.

The sentence above is so broad that it will not grab the reader’s attention. While it gives the reader some idea of the area of study, it doesn’t provide any details about the author’s topic within their research area. This can be fixed by inserting some keywords related to the topic (these are underlined in the revised example below).

Improved : Keeping the workplace environment at an ideal temperature positively affects the overall health of employees.

The revised sentence is much better, as it expresses two points about the research topic—namely, (i) what aspect of workplace environment was studied, (ii) what aspect of employees was observed. The mention of these aspects of the research will draw the attention of readers who are interested in them.

Describe the general problem that your paper addresses.

After describing your topic in the first sentence, you can then explain what aspect of this topic has motivated your research. Often, authors use this part of the abstract to describe the research gap that they identified and aimed to fill. These types of sentences are often characterized by the use of words such as “however,” “although,” “despite,” and so on.

However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking.

The above example is typical of a sentence describing the problem that a study intends to tackle. The author has noticed that there is a gap in the research, and they briefly explain this gap here.

Although it has been established that quantity and quality of sleep can affect different types of task performance and personal health, the interactions between sleep habits and workplace behaviors have received very little attention.

The example above illustrates a case in which the author has accomplished two tasks with one sentence. The first part of the sentence (up until the comma) mentions the general topic that the research fits into, while the second part (after the comma) describes the general problem that the research addresses.

Express the specific problem investigated in your paper.

After describing the general problem that motivated your research, the next sentence should express the specific aspect of the problem that you investigated. Sentences of this type are often indicated by the use of phrases like “the purpose of this research is to,” “this paper is intended to,” or “this work aims to.”

Uninformative : However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking. The present article aimed to provide new insights into the relationship between workplace bullying and absenteeism .

The second sentence in the above example is a mere rewording of the first sentence. As such, it adds nothing to the abstract. The second sentence should be more specific than the preceding one.

Improved : However, a comprehensive understanding of how different workplace bullying experiences are associated with absenteeism is currently lacking. The present article aimed to define various subtypes of workplace bullying and determine which subtypes tend to lead to absenteeism .

The second sentence of this passage is much more informative than in the previous example. This sentence lets the reader know exactly what they can expect from the full research article.

Explain how you attempted to resolve your study’s specific problem.

In this part of your abstract, you should attempt to describe your study’s methodology in one or two sentences. As such, you must be sure to include only the most important information about your method. At the same time, you must also be careful not to be too vague.

Too vague : We conducted multiple tests to examine changes in various factors related to well-being.

This description of the methodology is too vague. Instead of merely mentioning “tests” and “factors,” the author should note which specific tests were run and which factors were assessed.

Improved : Using data from BHIP completers, we conducted multiple one-way multivariate analyses of variance and follow-up univariate t-tests to examine changes in physical and mental health, stress, energy levels, social satisfaction, self-efficacy, and quality of life.

This sentence is very well-written. It packs a lot of specific information about the method into a single sentence. Also, it does not describe more details than are needed for an abstract.

Briefly tell the reader what you found by carrying out your study.

This is the most important part of the abstract—the other sentences in the abstract are there to explain why this one is relevant. When writing this sentence, imagine that someone has asked you, “What did you find in your research?” and that you need to answer them in one or two sentences.

Too vague : Consistently poor sleepers had more health risks and medical conditions than consistently optimal sleepers.

This sentence is okay, but it would be helpful to let the reader know which health risks and medical conditions were related to poor sleeping habits.

Improved : Consistently poor sleepers were more likely than consistently optimal sleepers to suffer from chronic abdominal pain, and they were at a higher risk for diabetes and heart disease.

This sentence is better, as the specific health conditions are named.

Finally, describe the major implication(s) of your study.

Most abstracts end with a short sentence that explains the main takeaway(s) that you want your audience to gain from reading your paper. Often, this sentence is addressed to people in power (e.g., employers, policymakers), and it recommends a course of action that such people should take based on the results.

Too broad : Employers may wish to make use of strategies that increase employee health.

This sentence is too broad to be useful. It does not give employers a starting point to implement a change.

Improved : Employers may wish to incorporate sleep education initiatives as part of their overall health and wellness strategies.

This sentence is better than the original, as it provides employers with a starting point—specifically, it invites employers to look up information on sleep education programs.

Abstract Example

The abstract produced here is from a paper published in Electronic Commerce Research and Applications . I have made slight alterations to the abstract so that this example fits the guidelines given in this article.

(1) Gamification can strengthen enjoyment and productivity in the workplace. (2) Despite this, research on gamification in the work context is still limited. (3) In this study, we investigated the effect of gamification on the workplace enjoyment and productivity of employees by comparing employees with leadership responsibilities to those without leadership responsibilities. (4) Work-related tasks were gamified using the habit-tracking game Habitica, and data from 114 employees were gathered using an online survey. (5) The results illustrated that employees without leadership responsibilities used work gamification as a trigger for self-motivation, whereas employees with leadership responsibilities used it to improve their health. (6) Work gamification positively affected work enjoyment for both types of employees and positively affected productivity for employees with leadership responsibilities. (7) Our results underline the importance of taking work-related variables into account when researching work gamification.

In Sentence (1), the author makes a broad statement about their topic. Notice how the nouns used (“gamification,” “enjoyment,” “productivity”) are quite general while still indicating the focus of the paper. The author uses Sentence (2) to very briefly state the problem that the research will address.

In Sentence (3), the author explains what specific aspects of the problem mentioned in Sentence (2) will be explored in the present work. Notice that the mention of leadership responsibilities makes Sentence (3) more specific than Sentence (2). Sentence (4) gets even more specific, naming the specific tools used to gather data and the number of participants.

Sentences (5) and (6) are similar, with each sentence describing one of the study’s main findings. Then, suddenly, the scope of the abstract becomes quite broad again in Sentence (7), which mentions “work-related variables” instead of a specific variable and “researching” instead of a specific kind of research.

Abstract Templates

Copy and paste any of the paragraphs below into a word processor. Then insert the appropriate information to produce an abstract for your research paper.

Template #1

Researchers have established that [Make a broad statement about your area of research.] . However, [Describe the knowledge gap that your paper addresses.] . The goal of this paper is to [Describe the purpose of your paper.] . The achieve this goal, we [Briefly explain your methodology.] . We found that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

Template #2

It is well-understood that [Make a broad statement about your area of research.] . Despite this, [Describe the knowledge gap that your paper addresses.] . The current research aims to [Describe the purpose of your paper.] . To accomplish this, we [Briefly explain your methodology.] . It was discovered that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

Template #3

Extensive research indicates that [Make a broad statement about your area of research.] . Nevertheless, [Describe the knowledge gap that your paper addresses.] . The present work is intended to [Describe the purpose of your paper.] . To this end, we [Briefly explain your methodology.] . The results revealed that [Indicate the main finding(s) of your study; you may need two sentences to do this.] . [Provide a broad implication of your results.] .

• How to Write an Abstract

Related Posts

How to Write a Research Paper in English: A Guide for Non-native Speakers

How to Write an Abstract Quickly

Using the Present Tense and Past Tense When Writing an Abstract

Free Abstract Generator for Research Papers

• 🚀 Meet Our Abstract Generator

📃 What Is an Abstract?

• ✍️ How to Write an Abstract
• 🫣 7 Mistakes You Should Avoid

🔗 References

🚀 meet our abstract generator for research papers.

The abstract provides a brief overview of the research assignment. So, this part gives a general assessment of the work and encourages the reader to explore it further. Almost every student dealt with the difficult task of condensing their research results into several hundred words. But that’s not a problem anymore!

We used artificial intelligence to make a tool that will make your academic life more enjoyable . You can get an excellent example of an abstract specifically for your research paper in minutes. To do this, you need to specify the reason for the research, the problems, and the goals. Also, we recommend mentioning the methodology and your findings to ensure the outcome is accurate. After that, the AI abstract maker will do the rest for you!

Key Reasons to Use Our Online Abstract Generator

Students juggle various assignments and obligations. Research papers are among the most challenging tasks they have to complete. What makes them so difficult is the sheer volume of information and study involved. Dealing with large amounts of material often leaves students drained and incapable of summarizing their work correctly.

Our abstract generator for research papers makes this process more straightforward thanks to several factors:

Abstracts provide short summaries of larger works, including research papers and dissertations. Readers scan them to decide whether or not they wish to continue reading the rest of the paper. In about 150–200 words, you should state the problem and provide the research goal, results, implications, and used methods.

One should write research abstracts only after the rest of the work is ironed out and ready. While this part of research may seem insignificant, students should take the time to write the abstract well. Doing so lets them identify any flaws in the research methodology and results.

Types of Research Paper Abstracts

Many students believe that abstracts come only in one type. In reality, there are several versions of summaries used in academic circles.

• Critical Abstract . These are the most extensive abstracts, at around 450 words. Unlike other entries on this list, they encourage deep analysis: for example, a discussion about the validity or reliability of their studies. It’s mostly used in social science research .
• Descriptive Abstract . This format is quite similar to informative abstracts but much shorter. On average, this type is only 100 words long and covers the main focus of the studies. Descriptive summaries offer no conclusions or recommendations for further research.
• Highlight Abstract . Students rarely get to use this type, as its primary goal is to get the reader’s attention. Highlight abstracts don’t helpfully summarize papers . Instead, they concentrate on the unique parts of the research, such as its results and conclusions.
• Informative Abstract . This is the most common type used by researchers and writers. It provides primary information about research concepts, methodology, findings, and recommendations. Sometimes, informative research abstracts have keywords listed at the bottom, but this practice is mainly reserved for professional publications.

✍️ How to Write an Abstract in 5 Steps

Despite the incredible versatility of our abstract generator, it’s still important to learn how to make abstracts on your own. We’ve dedicated this part of the guide to the five steps of writing these summaries. So, these instructions will help you create an abstract for any academic paper.

• Write the paper . To create an abstract, you first need a research paper. Create an outline of the study detailing the problem and methods you’ll use to address it. Explain the research methodology, state what information can be extracted from it, and show how the findings apply to the overall field of study.
• Review paper requirements . Once you’re done with the draft, review the criteria provided by the educational institution. Use the supporting documents with instructions, as they can clarify the requirements for the work's style, formatting, and length. Different disciplines require specific styles, so read this information carefully.
• Consider the audience . When working on an abstract, it’s crucial to identify who will be reading it afterward. For example, students often adjust their language to reach the general public and not only their respective professors.
• Write the abstract . Now, write the abstract based on the provided requirements. Use the body of the research to summarize the problem, explain the methods used in the paper , and show what their results were. Finish the summary by telling why your findings are valuable to the study field and what can be done in further research.
• Iron it out . Like with all writing pieces, it's essential to review the abstract and check if it has all the necessary components. The text should be easy to follow, cover all points, and be informative. As the abstract creates the first impression, make it a good one.

Abstract Formats: MLA & APA Styles

Abstract types aren’t the only things students should look out for. In academic settings, several formatting styles detail how the text should look on paper. The majority of US colleges use two popular methods: MLA and APA . Here, we discuss how abstracts look in each of them.

• Abstracts have their own page directly after the title or cover pages.
• In the APA style, the first line on the page is the word “Abstract” in the center without quotation marks.
• The following line in APA abstracts summarizes the critical points of the research. It introduces the main topic, questions, methodology, findings, and conclusions.
• Use double spaces and make the abstract under 250 words.
• Include keywords after the summary in APA format to help people find the work in various databases.
• Start with a sentence that contains the thesis statement and reason for readers to care about the research.
• Use short and simple sentences with precise words and phrases, as the abstract needs to be easy-to-understand.
• Use transitional words and phrases to make the writing flow and connect ideas more efficiently.
• Edit the abstract until it is 5-7 sentences long or under 250 words.
• Avoid using footnotes and citations.

🫣 7 Mistakes You Should Avoid When Writing an Abstract

Writing abstracts is a pretty straightforward process. But it doesn’t mean that everybody is immune from making mistakes, especially after spending days toiling away on a research paper.

There are seven common errors everybody should check before submitting an abstract.

• Making it too long . A summary should concisely describe the whole paper. Avoid repetition and details that have little to do with the research.
• Using chopped-up sentences . Ensure that your paper contains only complete sentences. It makes the work more professional and easier to comprehend.
• Adding too much technical jargon . Keep things simple so that anyone reading the abstract understands what it’s about. It will also make more people check out your paper.
• Not correcting the text . Sometimes, students want to finish a work without editing it too much. Take the time and comb the document for errors and factual mistakes.
• Failing to explain the significance of the research . The first couple of sentences should give readers a clear understanding of why the study is essential.
• Using the wrong tense . It’s recommended that abstracts be written in the past tense. Some academic institutions won’t accept papers with improperly written abstracts.
• Too many adjectives and hyperboles . You aren’t writing a 19th-century novel but an academic paper. The work should reflect that, so avoid using too many literary devices .

We hope you’ve found this article interesting and helpful in your academic pursuits. We also suggest taking a look at our guide for creating an excellent research paper . If you have any more questions about the art of writing abstracts, check out the FAQ section below.

❓ Research Abstract Generator – FAQ

• It’s written for the right audience.
• It's in the past tense and third person.
• Stands alone on the page.
• Has keywords and critical references.
• Reason for writing it and the importance of the research.
• Problematics the work attempts to solve.
• Methodology behind the study.
• Results backed by specific data.
• Practical and theoretical applications of the findings.

Updated: Oct 25th, 2023

• What Exactly is an Abstract? – Regents of the University of Michigan
• Abstract and Keywords Guide. – American Psychological Association
• Writing an Abstract. – The University of Melbourne
• Six Steps to Write an Abstract. – The University of Alabama
• How To Write an Abstract in 7 Steps (With an Example). – Indeed
• MLA Formatting: How Do I Do: An Abstract. – Warner Pacific University Library
• Abstracts. – The Writing Center, University of North Carolina at Chapel Hill
• Free Essays
• Writing Tools
• Lit. Guides
• Donate a Paper
• Q&A by Experts
• Referencing Guides
• Free Textbooks
• Tongue Twisters
• Editorial Policy
• Job Openings
• Video Contest
• Writing Scholarship
• Discount Codes
• Brand Guidelines
• IvyPanda Shop
• Online Courses
• Terms and Conditions
• Privacy Policy
• Cookies Policy
• Copyright Principles
• DMCA Request
• Service Notice

With IvyPanda's free abstract generator, you can craft perfect abstracts that capture the essence of your research. Enter the necessary details, and our online tool will provide you with a clear and engaging summary. Try it now and make your research stand out from the start!

Title is Here

Your abstract is here

• Abstract Generator

Abstract generator lets you create an abstract for the research paper by using advanced AI technology.

This online abstract maker generates a title and precise overview of the given content with one click.

It generates an accurate article abstract by combining the most relevant and important phrases from the content of the article.

How to write an abstract for a research paper?

Here’s how you can generate the abstract of your content in the below easy steps:

• Type or copy-paste your text into the given input field.
• Alternatively, upload a file from the local storage of your system.
• Verify the reCAPTCHA.
• Click on the Generate button.
• Copy the results and paste them wherever you want in real-time.

Features of Our Online Abstract Generator

Free for all.

Our abstract generator APA is completely free for everyone. You don’t have to purchase any subscription to abstract research papers and articles.

Files Uploading

To get rid of typing or pasting long text into the input box, you can use this feature.

This will allow you to upload TXT, DOC, and PDF files from the local storage without any hurdles.

Create Abstract and Title

This abstract creator online makes it easy for you to generate a title and precis overview of the given text with one click.

It takes the important key phrases from the content and combines them to create an accurate abstract with advanced AI.

Click to Copy

You can use this feature of our online abstract maker to copy the result text in real-time and paste it wherever you want without any hassle.

Download File

This feature lets you download the abstracted text in DOC format for future use just within a single click.

No Signup/Registration

This free text abstraction tool requires no signup or registration process to use it. Simply go the Editpad.org , search for the Abstract Generator, open it, and enter your text to create an abstract of any text within seconds.

Other Tools

• Plagiarism Checker
• Paraphrasing Tool
• Reverse Text - Backwards Text Generator
• Small Text Generator - Small Caps / Tiny Text
• Upside Down Text Generator
• Words to Pages
• Case Converter
• Online rich-text editor
• Grammar Checker
• Article Rewriter
• Invisible Character
• Readability Checker
• Diff Checker
• Text Similarity Checker
• Extract Text From Image
• Text Summarizer
• Emoji Translator
• Weird Text Generator
• Stylish Text Generator
• Glitch Text Generator
• Cursive Font Generator
• Gothic Text Generator
• Discord Font Generator
• Aesthetic Text Generator
• Cool Text Generator
• Wingdings Translator
• Old English Translator
• Online HTML Editor
• Cursed Text Generator
• Bubble Text Generator
• Strikethrough Text Generator
• Zalgo Text Generator
• Big Text Generator - Generate Large Text
• Old Norse Translator
• Fancy Font Generator
• Cool Font Generator
• Fortnite Font Generator
• Fancy Text Generator
• Word Counter
• Character Counter
• Punctuation checker
• Text Repeater
• Vaporwave Text Generator
• Citation Generator
• Title Generator
• Text To Handwriting
• Alphabetizer
• Conclusion Generator
• List Randomizer
• Sentence Counter
• Speech to text
• Check Mark Symbol
• Bionic Reading Tool
• Fake Address Generator
• JPG To Word
• Random Choice Generator
• Thesis Statement Generator
• AI Content Detector
• Podcast Script Generator
• Poem Generator
• Story Generator
• Slogan Generator
• Business Idea Generator
• Cover Letter Generator
• Blurb Generator
• Blog Outline Generator
• Blog Idea Generator
• Essay Writer
• AI Email Writer
• Binary Translator
• Paragraph Generator
• Book Title generator
• Research Title Generator
• Business Name Generator
• AI Answer Generator
• FAQ Generator
• Active Passive Voice Converter
• Sentence Expander
• White Space Remover
• Remove Line Breaks
• Product Description Generator
• Meta Description Generator
• Acronym Generator
• AI Sentence Generator
• Review Generator
• Humanize AI Text
• AI Translator
• Excel Formula Generator
• AI Prompt Generator
• Sentence Rewriter
• QR Code Generator
• QR Code Scanner
• Paragraph Rewriter

Supported Languages

• Refund Policy

Adblock Detected!

Editpad offers free tools by showing ads to visitors. Support us by disabling your ad blocker and refreshing the page or you can purchase our Premium Plan to enjoy an ad-free experience.

What do you think about this tool?

Your submission has been received. We will be in touch and contact you soon!

• Event Website Publish a modern and mobile friendly event website.
• Registration & Payments Collect registrations & online payments for your event.
• Abstract Management Collect and manage all your abstract submissions.
• Peer Reviews Easily distribute and manage your peer reviews.
• Conference Program Effortlessly build & publish your event program.
• Virtual Poster Sessions Host engaging virtual poster sessions.
• Customer Success Stories
• Wall of Love ❤️

Mastering the Art of Writing an Effective Conference Abstract

Published on 30 Aug 2024

Conference abstracts are crucial in the world of academic research and professional health associations. They serve as the gateway to presenting your work at conferences, where you can share your findings, network with peers, and contribute to advancing your field. Writing a compelling abstract that stands out and increases your chances of acceptance requires careful attention to detail and an understanding of what reviewers are looking for.

What is the Purpose of a Conference Abstract?

A conference abstract is a succinct summary of your research that highlights the significance of your work, your methodology, and your findings. It is often the first (and sometimes only) piece of your work that conference organizers and reviewers see. The abstract must capture their attention, convey the essence of your research, and persuade them of its value to the conference and its attendees. Like the summary on the back of a novel that makes you want to read more, your abstract should give readers an intriguing glimpse into the larger story that your research can tell .

The Key Components of an Effective Abstract

If it’s your first time submitting to a conference, you may be tempted to simply copy and paste the introduction of your research paper into the abstract field. Don’t. An abstract and an introduction serve different purposes and have different formats . A well-crafted abstract typically includes the following key components:

Your title should be clear, concise, and descriptive. It should accurately reflect the content of your research and intrigue the reader. Avoid jargon and strive for a title that is both informative and engaging.

This section provides context for your study. Briefly describe the problem or gap in knowledge that your research addresses. The background should be compelling enough to establish the importance of your work within the broader field.

Clearly state the primary aim or research question of your study. This section should articulate what you set out to achieve with your research.

Summarize the methodology you used to conduct your research. This includes the study design, population or sample, data collection techniques, and analytical methods. Be precise and ensure that the methods align with your stated objectives.

Present the key findings of your study. Even if your research is ongoing, include any preliminary results that are available. The results should directly address your research objectives and provide evidence supporting your conclusions.

Conclude your abstract by summarizing the implications of your findings. Discuss how your research contributes to the field , its potential impact, and any recommendations for future research or practice.

Tips for Writing a Conference Abstract

1. focus on clarity in your writing.

Avoid technical jargon and overly complex language. Your abstract should be accessible to a broad audience, including those outside your area of expertise.

2. Keep Your Abstract Concise

Most conference abstracts are limited to 250-500 words. Make every word count by focusing on the most important aspects of your research. Eliminate unnecessary details and ensure that each section flows logically into the next.

3. Use an Active Voice if Possible

Writing in an active voice makes your abstract more engaging and direct. For example, instead of writing, "The study was conducted to assess...," write, "We conducted the study to assess..." 

4. Highlight the Novelty in Your Research

Emphasize what makes your research unique or innovative. If your study fills a gap in the literature, challenges existing paradigms, or introduces a new method or perspective, make that clear.  If your research will have practical implications in the world, outline that too. Reviewers are often looking for work that will inspire discussion and further research.

5. Align Your Abstract with Conference Themes

Tailor your abstract to fit the themes or focus areas of the conference. Demonstrating that your research aligns with the conference’s goals can increase its relevance to the reviewers. 

6. Give Yourself Plenty of Time to Revise and Edit

A well-written abstract requires multiple revisions. Review your abstract for clarity, conciseness, and coherence. Before submitting, ask colleagues or mentors to review your abstract. They can provide valuable insights and help identify areas for improvement.

Common Conference Abstract Mistakes to Avoid

Another great way to write a good abstract is to first think about how NOT to write one . Here’s a list of common mistakes to avoid when writing and editing your submission:

1. Lack of Focus

An abstract that tries to cover too much can become unfocused and difficult to follow. Stick to the main points of your research. If you’re debating if something is important enough to include, you’re probably better off leaving it out.

2. Vague or General Statements

Be specific in your description of the background, objectives, methods, and results. Vague statements can leave reviewers unsure about the significance of your work. Don’t feel the need to include every detail of course, but make sure you highlight WHY the details matter (i.e. why would someone want to learn more about your work).

3. Ignoring Word Limits

Exceeding the word limit can result in automatic rejection. Double-check and be sure to adhere to the guidelines provided by the conference.

4. Omitting Key Results

If your abstract lacks results or presents them in a vague manner, it may be perceived as incomplete or unconvincing. Reviewers want to be told why they should care about your work. Results are a huge part of that.

5. Submitting at the Last Minute

Early submission gives you more time to make revisions if needed and reduces the stress of last-minute technical issues. Most abstract management platforms allow you to return and edit your submissions up to the deadline. So, you’re better off submitting at least a day or two early.

The Importance of Following Conference Guidelines

Each conference may have specific guidelines for abstract submission, including formatting, word limits, and content requirements. These guidelines are designed to standardize submissions and ensure that all abstracts can be fairly reviewed. Failing to adhere to these guidelines can result in your abstract being rejected, regardless of the quality of your research. Always review the conference's submission instructions carefully and ensure your abstract meets all the requirements. If the instructions given aren’t clear, it never hurts to reach out to the organizing committee to clarify before you submit.

Once you’ve confirmed the guidelines for your conference, check if the organizers have provided a list of sample abstracts for you review. Some organizations will give guidance to help you write your submission, like this list of example abstracts provided by the Association for Applied Sport Psychology .

Writing a Great Conference Abstract

Crafting a compelling abstract is both an art and a science. By understanding the purpose of an abstract, focusing on clarity and conciseness, avoiding common mistakes, and adhering to conference guidelines, you can significantly increase your chances of having your work accepted and making an impact in your field. And, if you do get accepted, be sure to come back here for more tips on how to write your speaker bio and how to present your research at a conference .

5 Best Event Registration Platforms for Your Next Conference

By having one software to organize registrations and submissions, a pediatric health center runs aro...

5 Essential Conference Apps for Your Event

In today’s digital age, the success of any conference hinges not just on the content and speakers bu...

• Open access
• Published: 02 September 2024

Benefits, barriers and recommendations for youth engagement in health research: combining evidence-based and youth perspectives

• Katherine Bailey 1 , 2   na1 ,
• Brooke Allemang 3   na1 ,
• Ashley Vandermorris 4 , 5 ,
• Sarah Munce 6 , 7 , 8 ,
• Kristin Cleverley 1 , 9 , 10 ,
• Cassandra Chisholm 11 ,
• Eva Cohen 12 ,
• Cedar Davidson 13 ,
• Asil El Galad 14 ,
• Dahlia Leibovich 15 ,
• Trinity Lowthian 16 ,
• Jeanna Pillainayagam 17 ,
• Harshini Ramesh 18 ,
• Anna Samson 19 ,
• Vjura Senthilnathan 6 , 7 ,
• Paul Siska 18 ,
• Madison Snider 18 &
• Alene Toulany 2 , 4 , 5  

Research Involvement and Engagement volume  10 , Article number:  92 ( 2024 ) Cite this article

6 Altmetric

Metrics details

Youth engagement refers to the collaboration between researchers and youth to produce research. Youth engagement in health research has been shown to inform effective interventions aimed at improving health outcomes. However, limited evidence has identified promising practices to meaningfully engage youth. This synthesis aims to describe youth engagement approaches, frameworks, and barriers, as well as provide both evidence-based and youth-generated recommendations for meaningful engagement.

This review occurred in two stages: 1) a narrative review of existing literature on youth engagement and 2) a Youth Advisory Council (YAC) to review and supplement findings with their perspectives, experiences, and recommendations. The terms ‘youth engagement’ and ‘health research’ were searched in Google Scholar, PubMed, Web of Science, Scopus, and PsycINFO. Articles and non-peer reviewed research works related to youth engagement in health research were included, reviewed, and summarized. The YAC met with research team members and in separate youth-only forums to complement the narrative review with their perspectives. Types of youth engagement include participation as research participants, advisors, partners, and co-investigators. Barriers to youth engagement were organized into youth- (e.g., time commitments), researcher- (e.g., attitudes towards youth engagement), organizational- (e.g., inadequate infrastructure to support youth engagement), and system-level (e.g., systemic discrimination and exclusion from research). To enhance youth engagement, recommendations focus on preparing and supporting youth by offering flexible communication approaches, mentorship opportunities, diverse and inclusive recruitment, and ensuring youth understand the commitment and benefits involved.

Conclusions

To harness the potential of youth engagement, researchers need to establish an inclusive and enabling environment that fosters collaboration, trust, and valuable contributions from youth. Future research endeavors should prioritize investigating the dynamics of power-sharing between researchers and youth, assessing the impact of youth engagement on young participants, and youth-specific evaluation frameworks.

Plain English summary

Engaging and partnering with youth in research related to healthcare is important, but often not done well. As researchers, we recognize that youth perspectives are needed to make sure we are asking the right questions, using appropriate research methods, and interpreting the results correctly. We searched the literature to identify challenges researchers have faced engaging youth in health research, as well as strategies to partner with youth in a meaningful way. We worked closely with 11 youth from across Canada with experience in healthcare, who formed a Youth Advisory Council. The youth advisors reviewed the literature we found and discussed how it fit with their own experiences and perspectives through group meetings with the research team. Youth advisors divided into four groups to co-author parts of this paper, including identifying the importance, benefits, and challenges of engaging in research and providing reflections on their positive and negative previous experiences as youth advisors. This paper provides an overview of recommendations for researchers to engage with youth in a meaningful way, including how they communicate and meet with youth, recognize their contributions, and implement feedback to improve the experiences of youth partners.

Peer Review reports

Introduction

Patient engagement in health research is essential to improving the relevance, processes, and impact of their findings [ 1 , 2 , 3 ]. Defined as the collaboration between researchers and those with lived experience in planning and conducting research, interpreting findings, and informing knowledge translation activities [ 1 ], patient engagement in research has been shown to produce and disseminate findings that are more applicable and comprehensible for patients, their families, and the greater community [ 3 , 4 , 5 , 6 , 7 ]. Youth engagement refers specifically to the involvement of youth populations in the research process, with youth often being defined as young people between the ages of 15 to 24 years old [ 8 , 9 , 10 , 11 ]. Youth, particularly those with chronic physical health (e.g., cystic fibrosis, congenital heart disease, diabetes), mental health (e.g., anxiety, depression), and neurodevelopmental conditions (e.g., cerebral palsy), face unique challenges in engaging with the healthcare system compared to adult populations. These include navigating healthcare transitions, developing relationships with multiple care providers, learning to advocate for themselves, and assuming greater responsibility for their healthcare as they grow and mature [ 12 , 13 ]. Existing research has shown that engaging youth in research leads to more effective and impactful interventions, policies, and healthcare services aimed at supporting health outcomes of young people, informed by the priorities and experiences of youth themselves [ 14 , 15 , 16 , 17 , 18 , 19 ]. Several nationally representative child health organizations and leaders have identified youth engagement as a priority area in youth health, highlighting the urgent imperative to include their voices in health research and public policy decisions [ 20 ]. Despite the evidence suggesting that youth are eager and capable of being engaged, there is limited evidence on the unique considerations needed to meaningfully involve youth in health research given their distinct developmental stage [ 8 , 10 , 19 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 ]. These considerations include an emphasis on peer connections, mentorship, flexibility given competing priorities, and the use of technology to allow for broad participation [ 30 , 31 ]. In collaboration with a Youth Advisory Council (YAC), this review aims to:

Outline key types of youth engagement identified in the literature (Aim 1);

Review existing youth engagement frameworks identified in the literature (Aim 2);

Explore barriers to youth engagement identified in the literature and from YAC member perspectives (Aim 3);

Summarize recommendations for engaging youth in research identified in the literature and from YAC member perspectives (Aim 4).

The YAC identified a secondary aim, which was to:

Describe the benefits and impact of youth engagement from YAC member perspectives (Aim 5).

This project was comprised of two phases. First, the research team conducted a narrative review of the literature. Next, a project-specific YAC was established to review the literature findings and integrate the essential insights and perspectives of youth into the project. The methods pertaining to each phase are elaborated upon below. Our Research Ethics Board did not require a formal review of this project as it did not involve research participants.

Phase 1: Narrative Review

A narrative review was conducted to explore existing research on engaging youth in health research. Narrative review methodology is often employed to broadly describe the current state of the literature and provide insights for future research [ 32 ]. This review method was chosen to establish a broad understanding of the youth engagement literature and provide recommendations for researchers seeking to gain an overview of strategies for meaningful engagement. Narrative reviews also provide flexibility in terms of methodology (often based on the subjectivity of the research team) [ 33 ] and are less formal than other types of knowledge syntheses (e.g., systematic reviews) [ 34 , 35 ]. This review methodology allowed the research team to prioritize and integrate the perspectives of youth into the synthesis of information. Aims 1 to 4 were addressed in Phase 1. Aim 5 was not initially identified as an objective by the research team, and was therefore not included in the review of the literature. Upon establishment of the YAC, youth advisors deemed personal reflections on the benefits and impact of youth engagement from their perspectives critical to the manuscript.

Inclusion and Exclusion Criteria

Articles included in this narrative review met the following primary inclusion criteria: 1) published in English language, 2) published prior to April 2023, 3) focused on youth engagement in health research, and 4) described key types of youth engagement strategies (Aim 1), youth engagement frameworks (Aim 2), barriers to youth engagement (Aim 3), or recommendations for youth engagement (Aim 4). For the purposes of this review, ‘youth’ was defined as individuals between the ages of 15 to 24 years old, which is consistent with the definition provided by the United Nations [ 11 ], and ‘youth engagement’ was defined as the involvement of young people within this age range in research processes. This population was chosen for the focus of this review as the needs of youth are often distinct from children and adults due to their unique developmental stage (e.g., navigating healthcare transitions, increasing autonomy, etc.) [ 12 , 13 ]. Articles from any geographic location were included. Grey literature, websites, and non-peer reviewed research works (e.g., conference abstracts, theses) were also included using the same criteria as above.

Search Strategy and Synthesis

The search terms ‘youth engagement’ and ‘health research’ were searched in Google Scholar, PubMed, Web of Science, Scopus, and PsycInfo. Articles were hand-searched by members of the research team and selected according to the inclusion criteria above. Reference lists of relevant articles were also scanned. While other knowledge syntheses (e.g., systematic or scoping reviews) review all works identified by the literature search, narrative reviews do not aim to be inclusive of all literature available on a given topic [ 36 ]. As such, our review of the literature was concluded once we felt that sufficiency was achieved, which was characterized by reviewing works that yielded recurrent concepts. Additionally, the literature was reviewed iteratively following feedback from youth advisors who critically reviewed the narrative review manuscript. Some aspects of the manuscript were deemed critical to expand upon by youth advisors, and literature was reviewed again accordingly.

Relevant peer-reviewed and non-peer reviewed literature was organized and summarized descriptively according to study aims 1 to 4. Barriers to youth engagement were organized into individual-, organizational-, and systems-level. Recommendations for youth engagement were organized into common overarching themes.

Phase 2: Collaboration with Youth Advisory Council

The research team identified the criticality of collaborating with youth themselves in the review, formatting, and presentation of findings from the narrative review. As the review was being conducted and written, the research team began recruiting a group of youth advisors to contribute their perspectives, experiences, and recommendations for the manuscript. The development and procedural aspects of the YAC as they relate to the review are described below and in Fig.  1 . The operation of the YAC was guided by the McCain Model of Youth Engagement [ 31 ] and the Canadian Institutes of Health Research’s (CIHR) Patient Engagement Framework [ 1 ]. These frameworks, which prioritize reciprocity, respect, mutual learning, flexibility, and mentorship, supported the use of youth-driven and adaptable engagement strategies throughout the project [ 1 , 31 ]. Specifically, the research team employed engagement practices including co-building of a terms of reference document, inviting YAC members to co-chair meetings to foster mutual learning, and offering YAC members a menu of options for contribution, that aligned with the principles outlined in these models [ 1 , 31 ]. Aims 3 (i.e., identifying barriers to youth engagement) and 4 (i.e., summarizing recommendations for youth engagement) were expanded upon by the YAC in Phase 2. As described above, Aim 5 (i.e., benefits and impact of engagement on youth themselves) was deemed crucial by members of the YAC and was exclusively addressed in Phase 2 of this project. It should be noted that while the YAC specifically contributed reflections to Aims 3–5, each member critically reviewed the manuscript and offered feedback as co-authors.

Recruitment of Youth Advisory Council Members

Recruitment for the YAC began in June 2023 through distribution of a recruitment poster via professional contacts (e.g., researchers conducting youth-engaged research, youth advisory council facilitators), social media pages, and email lists (e.g., patient-oriented research listservs, youth advisory council lists). Eligible youth advisors were Canadian youth between the ages of 15–24 years with an expressed interest in youth engagement in health research. Youth applicants completed a Google Form to describe their motivations to become involved and past experience, if applicable. To ensure a diverse range of perspectives, we considered age, sex/gender, race and ethnicity, geographic location, and a range of previous experiences with research (from limited to extensive) in our recruitment process. The research team received interest from 55 individuals, of which 17 were invited to complete a 30-min virtual interview co-led by a researcher and a youth research partner. Eleven youth were selected to join the YAC, and all accepted the team’s invitation to participate. The youth invited to compose the YAC predominantly had previous experience with health care, including as a patient, advocate, youth advisor, research participant, or research assistant. Having and/or disclosing a diagnosis of a chronic health condition was not a criterion for participation in the YAC. A collective discussion was held with youth advisors and it was determined that members preferred not to share their demographic information, though there was representation of members with varying ages, ethnicities, years of experience with engagement, and from different provinces. The research team consisted of female-identified researchers, clinicians, and trainees across interdisciplinary professional backgrounds (e.g., medicine, nursing, social work) with experience engaging youth in research and/or clinical care. As many team members do not have previous youth lived experiences in research and/or clinical care, we were committed to closely collaborating and amplifying youth voices in our research, recognizing that our work, interpretations, and applications to the broader community were limited by our non-experiential understanding of youth engagement in research. The composition of the research team and YAC allowed for critical reflection on the roles of positionality, intersectionality, power, and privilege within youth engagement. The team engaged in reflexive discussions about the importance of prioritizing equity and addressing discrimination in engagement, especially for youth with marginalized identities.

Scheduling and Meetings

In July 2023, a Doodle Poll link was sent out to all youth advisors to find three meeting times that could accommodate the majority of the youth advisors and research team. Subsequently, Microsoft Teams invites were sent via email, and meetings were recorded and transcribed for notetaking purposes.

Prior to each meeting, a meeting agenda and documents were sent for review. Meetings lasted between 1.5 and 2 h and were recorded for those who could not attend. Both the recording and the minutes were collated following each meeting and made available to all youth advisors. Prior to the first meeting, a draft terms of reference document (ToR) was distributed to all youth advisors for review. The ToR contained the purpose and expectations of youth contributing to the project. A preliminary draft of the narrative review was provided to each youth advisor for their consideration both in advance of and during the meetings. Throughout the meetings, a range of communication methods, including Jamboards, chat messaging, and online verbal discussions, were employed to enable youth to exchange ideas and actively facilitate discussions.

During the initial meeting, youth advisors were provided with guidelines aimed at creating a secure environment using a digital interactive whiteboard on Google Jamboard. To maintain confidentiality and facilitate continuous improvement, the youth advisors proposed and subsequently implemented an anonymous feedback form, accessible for youth to complete at their discretion. Subsequently, the youth advisors engaged in a collaborative ideation session to conceptualize their contributions to the synthesis. It was decided that a Slack channel would serve as the primary platform for communication among the youth advisors.

In the second meeting, the council deliberated on the ToR initially formulated by the research team, with the ToR subsequently revised to incorporate the feedback and insights provided by the youth advisors. Additions to the ToR from YAC members included greater options for compensation, strategies for addressing microaggressions, more clarity regarding YAC tasks, roles, and responsibilities, and rationale for selecting 11 advisors for the group. Following this, the group engaged in a comprehensive discussion centered on their reflections concerning the draft of the narrative review. This dialogue highlighted the identified gaps and obstacles associated with involving youth in research from YAC members’ perspectives, proposed recommendations for future research endeavors, and stressed the importance of integrating youth voices into the research process.

In the third meeting, the focus shifted towards the establishment of more focused working groups. These smaller working groups were structured to address specific aspects, including 1) the rationale behind the research (the “why”), 2) reflections on past experiences with youth engagement, 3) methodologies for engaging youth in the context of this review, and 4) formulating recommendations for future research endeavors. Youth advisors were invited to complete a form to rank their areas of interest in these four areas. Based on their ranked responses, working groups were formed and considered the alignment between youth advisor’s preferred method of contribution (e.g., developing visuals, writing a personal reflection, contributing to a table) and the specific topic of the working group.

During the fourth meeting, which was co-chaired by a research team member and a youth advisor (TL) who volunteered for this role, youth advisors and members of the research team reviewed written materials from each working group, discussed each section of the paper, and reached consensus on how the sections would be presented within the article. It was determined that youth advisor work would be combined with the existing narrative review and showcased using textboxes, figures, and tables.

Independent Working Groups

All youth advisors worked in four designated working groups over a 3-week period. Youth advisors communicated via Slack channels, email or personal messaging, with the research team available for support and guidance, as needed. Guidelines for authorship, methods of contributing to each section of the paper (e.g., brainstorming, making point form notes, developing figures), and suggestions on length/format were discussed at YAC meetings. Youth advisors were also provided with a series of resources on a collaborative drive to support their contributions to the review, including a youth-friendly guide to academic writing and examples of reports/journal articles co-authored by youth. All groups worked independently and provided finalized drafts to the research team prior to the fourth meeting.

Compensation

All youth advisors were compensated $25 per hour at the end of their involvement. All youth advisors tracked their hours with a maximum of 20 h. Youth advisors were able to track meetings, self-directed work, and all time dedicated to the project outside of meetings.

Methodology used to engage the Youth Advisory Council in the co-development of this article. Figure developed by the Youth Advisory Council

A total of 65 articles were included, of which 56 were peer-reviewed and 9 were non-peer reviewed. Of the peer-reviewed articles, 14 were qualitative studies, 12 case studies, 7 mixed-methods, 6 commentaries, 2 curriculum development studies, and 2 randomized controlled trials. Additionally, 13 syntheses were included ( n  = 7 unstructured literature reviews, n  = 3 scoping reviews, n  = 2 systematic reviews, n  = 1 scoping review protocol). Of the non-peer reviewed studies, 4 were websites and 5 were reports. A table is available in Appendix A displaying included article citations, categorization of peer-reviewed versus non-peer reviewed works, and study methods used.

In this section of the article, results pertaining to each of the five aims are presented. Aims 1 to 4 were addressed in Phase 1 of this project to outline types, frameworks, and barriers to youth engagement and summarize the literature’s recommendations on how to meaningfully engage youth. Aims 3 and 4 were addressed in collaboration with youth advisors in Phase 2 to highlight the benefits and barriers of youth engagement and recommendations from the perspectives of the youth advisors on meaningful youth engagement. Aim 5 was identified as a priority for youth advisors and their reflections are provided on the benefits and impact of engagement on youth themselves.

Aim 1: Key Types of Youth Engagement

There are several approaches to youth engagement in health research, which are based on the aim(s) of a given project, resources available, and preferences of youth themselves (shown in Table  1 ) [ 37 ]. Youth may be involved as research participants , such as completing a survey or participating in a focus group [ 24 , 31 , 38 , 39 , 40 ]. Youth may also take on advisory or consultation roles , where they provide input on the research scope, recruitment strategies, and methods, as well as reviews analyses, results, and/or manuscripts, from which the researcher may decide if or how to implement their suggestions (e.g., advisory councils) [ 24 , 38 , 39 , 40 , 41 ]. Youth may assume co-production roles , which actively involves youth in the development of research objectives and design, funding proposals, study informational materials, recruitment of participants, data collection instruments, co-facilitating focus groups/interviews, analysis of data, presentations, manuscripts, and knowledge translation activities [ 10 , 24 , 41 ]. This may also be referred to as partnership , which involves active collaboration of youth with researchers to support and/or lead aspects of the project (e.g., collaborate on research methodology, lead certain research activities) [ 24 , 31 , 38 , 39 , 40 ]. Finally, youth-led research refers to projects that are entirely led by youth, with or without the support of an adult researcher [ 24 , 31 , 38 , 39 , 40 ].

A recent systematic review identified youth engagement practices in mental health-specific research, highlighting the most common youth engagement types were advisory roles, where youth were often involved in providing feedback on the research topic, analysis of qualitative data, and dissemination of findings, with less emphasis placed on co-production methods [ 10 ]. Authors identified one study which utilized a youth-led participatory action research approach in the mental health research setting, which is a power-equalizing methodology involving collaborative decision-making and viewing youth as experts based on their own lived experience [ 44 , 46 , 47 , 48 ].

Aim 2: Frameworks for Youth Engagement

A significant body of literature has proposed various frameworks for supporting patient engagement in research, with research teams more recently developing frameworks specific to youth engagement [ 49 ]. For example, the Youth Engagement in Research Framework , designed by youth and researchers at the University of Manitoba, identified seven strategies to create a culturally-inclusive research environment for youth to meaningfully contribute to the research process [ 50 ]. Strategies included 1) understanding motivations of youth to engage in research, 2) sharing intentions to implement research findings, 3) supporting diverse youth identities in engagement, 4) actively addressing the barriers to youth engagement, 5) reinforcing that engaging in research is a choice, 6) developing trusting relationships through listening and acknowledging contributions, and 7) respecting different forms of knowledge creation, acquisition, and dissemination [ 51 ].

Youth engagement has also been achieved through health research communities of practice , a framework aimed at promoting a space for youth to develop identity, build capacity for youth to develop research, communication, and advocacy skills, lead projects, and develop relationships with the research team [ 52 , 53 , 54 ]. A Canadian research team developed IN•GAUGE®, a health research community of practice which aims to promote collaboration between youth, families, researchers, and policy makers and support the development of strategies to improve child and family health [ 51 , 52 ]. This program uses Youth and Family Advisory Councils, a group of youth and family members who contribute to the direction of the project and provide input on research methods based on their own lived experiences [ 51 ]. This community of practice has built a robust network of youth and family researchers, which helps alleviate some challenges associated with finding youth to support a project.

Researchers at the Centre for Addiction and Mental Health (CAMH) in Toronto, Ontario, Canada have developed the McCain Model for Youth Engagement, which is specific to mental health populations [ 55 ]. This model is based on flexibility (i.e., the youth and research team work together to co-design deliverables/timelines and develop skills that are relevant to the youth’s goals), mentorship (i.e., in the development of research skills, incorporating youth strengths into research design), authentic decision-making (i.e., avoiding ‘tokenism’, carefully considering and implementing youth feedback), and reciprocal learning (i.e., both youth and researchers are ‘teachers’ and ‘learners’). Based on the implementation of the McCain Model, researchers propose that youth engagement should be established when research projects are in the early planning stages, reflect on organizational-level barriers to youth engagement and plan policies and practices around them, and train researchers on the value of engaging youth [ 55 ].

A recent commentary made key recommendations for youth engagement in the context of the COVID-19 pandemic [ 30 ]. First, authors propose adapting youth engagement strategies to facilitate rapid decision-making, such as utilizing connections with pre-existing youth advisory councils, providing additional compensation, and offering opportunities for online participation. Additionally, they suggest leveraging virtual platforms for youth engagement methods, while ensuring that youth with disabilities or chronic health conditions are offered appropriate accommodations. Finally, subsidies or shared tablets or computers may be offered to youth researchers to ensure virtual platforms are accessible and reduce technological barriers [ 30 ].

Aim 3: Barriers to Engaging Youth in Research

A series of barriers for engaging youth in health research have been identified in the literature through a narrative review. These barriers are grouped into individual, organizational, and systemic factors and are presented below. In Table  2 , a summary of these barriers, as outlined in the published literature is presented. Youth advisors were invited to review this list and provide their own expansions, reactions, and additions based on their knowledge and experiences. A key limitation in the exploration of barriers related to youth engagement is that much of the existing literature does not specify what level of youth enagagement was being employed.

Individual-Level Barriers: Youth-Specific

Many youth may be discouraged from engaging in research due to their own negative lived experiences with the healthcare system. For example, youth may be distrustful of adult clinicians and researchers, particularly those who may have had traumatic medical experiences (e.g., lengthy hospital/intensive care unit admissions, surgeries, invasive treatments), complex and chronic healthcare conditions, or marginalized identities [ 56 ]. While understanding these perspectives and experiences is crucial to improve health service structures and delivery, they may not be captured without carefully considering and applying appropriate youth engagement methods. Similarly, those with negative previous experiences with youth engagement may feel tokenized or patronized, particularly if they did not feel authentically valued or listened to by the research team [ 57 , 59 ].

Youth characteristics may also result in exclusion from youth engagement and/or exacerbate existing barriers to partnering, particularly the presence of physical disabilities, visual/hearing impairments, intellectual disabilities, neurological conditions, mental health conditions, and/or socioeconomic factors [ 69 , 70 , 78 ]. Youth with disabilities may experience mobility impairments preventing them from easily attending research team meetings, may require additional time and supports to complete research tasks, or utilize assistive devices (e.g., communication tools) [ 69 , 70 , 78 ]. Low literacy levels and/or language barriers may also make engagement inaccessible without appropriate accommodations [ 78 ].

Furthermore, youth priorities may impact willingness to engage in research. Specifically, youth may not feel valued without formal recognition for their contributions, such as financial compensation, volunteer hours, authorship on manuscripts, or opportunities to present research at academic meetings [ 59 ]. They may also not want youth engagement opportunities to infringe on their leisure or personal time, or may be hesitant to engage in projects with long time commitments [ 61 ]. A study highlighting experiences with engaging youth with Bipolar Disorder as peer researchers identified that attrition was also affected by illness relapse, as well as difficulties balancing the responsibilities of the research project with post-secondary education and employment commitments [ 44 ].

Individual-Level Barriers: Adult Researcher-Specific

Research team members may also hold specific beliefs or attitudes towards youth engagement. For example, some researchers may feel anxious about losing control over the research process, may not see youth as experts themselves, or hold biases about the value of youth perspectives [ 24 ]. Researchers may also perceive youth engagement as an added layer of complexity, fear that engagement may impact the scientific rigor of the research design, or be concerned that youth engagement may negatively impact the research quality [ 24 , 26 , 27 , 79 , 80 , 81 ]. Further, some studies have highlighted that researchers do not feel equipped with the skills or knowledge to engage and communicate with youth, or to design studies using youth engagement principles [ 24 , 62 ]. Finally, researchers may experience challenges navigating differing priorities between youth partners and members of the research team. For example, researchers may prioritize more traditional markers of research success, including peer-reviewed manuscripts and grant proposals which often require rapid turnaround times, and be concerned that youth engagement may add to the timeline of a project [ 24 , 62 ].

Organizational-Level Barriers

As youth engagement has emerged as a best practice recently, many academic institutions do not yet have the infrastructure or resources to support engagement opportunities [ 24 ]. While examples of capacity-building programs for youth co-researchers exist in the participatory action research literature [ 82 ], there is a need for further development of training resources to support youth who are engaging in health research [ 83 ]. Formal education on youth engagement is often not included in research training programs, despite many granting agencies recently making changes to require and/or promote patient engagement considerations in funding applications [ 1 , 62 ]. Further, many organizations have not adopted policies to outline best practices for youth engagement, and academic workplace culture also may not yet value youth engagement, resulting in limited willingness to adapt research practices [ 24 , 62 ]. These factors may exacerbate existing difficulties with securing sufficient time and resources to support relationship-building between youth partners and adult members of the research team, which is a commonly cited challenge with youth engagement [ 26 , 27 , 84 , 85 ].

System-Level Barriers

Youth with complex health conditions, such as those with developmental disabilities, often experience stigma and exclusion from clinical research [ 69 , 70 , 71 , 72 ]. Specifically, research teams may inaccurately perceive youth with chronic medical conditions as ‘vulnerable’ or ‘fragile’, thus deeming them unable or incapable to contribute meaningfully or complete study-related tasks [ 24 , 70 , 72 , 73 , 86 , 87 ]. Youth with marginalized identities, including Black, Indigenous, and 2SLGBTQIA+ youth, often experience discrimination within the healthcare system, with several studies suggesting mistrust of research institutions, researchers, and healthcare systems stemming from community experiences of mistreatment in research as the most significant barrier to participating in clinical research [ 65 , 66 , 67 , 68 ]. Furthermore, youth from racial and ethnic minorities often receive less information and attention from healthcare providers compared to white youth, potentially limiting awareness of the opportunities and/or value in contributing to health services research [ 68 , 88 ]. Notably, limited literature has considered the impact of other social and structural determinants of health on youth engagement, including income, housing, and geographic location.

Youth may also be apprehensive to share their perspectives, critiques, or suggestions for improvement with adult researchers due to inherent power imbalances [ 74 , 75 , 76 , 77 ]. Given the differences in power between adults and youth, as well as between patients and clinicians/researchers, youth engagement may involve researchers dominating the conversation, thus preventing equal contribution and collaboration. Ultimately, these dynamics have the potential to produce harmful cultures or practices for youth entering research environments, especially among youth from marginalized groups. These barriers and possible outcomes resulting from these power imbalances are elaborated on in Table  2 .

Finally, researchers themselves may face barriers as many major funding agencies have yet to prioritize or incorporate youth engagement in their strategy, resulting in limited funding opportunities to support this type of engagement work or a lack of dedicated time and resources for researchers to build relationships with youth [ 73 ]. Of note, the CIHR has developed a Strategy for Patient-Oriented Research, and requires grant proposals in certain funding streams to utilize patient engagement methods [ 1 ]. However, this is not yet universally implemented across funding agencies and does not guide engagement with youth specifically. Additionally, funding agencies often have strict eligibility and assessment criteria, including level of education and evidence of prior research and scholarly outputs, which may inherently exclude youth researchers from participating in funding applications. Finally, granting agencies have funding deadlines which may not accommodate the flexibility needed to build meaningful relationships with youth partners.

Further, while some academic journals have incorporated mandatory reporting on stakeholder and patient involvement in the research design, this is not a standard of practice, and many of these journals are engagement-focused [ 55 , 62 , 89 ]. Finally, there is a lack of consensus around how to report on engagement practice and outcomes of engagement across studies, which contributes to inconsistencies in what constitutes meaningful and effective engagement. While tools are emerging to enhance transparency in reporting engagement, including the Guidance for Reporting Involvement of Patients and the Public (GRIPP), no tools exist for youth engagement specifically [ 90 , 91 ]. Barriers to engaging youth in health research from both the literature and the perspectives of the youth advisors involved in this project are summarized in Table  2 .

Aim 4: Facilitators and Recommendations for Youth Engagement

Many studies have highlighted recommendations to improve the implementation of youth engagement across research contexts. Canada’s Youth Policy was created in 2020 to develop a greater understanding of the experiences and perspectives of youth living in Canada [ 92 ]. As part of this, funding opportunities through Canada’s major funding body for health research (CIHR) have begun to focus on providing meaningful opportunities to empower youth in research such as the Healthy Youth Initiative [ 93 ]. Our study findings are in line with these newly implemented policies as they lay the foundation for researchers on how to meaningfully engage youth in health research. In the following section, current strategies, strengths, and facilitators in the health sector that can support youth engagement are outlined, along with areas for improvement. As in Table  2 , these recommendations were reviewed and expanded upon by the YAC in Table  3 .

Engaging Youth from Structurally Marginalized Populations

Engagement of youth with intersecting marginalized identities, such as Black, Indigenous, or 2SLGBTQIA+ youth, and youth with disabilities, language/communication barriers, immigrants and refugees, experiencing homelessness, or living in foster care, may involve several unique considerations [ 31 ]. Research teams should engage both youth and researchers from communities with lived experience to provide insights and support engagement strategies [ 31 ]. It is also important to recognize that engaging youth from Indigenous communities may involve a unique approach. Practices adopted by Indigenous-led organizations may exist that focus on youth empowerment that are specific to their communities. For example, the ‘Indigenous Youth Voices Report ’ produced by The Yellowhead Institute at Toronto Metropolitan University in collaboration with the First Nations Child and Family Caring Society outlined requirements for engaging and conducting research with and by Indigenous youth, which included themes such as ensuring research is accessible, uplifting Indigenous youth to co-create research, relationship-building and reciprocity, and using holistic approaches to ensure Two-Spirit, 2SLGBTQ+ youth, and Elders are meaningfully included in research approaches [ 107 ]. Further, a recent study showed evidence supporting the use of web-conferencing technology to engage Aboriginal and Torres Strait Islander in Australia through co-facilitation of an Online Yarning Circle, an Indigenous methodology that involves sharing, listening, interpreting, and understanding information in an informal setting [ 108 , 109 ].

Additionally, teams should partner with researchers who have experience working with youth from these populations. Women’s College Hospital in Toronto, Ontario, Canada has recently developed an innovative and inclusive patient engagement model, called Equity-Mobilizing Partnerships in Community (EMPaCT) , designed to highlight the priorities and needs of diverse communities informed by the perspectives of individuals with lived experience [ 110 , 111 ]. Research teams can consult this service to identify approaches to advance equity and social justice within their projects [ 110 , 111 ]. Researchers may also consider using the ‘Valuing All Voices Framework’ , which is a trauma-informed, intersectional framework that guides researchers on how to embed a social justice and health equity lens into patient engagement, with the goal of enhancing inclusivity within health research [ 112 ]. This framework is based on four core concepts, including trust (e.g., focusing on resilience/strength rather than challenges, allowing time to build relationships), self-awareness (e.g., practicing honesty, creating safe spaces), empathy (e.g., allowing the space to share stories), and relationship building (e.g., share experiences, promote ongoing communication, show awareness and sensitivity towards cultural differences) [ 112 ].

All research team members engaged in this work should be offered training on best practices for communicating and engaging with specific populations [ 31 ]. Appropriate accommodations, such as communication tools, accessibility aids, and financial support for involvement, should be offered consistently to optimize engagement of youth with diverse experiences and perspectives [ 78 ]. While not specific to youth engagement, the National Health Service in the United Kingdom has a guidance document which outlines considerations to increase diversity in research participation, including a focus on building trust, conducting research in places familiar to participants, developing accessible recruitment materials, and incorporating peer-led activities [ 113 ]. Finally, researchers should adhere to existing ethical standards for specific marginalized communities, such as the CIHR guidelines for conducting research involving Indigenous people [ 114 ].

Evaluation of Youth Engagement

Robust evaluation of youth engagement strategies is a core component of youth involvement in research and should be used to enhance implementation of principles in research, provide feedback, and ensure researchers are held accountable in upholding best practices [ 104 , 115 ]. While there are no empirically-tested tools for the evaluation of youth engagement in research, qualitative, quantitative, and mixed methods may be used, including the Youth Engagement Guidebook developed through the CAMH [ 31 ], the Public and Patient Engagement Evaluation Tool (PPEET) [ 116 ], and the Patient Engagement in Research Scale (PEIRS) [ 117 ]. These instruments are co-designed by patients and are used to evaluate the quality of engagement strategies from the perspective of patient partners themselves [ 117 ]. It should be noted, however, that empirically-tested tools for measuring youth-adult partnerships more broadly do exist [ 118 , 119 , 120 ] and could likely contribute useful information to the measurement of youth engagement in research, specifically. It is also recommended to evaluate the impact of youth engagement from the researchers’ perspectives, which may include reflecting on how valuable the team considered youth partners to be, the extent of youth involvement, and the impact of youth engagement on project outcomes [ 31 ]. Alberta Health Services has developed a resource tool kit containing survey instruments to assist research teams with routine evaluation of their collaboration skills [ 121 ]. Research teams should carefully evaluate and iteratively modify their engagement strategies to ensure youth are meaningfully involved.

Capacity Development

Several independent training programs exist to educate researchers, community stakeholders, patients, youth, and caregivers on engaging patients in health research, including the Patient and Community Engagement in Research (PaCER) program [ 122 ], McMaster University Family Engagement in Research (FER) course [ 123 ], Patient-Oriented Research Curriculum in Child Health (PORCCH) [ 124 ], and Partners in Research (PiR) [ 125 ]. Further, a recent study was conducted to develop simulations in collaboration with interdisciplinary stakeholders to train researchers on how to engage youth in childhood disability research [ 126 ]. These simulation videos focused on aspects of the research process where challenges may arise based on previous experiences of youth and family advisors [ 126 ].

Aim 5: Youth Advisor Reflections on the Impact of Youth Engagement

While describing the evidence-based benefits of youth engagement in research within the literature was beyond the initial scope of the narrative review, youth advisors deemed it critical to present their experiences regarding their motivations for becoming involved in research and the impact of research opportunities on youth. Two youth advisors reflected on the benefits of youth engagement in research from their own experiences and collectively developed the content displayed in Table 4 in a small working group. The same two advisors considered their prior involvement in research and outlined the impact of engagement on their lives in Table 5 . They were invited to share any aspects of their experiences they felt were important to communicate with a broad audience, and selected the format and method of organization of their reflections. These reflections offer unique and valuable insights into the importance of creating opportunities for meaningful and conscientious youth engagement in research using youths’ own language.

Conclusions, Limitations & Future Directions

This narrative review provides an overview of the current literature in youth engagement in health research in combination with the perspectives of youth advisors themselves. The research team and YAC collectively identified key types and frameworks for youth engagement, synthesized several barriers and recommendations for implementing youth engagement, and provided critical reflections on the impact and benefits of youth engagement in the youth voice. While many evidence-based frameworks exist to incorporate and evaluate patient engagement in research, gaps remain in the identification of the best practices for youth engagement specifically [ 49 ]. Much of the available youth engagement literature has focused on involving youth in mental health research, with limited evidence regarding best practices to engage youth with chronic physical health and neurodevelopmental conditions [ 10 , 21 , 24 ]. Further, a paucity of evidence has highlighted the barriers and best practices to engaging youth with low income, those experiencing homelessness, and rural/remote communities in health research.

Limitations

This article employed narrative review methodology to provide an overview of existing research in youth engagement in research. A more structured and systematic review and critical appraisal of included literature by multiple independent reviewers was not within the scope of this paper, which may have excluded relevant literature. The information presented in this article may serve as a foundation for a systematic review of the literature on this topic, which our research team endeavours to complete in the future. Additionally, the search was limited to articles published in English, which may have excluded relevant literature, including potential barriers or recommendations specific to non-English speaking youth. Future research should consider a fulsome exploration of youth engagement strategies, barriers, and recommendations published in languages other than English. Demographic information of youth advisors was not collected or presented as part of this article due to YAC member preference. In addition, a previous diagnosis of a chronic health condition and/or lived experience as a patient was not a criterion for inclusion in the YAC. Rather, youth advisors had a diverse set of experiences with health care (e.g., as patients, advocates, previous youth advisors, research assistants, and/or research participants). Furthermore, youth members were self-selected by the research team, and not recruited from established youth organizations with elected representatives. As such, we are unable to determine whether the youth composing the YAC are representative of the target population. Future studies could examine how demographic characteristics and/or prior experiences with engagement influence youths’ perceptions of barriers, enablers, and recommendations for youth engagement.

Future Directions

To address many of the barriers identified in this review, further work is needed at the organizational- and systems-levels to build policies and programs that support youth engagement in research. As such, youth advisors developed a call to action for researchers and their hopes for the future of youth engagement in research, available in Table 6 . Finally, robust studies are needed to develop and validate youth engagement evaluation tools [ 31 ].

Availability of data and materials

No datasets were generated or analysed during the current study.

Abbreviations

Youth Advisory Council

Terms of reference

CIHR. Strategy for patient-oriented research - patient engagement framework. 2019. Available from: https://cihr-irsc.gc.ca/e/48413.html#a4 .

Harrington RL, Hanna ML, Oehrlein EM, Camp R, Wheeler R, Cooblall C, et al. Defining patient engagement in research: results of a systematic review and analysis: report of the ISPOR patient-centered special interest group. Value Health. 2020;23(6):677–88.

Article   PubMed   Google Scholar  

Domecq JP, Prutsky G, Elraiyah T, Wang Z, Nabhan M, Shippee N, et al. Patient engagement in research: a systematic review. BMC Health Serv Res. 2014;14(1):89.

Article   PubMed   PubMed Central   Google Scholar  

Mason NR, Sox HC, Whitlock EP. A patient-centered approach to comparative effectiveness research focused on older adults: lessons from the Patient-Centered Outcomes Research Institute. J Am Geriatr Soc. 2019;67(1):21–8.

Concannon TW, Fuster M, Saunders T, Patel K, Wong JB, Leslie LK, Lau J. A systematic review of stakeholder engagement in comparative effectiveness and patient-centered outcomes research. J Gen Intern Med. 2014;29(12):1692–701.

Brett J, Staniszewska S, Mockford C, Herron-Marx S, Hughes J, Tysall C, Suleman R. Mapping the impact of patient and public involvement on health and social care research: a systematic review. Health Expect. 2014;17(5):637–50.

Crocker JC, Ricci-Cabello I, Parker A, Hirst JA, Chant A, Petit-Zeman S, et al. Impact of patient and public involvement on enrolment and retention in clinical trials: systematic review and meta-analysis. BMJ. 2018;363:k4738.

Henderson JL, Hawke LD, Relihan J. Youth engagement in the YouthCan IMPACT trial. CMAJ. 2018;190(Suppl):S10–2.

Henderson J, Courey L, Relihan J, Darnay K, Szatmari P, Cleverley K, et al. Youth and family members make meaningful contributions to a randomized-controlled trial: YouthCan IMPACT. Early Interv Psychiatry. 2022;16(6):670–7.

McCabe E, Amarbayan MM, Rabi S, Mendoza J, Naqvi SF, Thapa Bajgain K, et al. Youth engagement in mental health research: a systematic review. Health Expect. 2023;26(1):30–50.

Nations U. Youth. 2023. Available from: https://www.un.org/en/global-issues/youth .

Blum RW, Garell D, Hodgman CH, Jorissen TW, Okinow NA, Orr DP, Slap GB. Transition from child-centered to adult health-care systems for adolescents with chronic conditions. A position paper of the Society for Adolescent Medicine. J Adolesc Health. 1993;14(7):570–6.

Article   CAS   PubMed   Google Scholar  

Toulany A, Willem Gorter J, Harrison M. A call for action: Recommendations to improve transition to adult care for youth with complex health care needs. Paediatr Child Health. 2022;27(5):297–302.

Catino J, Battistini E, Babchek A. Young people advancing sexual and reproductive health: toward a new normal. Berkeley: University of California; 2019.

Google Scholar  

Larsson I, Staland-Nyman C, Svedberg P, Nygren JM, Carlsson IM. Children and young people’s participation in developing interventions in health and well-being: a scoping review. BMC Health Serv Res. 2018;18(1):507.

Nesrallah S, Klepp KI, Budin-Ljøsne I, Luszczynska A, Brinsden H, Rutter H, et al. Youth engagement in research and policy: the CO-CREATE framework to optimize power balance and mitigate risks of conflicts of interest. Obes Rev. 2023;24 Suppl 1:e13549.

Kana ‘iaupuni SM. Ka ‘akālai Kū Kanaka: a call for strengths-based approaches from a Native Hawaiian perspective. Educ Res. 2005;34(5):32–8.

Article   Google Scholar  

Krenichyn K, Schaefer-McDaniel N, Clark H, Zeller-Berkman S. Where are young people in youth program evaluation research? Child Youth Environ. 2007;17(2):594–615.

Liebenberg L. Editor’s introduction: special issue: understanding meaningful engagement of youth in research and dissemination of findings. Int J Qual Methods. 2017;16(1):1609406917721531.

Canada U. Inspiring health futures: a vision for Canada’s children, youth and families. 2021.

Mawn L, Welsh P, Stain HJ, Windebank P. Youth Speak: increasing engagement of young people in mental health research. J Ment Health. 2015;24(5):271–5.

Holland S, Renold E, Ross NJ, Hillman A. Power, agency and participatory agendas: a critical exploration of young people’s engagement in participative qualitative research. Childhood. 2010;17(3):360–75.

Delman J. Participatory action research and young adults with psychiatric disabilities. Psychiatr Rehabil J. 2012;35(3):231–4.

Faithfull S, Brophy L, Pennell K, Simmons MB. Barriers and enablers to meaningful youth participation in mental health research: qualitative interviews with youth mental health researchers. J Ment Health. 2019;28(1):56–63.

Bristow S, Atkinson C. Child-led research investigating social, emotional and mental health and wellbeing aspects of playtime. Educ Child Psychol. 2020;37(4):115–29.

Dewa LH, Lawrence-Jones A, Crandell C, Jaques J, Pickles K, Lavelle M, et al. Reflections, impact and recommendations of a co-produced qualitative study with young people who have experience of mental health difficulties. Health Expect. 2021;24 Suppl 1(Suppl 1):134–46.

Dewa LH, Lavelle M, Pickles K, Kalorkoti C, Jaques J, Pappa S, Aylin P. Young adults’ perceptions of using wearables, social media and other technologies to detect worsening mental health: a qualitative study. PLoS One. 2019;14(9):e0222655.

Article   CAS   PubMed   PubMed Central   Google Scholar  

Ennals P, Lessing K, Spies R, Egan R, Hemus P, Droppert K, et al. Co-producing to understand what matters to young people living in youth residential rehabilitation services. Early Interv Psychiatry. 2022;16(7):782–91.

Kendal SE, Milnes L, Welsby H, Pryjmachuk S. Prioritizing young people’s emotional health support needs via participatory research. J Psychiatr Ment Health Nurs. 2017;24(5):263–71.

Allemang B, Cullen O, Schraeder K, Pintson K, Dimitropoulos G. Recommendations for youth engagement in Canadian mental health research in the context of COVID-19. J Can Acad Child Adolesc Psychiatry. 2021;30(2):123–30.

PubMed   PubMed Central   Google Scholar  

Darnay K, Hawke LD, Chaim G. INNOVATE research. Toronto youth engagement guidebook for researchers. 2019.

Rumrill PD Jr, Fitzgerald SM. Using narrative literature reviews to build a scientific knowledge base. Work. 2001;16(2):165–70.

PubMed   Google Scholar  

Sukhera J. Narrative reviews in medical education: key steps for researchers. J Grad Med Educ. 2022;14(4):418–9.

Jahan N, Naveed S, Zeshan M, Tahir MA. How to conduct a systematic review: a narrative literature review. Cureus. 2016;8(11):e864.

Bernardo WM, Nobre MR, Jatene FB. Evidence-based clinical practice. Part II--searching evidence databases. Rev Assoc Med Bras (1992). 2004;50(1):104–8.

Sukhera J. Narrative reviews: flexible, rigorous, and practical. J Grad Med Educ. 2022;14(4):414–7.

Vandall-Walker V. Patient-researcher engagement in health research: active, mututally beneficial, co-creation. In: Proceedings from the 12th Annual Covenant Health Research Day February 7, 2017. Edmonton; 2017.

Beresford P. User involvement, research and health inequalities: developing new directions. Health Soc Care Community. 2007;15(4):306–12.

Roche B, Guta A, Flicker S. Peer research in action i: models of practice. Toronto: The Wellesley Institute; 2010.

CMHDARN, Ask the Experts: A CMHDARN Best Practice Guide to Enabling Consumer and Carer Leadership in Research and Evaluation, Sydney, 2015.

Prior K, Ross K, Conroy C, Barrett E, Bock SG, Boyle J, et al. Youth participation in mental health and substance use research: implementation, perspectives, and learnings of the Matilda Centre Youth Advisory Board. Ment Health Prev. 2022;28:200251.

Dong SY, Nguyen L, Cross A, Doherty-Kirby A, Geboers J, McCauley D, et al. Youth engagement in research: exploring training needs of youth with neurodevelopmental disabilities. Res Involv Engagem. 2023;9(1):50.

Chan M, Scott SD, Campbell A, Elliott SA, Brooks H, Hartling L. Research- and health-related youth advisory groups in Canada: an environmental scan with stakeholder interviews. Health Expect. 2021;24(5):1763–79.

Lapadat L, Balram A, Cheek J, Canas E, Paquette A, Michalak EE. Engaging youth in the bipolar youth action project: community-based participatory research. J Participat Med. 2020;12(3):e19475.

SHARE. SHARE project: sexual health and reproductive empowerment. 2023. Available from: https://www.shareproject.ca/about .

Salami B, Denga B, Taylor R, Ajayi N, Jackson M, Asefaw M, Salma J. Access to mental health for Black youths in Alberta. Health Promot Chronic Dis Prev Can. 2021;41(9):245–53.

Morse JM. Evaluating qualitative research. Qual Health Res. 1991;1(3):283–6.

Kemmis S, McTaggart R, Nixon R. Introducing critical participatory action research. In: Kemmis S, McTaggart R, Nixon R, editors. The action research planner: doing critical participatory action research. Singapore: Springer Singapore; 2014. p. 1–31.

Chapter   Google Scholar  

Greenhalgh T, Hinton L, Finlay T, Macfarlane A, Fahy N, Clyde B, Chant A. Frameworks for supporting patient and public involvement in research: systematic review and co-design pilot. Health Expect. 2019;22(4):785–801.

Woodgate R. Youth engagement in research framework. 2021. Available from: https://theconversation.com/young-canadians-are-asking-to-be-included-in-research-heres-how-to-engage-them-174646 .

Woodgate RL, Zurba M, Tennent P. Advancing patient engagement: youth and family participation in health research communities of practice. Res Involv Engagem. 2018;4(1):9.

Wenger E. Communities of practice: learning, meaning, and identity. Cambridge: Cambridge University Press; 1998.

Book   Google Scholar  

Urquhart R, Cornelissen E, Lal S, Colquhoun H, Klein G, Richmond S, Witteman HO. A community of practice for knowledge translation trainees: an innovative approach for learning and collaboration. J Contin Educ Heal Prof. 2013;33(4):274–81.

Hurtubise K, Rivard L, Héguy L, Berbari J, Camden C. Virtual knowledge brokering: describing the roles and strategies used by knowledge brokers in a pediatric physiotherapy virtual community of practice. J Contin Educ Health Prof. 2016;36(3):186–94.

Heffernan OS, Herzog TM, Schiralli JE, Hawke LD, Chaim G, Henderson JL. Implementation of a youth-adult partnership model in youth mental health systems research: challenges and successes. Health Expect. 2017;20(6):1183–8.

Kim J. Youth involvement in Participatory Action Research (PAR): challenges and barriers. Crit Soc Work. 2016;17:38–53.

Zeldin S, Christens BD, Powers JL. The psychology and practice of youth-adult partnership: bridging generations for youth development and community change. Am J Community Psychol. 2013;51(3–4):385–97.

Hawke LD, Cleverley K, Settipani C, Rice M, Henderson J. Youth friendliness in mental health and addiction services: protocol for a scoping review. BMJ Open. 2017;7(9):e017555.

Hawke LD, Relihan J, Miller J, McCann E, Rong J, Darnay K, et al. Engaging youth in research planning, design and execution: practical recommendations for researchers. Health Expect. 2018;21(6):944–9.

Kirk S. Methodological and ethical issues in conducting qualitative research with children and young people: a literature review. Int J Nurs Stud. 2007;44(7):1250–60.

Hill M. Children’s voices on ways of having a voice: children’s and young people’s perspectives on methods used in research and consultation. Childhood. 2006;13(1):69–89.

Hawke LD, Darnay K, Relihan J, Khaleghi-Moghaddam M, Barbic S, Lachance L, et al. Enhancing researcher capacity to engage youth in research: researchers’ engagement experiences, barriers and capacity development priorities. Health Expect. 2020;23(3):584–92.

Preston J, Lappin E, Ainsworth J, Wood CL, Dimitri P. Involving children and young people as active partners in paediatric health research. Paediatr Child Health. 2023;34(1):11–6.

Lincoln AK, Borg R, Delman J. Developing a community-based participatory research model to engage transition age youth using mental health service in research. Fam Community Health. 2015;38(1):87–97.

Sengupta S. Factors affecting African-American participation in AIDS research. United States: The University of North Carolina at Chapel Hill; 1999.

Farmer DF, Jackson SA, Camacho F, Hall MA. Attitudes of African American and low socioeconomic status white women toward medical research. J Health Care Poor Underserved. 2007;18(1):85–99.

Calderón JL, Baker RS, Fabrega H, Conde JG, Hays RD, Fleming E, Norris K. An ethno-medical perspective on research participation: a qualitative pilot study. Medscape Gen Med. 2006;8(2):23.

Scharff DP, Mathews KJ, Jackson P, Hoffsuemmer J, Martin E, Edwards D. More than Tuskegee: understanding mistrust about research participation. J Health Care Poor Underserved. 2010;21(3):879–97.

Kembhavi G, Wirz S. Engaging adolescents with disabilities in research. Alter. 2009;3(3):286–96.

Bailey S, Boddy K, Briscoe S, Morris C. Involving disabled children and young people as partners in research: a systematic review. Child Care Health Dev. 2015;41(4):505–14.

Morris J. Including all children: finding out about the experiences of children with communication and/or cognitive impairments. Child Soc. 2003;17(5):337–48.

Beresford B. Working on well-being: researchers’ experiences of a participative approach to understanding the subjective well-being of disabled young people. Child Soc. 2012;26(3):234–40.

Wadman R, Williams AJ, Brown K, Nielsen E. Supported and valued? A survey of early career researchers’ experiences and perceptions of youth and adult involvement in mental health, self-harm and suicide research. Res Involv Engagem. 2019;5(1):16.

Nygreen K, Ah Kwon S, Sanchez P. Urban youth building community. J Community Pract. 2006;14(1–2):107–23.

Ross L. Sustaining youth participation in a long-term tobacco control initiative: consideration of a social justice perspective. Youth Soc. 2011;43(2):681–704.

Suleiman AB, Soleimanpour S, London J. Youth action for health through youth-led research. J Community Pract. 2006;14(1–2):125–45.

Wilson N, Dasho S, Martin AC, Wallerstein N, Wang CC, Minkler M. Engaging young adolescents in social action through photovoice: the youth empowerment strategies (YES!) project. J Early Adolesc. 2007;27(2):241–61.

Ministry of Children and Family Development BC. Youth engagement toolkit resource guide. 2013.

Campbell A. For their own good: recruiting children for research. Childhood. 2008;15(1):30–49.

Moules T, O’Brien N. Participation in perspective: reflections from research projects. Nurse Res. 2012;19(2):17–22.

Powell MA, Smith AB. Children’s participation rights in research. Childhood. 2009;16(1):124–42.

Nelson Ferguson K, Coen SE, Gilliland J. “It helped me feel like a researcher”: reflections on a capacity-building program to support teens as co-researchers on a participatory project. J Adolesc Res. 2023;0(0):07435584231176992.

Fløtten KJØ, Guerreiro AIF, Simonelli I, Solevåg AL, Aujoulat I. Adolescent and young adult patients as co-researchers: a scoping review. Health Expect. 2021;24(4):1044–55.

Walker E, Shaw E, Nunns M, Moore D, Thompson CJ. No evidence synthesis about me without me: Involving young people in the conduct and dissemination of a complex evidence synthesis. Health Expect. 2021;24(S1):122–33.

Viksveen P, Cardenas NE, Ibenfeldt M, Meldahl LG, Krijger L, Game JR, et al. Involvement of adolescent representatives and coresearchers in mental health research: experiences from a research project. Health Expect. 2022;25(1):322–32.

Clavering EK, McLaughlin J. Children’s participation in health research: from objects to agents? Child Care Health Dev. 2010;36(5):603–11.

Allsop MJ, Holt RJ, Levesley MC, Bhakta B. The engagement of children with disabilities in health-related technology design processes: identifying methodology. Disabil Rehabil Assist Technol. 2010;5(1):1–13.

Katz RV, Green BL, Kressin NR, Claudio C, Wang MQ, Russell SL. Willingness of minorities to participate in biomedical studies: confirmatory findings from a follow-up study using the Tuskegee Legacy Project Questionnaire. J Natl Med Assoc. 2007;99(9):1052–60.

Banner D, Bains M, Carroll S, Kandola DK, Rolfe DE, Wong C, Graham ID. Patient and public engagement in integrated knowledge translation research: are we there yet? Res Involv Engagem. 2019;5:8.

Staniszewska S, Brett J, Mockford C, Barber R. The GRIPP checklist: strengthening the quality of patient and public involvement reporting in research. Int J Technol Assess Health Care. 2011;27(4):391–9.

Staniszewska S, Brett J, Simera I, Seers K, Mockford C, Goodlad S, et al. GRIPP2 reporting checklists: tools to improve reporting of patient and public involvement in research. BMJ. 2017;358:j3453.

Canada Go. Canada’s youth policy - Canada.ca. 2020.

Research CIoH. Healthy youth initiative. 2023. [updated 2023-06-26]. Available from: https://cihr-irsc.gc.ca/e/53529.html .

Edwards M, Lawson C, Rahman S, Conley K, Phillips H, Uings R. What does quality healthcare look like to adolescents and young adults? Ask the experts! Clin Med (Lond). 2016;16(2):146–51.

Cavens C, Imms C, Drake G, Garrity N, Wallen M. Perspectives of children and adolescents with cerebral palsy about involvement as research partners: a qualitative study. Disabil Rehabil. 2022;44(16):4293–302.

Camden C, Shikako-Thomas K, Nguyen T, Graham E, Thomas A, Sprung J, et al. Engaging stakeholders in rehabilitation research: a scoping review of strategies used in partnerships and evaluation of impacts. Disabil Rehabil. 2015;37(15):1390–400.

Bennett V, Gill C, Miller P, Wood A, Bennett C, Ypag N, Singh I. Co-production to understand online help-seeking for young people experiencing emotional abuse and neglect: building capabilities, adapting research methodology and evaluating involvement and impact. Health Expect. 2022;25(6):3143–63.

Powers JL, Tiffany JS. Engaging youth in participatory research and evaluation. J Public Health Manag Pract. 2006;12:S79–87.

Checkoway B, Richards-Schuster K. Youth participation in community evaluation research. Am J Eval. 2003;24(1):21–33.

Scheve JA, Perkins DF, Mincemoyer C. Collaborative teams for youth engagement. J Community Pract. 2006;14(1–2):219–34.

Sheikhan NY, Hawke LD, Cleverley K, Darnay K, Courey L, Szatmari P, et al. ‘It reshaped how I will do research’: a qualitative exploration of team members’ experiences with youth and family engagement in a randomized controlled trial. Health Expect. 2021;24(2):589–600.

Augsberger A, Collins ME, Gecker W, Dougher M. Youth civic engagement: do youth councils reduce or reinforce social inequality? J Adolesc Res. 2018;33(2):187–208.

Buchanan F, Peasgood A, Easton M, Haas K, Narayanan U. The Research Family Advisory Committee: the patient and family view of implementing a research-focused patient engagement strategy. Res Involv Engagem. 2022;8(1):2.

Boivin A, L’Espérance A, Gauvin FP, Dumez V, Macaulay AC, Lehoux P, Abelson J. Patient and public engagement in research and health system decision making: a systematic review of evaluation tools. Health Expect. 2018;21(6):1075–84.

ReachBC. Reach BC. 2023. Available from: https://reachbc.ca/ .

Wang L, Micsinszki SK, Goulet-Barteaux M, Gilman C, Phoenix M. Youth and family engagement in childhood disability evidence syntheses: a scoping review. Child Care Health Dev. 2023;49(1):20–35.

Fayant G, Christmas C, Donnelly E, Auger A. Ethical research engagement with indigenous youth: seven requirements. Toronto: Yellowhead Institute, Toronto Metropoliton University; 2020.

Anderson K, Gall A, Butler T, Arley B, Howard K, Cass A, Garvey G. Using web conferencing to engage Aboriginal and Torres Strait Islander young people in research: a feasibility study. BMC Med Res Methodol. 2021;21(1):172.

Bessarab D, Ng’andu B. Yarning about yarning as a legitimate method in indigenous research. Int J Crit Indig Stud. 2010;3(1):37–50.

Sayani A, Maybee A, Manthorne J, Nicholson E, Bloch G, Parsons JA, Hwang SW, Shaw JA, Lofters A. Equity-mobilizing partnerships in community (EMPaCT): co-designing patient engagement to promote health equity. Healthc Q. 2022;24(Special Issue):86–92.

Sayani A. Equity-mobilizing partnerships in community (EMPaCT). Toronto: Women’s College Hospital; 2023. Available from: https://www.wchwihv.ca/our-work/empact/ .

Roche P, Shimmin C, Hickes S, Khan M, Sherzoi O, Wicklund E, et al. Valuing All Voices: refining a trauma-informed, intersectional and critical reflexive framework for patient engagement in health research using a qualitative descriptive approach. Res Involv Engagem. 2020;6(1):42.

Service NH. Increasing diversity in research participation: a good practice guide for engaging with underrepresented groups. 2023.

CIHR. CIHR guidelines for health research involving Aboriginal people. 2007. Available from: https://cihr-irsc.gc.ca/e/29134.html .

Esmail L, Moore E, Rein A. Evaluating patient and stakeholder engagement in research: moving from theory to practice. J Comp Eff Res. 2015;4(2):133–45.

Abelson J, Humphrey A, Syrowatka A, Bidonde J, Judd M. Evaluating patient, family and public engagement in health services improvement and system redesign. Healthc Q. 2018;21(Sp):61–7.

Hamilton CB, Hoens AM, McQuitty S, McKinnon AM, English K, Backman CL, et al. Development and pre-testing of the Patient Engagement In Research Scale (PEIRS) to assess the quality of engagement from a patient perspective. PLoS One. 2018;13(11):e0206588.

Zeldin S, Krauss SE, Collura J, Lucchesi M, Sulaiman AH. Conceptualizing and measuring youth-adult partnership in community programs: a cross national study. Am J Community Psychol. 2014;54(3–4):337–47.

Wu H-CJ, Kornbluh M, Weiss JC, Roddy L. Measuring and understanding authentic youth engagement: the youth-adult partnership rubric. Afterschool matters. 2016.

Krauss SE, Collura J, Zeldin S, Ortega A, Abdullah H, Sulaiman AH. Youth–adult partnership: exploring contributions to empowerment, agency and community connections in Malaysian youth programs. J Youth Adolesc. 2014;43(9):1550–62.

Services AH. A resource toolkit for engaging patient and families at the planning table. 2014. Available from: https://www.albertahealthservices.ca/assets/info/pf/pe/if-pf-pe-engage-toolkit.pdf .

Unit ASS. PaCER – patient and community engagement research. 2023. Available from: https://absporu.ca/patient-engagement/pacer/ .

CanChild. Family engagement in research (FER) course. 2023. Available from: https://www.canchild.ca/en/research-in-practice/family-engagement-program/fer-course .

Macarthur C, Walsh CM, Buchanan F, Karoly A, Pires L, McCreath G, Jones NL. Development of the patient-oriented research curriculum in child health (PORCCH). Res Involv Engagem. 2021;7(1):27.

Courvoisier M, Baddeliyanage R, Wilhelm L, Bayliss L, Straus SE, Fahim C. Evaluation of the partners in research course: a patient and researcher co-created course to build capacity in patient-oriented research. Res Involv Engagem. 2021;7(1):76.

Micsinszki SK, Tanel NL, Kowal J, King G, Menna-Dack D, Chu A, Phoenix M. Codesigning simulations and analyzing the process to ascertain principles of authentic and meaningful research engagement in childhood disability research. Res Involv Engagem. 2022;8(1):60.

Harpur P. Nothing about us without us: the UN convention on the rights of persons with disabilities. 2017.

Download references

Acknowledgements

The authors would like to acknowledge the Edwin S.H. Leong Centre for Healthy Children, The Hospital for Sick Children for supporting this work through the Leong Centre Studentship Award.

This work is supported by the Leong Centre Studentship Award received by Katherine Bailey and Dr. Alene Toulany. The other authors received no additional funding.

Author information

Katherine Bailey and Brooke Allemang contributed equally as co-primary authors.

Authors and Affiliations

Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada

Katherine Bailey & Kristin Cleverley

Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, ON, Canada

Katherine Bailey & Alene Toulany

Child Health Evaluative Sciences, SickKids Research Institute, Toronto, ON, Canada

Brooke Allemang

Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada

Ashley Vandermorris & Alene Toulany

Division of Adolescent Medicine, The Hospital for Sick Children, 555 University Ave, Toronto, ON, M5G 1X8, Canada

KITE, Toronto Rehabilitation Institute, University Health Network, Toronto, ON, Canada

Sarah Munce & Vjura Senthilnathan

Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada

Department of Occupational Science and Occupational Therapy, University of Toronto, Toronto, ON, Canada

Sarah Munce

Lawrence S. Bloomberg School of Nursing, University of Toronto, Toronto, ON, Canada

Kristin Cleverley

Margaret and Wallace McCain Centre for Child, Youth & Family Mental Health, Centre for Addiction and Mental Health, Toronto, ON, Canada

Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada

Cassandra Chisholm

Department of Psychology and Neuroscience, Dalhousie University, Halifax, NS, Canada

Neurosciences and Mental Health, SickKids Research Institute, Toronto, ON, Canada

Cedar Davidson

Michael De Groote School of Medicine, McMaster University, Hamilton, ON, Canada

Asil El Galad

McGill University, Montreal, QC, Canada

Dahlia Leibovich

Department of Health Sciences, University of Ottawa, Ottawa, ON, Canada

Trinity Lowthian

McMaster University, Hamilton, ON, Canada

Jeanna Pillainayagam

Collaborator, Toronto, ON, Canada

Harshini Ramesh, Paul Siska & Madison Snider

Patient Partner, Canadian Arthritis Patient Alliance, Toronto, ON, Canada

Anna Samson

You can also search for this author in PubMed   Google Scholar

Contributions

KB synthesized the literature, drafted the initial manuscript, and approved the final manuscript as submitted. BA provided youth engagement expertise, facilitated youth advisor meetings, revised the manuscript, and approved the final manuscript as submitted. CC, EC, CD, AEG, DL, TL, JP, HR, AS, PS, MS contributed their perspectives and expertise as part of the Youth Advisory Council, drafted components of the manuscript, revised the manuscript, and approved the final manuscript as submitted. BA, AV, SM, KC, VS, and AT conceptualized the design and methods of this study, revised the manuscript, and approved the final manuscript as submitted.

Corresponding author

Correspondence to Alene Toulany .

Ethics declarations

Ethics approval and consent to participate.

Not applicable.

Consent for publication

Competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1, rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Bailey, K., Allemang, B., Vandermorris, A. et al. Benefits, barriers and recommendations for youth engagement in health research: combining evidence-based and youth perspectives. Res Involv Engagem 10 , 92 (2024). https://doi.org/10.1186/s40900-024-00607-w

Download citation

Received : 15 February 2024

Accepted : 05 July 2024

Published : 02 September 2024

DOI : https://doi.org/10.1186/s40900-024-00607-w

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Youth engagement
• Patient-oriented research
• Narrative review

Research Involvement and Engagement

ISSN: 2056-7529

• General enquiries: [email protected]