what is justification of study in research

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How to Write Justification of the Study in Research

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The justification of the study is also referred to as the rationale for the study . It is what inspired you to research a given topic. As students, it is very important to know that research writing is not just one of the things we do for leisure, research is a vital part of human endeavour, it is through research done in the past that a lot of improvements are seen today around the world. Research should be able to fill a gap and provide solutions to an existing problem, hence researchers must do due diligence in identifying the reasons for starting a research work and be able to justify their reasons for embarking on a research journey.

If a research project is to be carried out on “Introduction of Digital Libraries for Students in Nigeria Senior Secondary Schools” it is expected that the researcher has found some setbacks in the study pattern of students or the limitations of using the physical libraries on campus.

The researcher must be able to give the reasons behind his choice of research topic, the importance of digital library should outweigh the challenges it poses.

The researcher should be able to justify the reasons for selecting a chosen project topic and discuss why the research study is needed.

For research to be justified, four main criteria must be discussed to convince the supervisor or readers that a study is worthy of undertaking.

• The size or area involved in the study should be discussed, the researcher needs to show the geographical area or locations that the research would cover and provide reasons for the choice of area and what the outcome of the study will do for such area.
• The research gaps found in previous literature of similar studies should be discussed. The researcher must show the missing piece from other literature that needs to be bridged and the reasons for the endeavour. The importance of filling research gaps should be told including the necessary contributions to the body of knowledge that the study would project at the end of the investigations and findings.
• The researcher should be able to justice that there has been an improved methodology or the processes of carrying out the type of research undertaken and should show how the study intends to incorporate the enhanced methods of carrying out research in the selected field or subject to investigate.
• The researcher should discuss the main benefits of the research to the general public, profession, group, institutions, the government policies and practices in the concerned field of study and how these benefits will enable future researchers and authors to make or develop future theories, literature and additional inputs in the coming days.

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7 Examples of Justification (of a project or research)

The justification to the part of a research project that sets out the reasons that motivated the research. The justification is the section that explains the importance and the reasons that led the researcher to carry out the work.

The justification explains to the reader why and why the chosen topic was investigated. In general, the reasons that the researcher can give in a justification may be that his work allows to build or refute theories; bring a new approach or perspective on the subject; contribute to the solution of a specific problem (social, economic, environmental, etc.) that affects certain people; generate meaningful and reusable empirical data; clarify the causes and consequences of a specific phenomenon of interest; among other.

Among the criteria used to write a justification, the usefulness of the research for other academics or for other social sectors (public officials, companies, sectors of civil society), the significance in time that it may have, the contribution of new research tools or techniques, updating of existing knowledge, among others. Also, the language should be formal and descriptive.

Examples of justification

• This research will focus on studying the reproduction habits of salmon in the Mediterranean region of Europe, since due to recent ecological changes in the water and temperatures of the region produced by human economic activity , the behavior of these animals has been modified. Thus, the present work would allow to show the changes that the species has developed to adapt to the new circumstances of its ecosystem, and to deepen the theoretical knowledge about accelerated adaptation processes, in addition to offering a comprehensive look at the environmental damage caused by growth. unsustainable economic, helping to raise awareness of the local population.
• We therefore propose to investigate the evolution of the theoretical conceptions of class struggle and economic structure throughout the work of Antonio Gramsci, since we consider that previous analyzes have overlooked the fundamentally dynamic and unstable conception of human society that is present. in the works of Gramsci, and that is of vital importance to fully understand the author’s thought.
• The reasons that led us to investigate the effects of regular use of cell phones on the health of middle-class young people under 18 years of age are centered on the fact that this vulnerable sector of the population is exposed to a greater extent than the rest of society to risks that the continuous use of cell phone devices may imply, due to their cultural and social habits. We intend then to help alert about these dangers, as well as to generate knowledge that helps in the treatment of the effects produced by the abuse in the use of this technology.
• We believe that by means of a detailed analysis of the evolution of financial transactions carried out in the main stock exchanges of the world during the period 2005-2010, as well as the inquiry about how financial and banking agents perceived the situation of the financial system, it will allow us to clarify the economic mechanisms that enable the development of an economic crisis of global dimensions such as the one that the world experienced since 2009, and thus improve the design of regulatory and counter-cyclical public policies that favor the stability of the local and international financial system.
• Our study about the applications and programs developed through the three analyzed programming languages ​​(Java, C ++ and Haskell), can allow us to clearly distinguish the potential that each of these languages ​​(and similar languages) present for solving specific problems. , in a specific area of ​​activity. This would allow not only to increase efficiency in relation to long-term development projects, but to plan coding strategies with better results in projects that are already working, and to improve teaching plans for teaching programming and computer science.
• This in-depth study on the expansion of the Chinese empire under the Xia dynasty, will allow to clarify the socioeconomic, military and political processes that allowed the consolidation of one of the oldest states in history, and also understand the expansion of metallurgical and administrative technologies along the coastal region of the Pacific Ocean. The deep understanding of these phenomena will allow us to clarify this little-known period in Chinese history, which was of vital importance for the social transformations that the peoples of the region went through during the period.
• Research on the efficacy of captropil in the treatment of cardiovascular conditions (in particular hypertension and heart failure) will allow us to determine if angiotensin is of vital importance in the processes of blocking the protein peptidase, or if by the On the contrary, these effects can be attributed to other components present in the formula of drugs frequently prescribed to patients after medical consultation.

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How to Write the Rationale of the Study in Research (Examples)

What is the Rationale of the Study?

The rationale of the study is the justification for taking on a given study. It explains the reason the study was conducted or should be conducted. This means the study rationale should explain to the reader or examiner why the study is/was necessary. It is also sometimes called the “purpose” or “justification” of a study. While this is not difficult to grasp in itself, you might wonder how the rationale of the study is different from your research question or from the statement of the problem of your study, and how it fits into the rest of your thesis or research paper. 

The rationale of the study links the background of the study to your specific research question and justifies the need for the latter on the basis of the former. In brief, you first provide and discuss existing data on the topic, and then you tell the reader, based on the background evidence you just presented, where you identified gaps or issues and why you think it is important to address those. The problem statement, lastly, is the formulation of the specific research question you choose to investigate, following logically from your rationale, and the approach you are planning to use to do that.

Table of Contents:

How to write a rationale for a research paper , how do you justify the need for a research study.

• Study Rationale Example: Where Does It Go In Your Paper?

The basis for writing a research rationale is preliminary data or a clear description of an observation. If you are doing basic/theoretical research, then a literature review will help you identify gaps in current knowledge. In applied/practical research, you base your rationale on an existing issue with a certain process (e.g., vaccine proof registration) or practice (e.g., patient treatment) that is well documented and needs to be addressed. By presenting the reader with earlier evidence or observations, you can (and have to) convince them that you are not just repeating what other people have already done or said and that your ideas are not coming out of thin air. 

Once you have explained where you are coming from, you should justify the need for doing additional research–this is essentially the rationale of your study. Finally, when you have convinced the reader of the purpose of your work, you can end your introduction section with the statement of the problem of your research that contains clear aims and objectives and also briefly describes (and justifies) your methodological approach. 

When is the Rationale for Research Written?

The author can present the study rationale both before and after the research is conducted. 

• Before conducting research : The study rationale is a central component of the research proposal . It represents the plan of your work, constructed before the study is actually executed.
• Once research has been conducted : After the study is completed, the rationale is presented in a research article or  PhD dissertation  to explain why you focused on this specific research question. When writing the study rationale for this purpose, the author should link the rationale of the research to the aims and outcomes of the study.

What to Include in the Study Rationale

Although every study rationale is different and discusses different specific elements of a study’s method or approach, there are some elements that should be included to write a good rationale. Make sure to touch on the following:

• A summary of conclusions from your review of the relevant literature
• What is currently unknown (gaps in knowledge)
• Inconclusive or contested results  from previous studies on the same or similar topic
• The necessity to improve or build on previous research, such as to improve methodology or utilize newer techniques and/or technologies

There are different types of limitations that you can use to justify the need for your study. In applied/practical research, the justification for investigating something is always that an existing process/practice has a problem or is not satisfactory. Let’s say, for example, that people in a certain country/city/community commonly complain about hospital care on weekends (not enough staff, not enough attention, no decisions being made), but you looked into it and realized that nobody ever investigated whether these perceived problems are actually based on objective shortages/non-availabilities of care or whether the lower numbers of patients who are treated during weekends are commensurate with the provided services.

In this case, “lack of data” is your justification for digging deeper into the problem. Or, if it is obvious that there is a shortage of staff and provided services on weekends, you could decide to investigate which of the usual procedures are skipped during weekends as a result and what the negative consequences are. 

In basic/theoretical research, lack of knowledge is of course a common and accepted justification for additional research—but make sure that it is not your only motivation. “Nobody has ever done this” is only a convincing reason for a study if you explain to the reader why you think we should know more about this specific phenomenon. If there is earlier research but you think it has limitations, then those can usually be classified into “methodological”, “contextual”, and “conceptual” limitations. To identify such limitations, you can ask specific questions and let those questions guide you when you explain to the reader why your study was necessary:

Methodological limitations

• Did earlier studies try but failed to measure/identify a specific phenomenon?
• Was earlier research based on incorrect conceptualizations of variables?
• Were earlier studies based on questionable operationalizations of key concepts?
• Did earlier studies use questionable or inappropriate research designs?

Contextual limitations

• Have recent changes in the studied problem made previous studies irrelevant?
• Are you studying a new/particular context that previous findings do not apply to?

Conceptual limitations

• Do previous findings only make sense within a specific framework or ideology?

Study Rationale Examples

Let’s look at an example from one of our earlier articles on the statement of the problem to clarify how your rationale fits into your introduction section. This is a very short introduction for a practical research study on the challenges of online learning. Your introduction might be much longer (especially the context/background section), and this example does not contain any sources (which you will have to provide for all claims you make and all earlier studies you cite)—but please pay attention to how the background presentation , rationale, and problem statement blend into each other in a logical way so that the reader can follow and has no reason to question your motivation or the foundation of your research.

Background presentation

Since the beginning of the Covid pandemic, most educational institutions around the world have transitioned to a fully online study model, at least during peak times of infections and social distancing measures. This transition has not been easy and even two years into the pandemic, problems with online teaching and studying persist (reference needed) . 

While the increasing gap between those with access to technology and equipment and those without access has been determined to be one of the main challenges (reference needed) , others claim that online learning offers more opportunities for many students by breaking down barriers of location and distance (reference needed) .  

Rationale of the study

Since teachers and students cannot wait for circumstances to go back to normal, the measures that schools and universities have implemented during the last two years, their advantages and disadvantages, and the impact of those measures on students’ progress, satisfaction, and well-being need to be understood so that improvements can be made and demographics that have been left behind can receive the support they need as soon as possible.

Statement of the problem

To identify what changes in the learning environment were considered the most challenging and how those changes relate to a variety of student outcome measures, we conducted surveys and interviews among teachers and students at ten institutions of higher education in four different major cities, two in the US (New York and Chicago), one in South Korea (Seoul), and one in the UK (London). Responses were analyzed with a focus on different student demographics and how they might have been affected differently by the current situation.

How long is a study rationale?

In a research article bound for journal publication, your rationale should not be longer than a few sentences (no longer than one brief paragraph). A  dissertation or thesis  usually allows for a longer description; depending on the length and nature of your document, this could be up to a couple of paragraphs in length. A completely novel or unconventional approach might warrant a longer and more detailed justification than an approach that slightly deviates from well-established methods and approaches.

Consider Using Professional Academic Editing Services

Now that you know how to write the rationale of the study for a research proposal or paper, you should make use of Wordvice AI’s free AI Grammar Checker , or receive professional academic proofreading services from Wordvice, including research paper editing services and manuscript editing services to polish your submitted research documents.

You can also find many more articles, for example on writing the other parts of your research paper , on choosing a title , or on making sure you understand and adhere to the author instructions before you submit to a journal, on the Wordvice academic resources pages.

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• Writing Tips

How to Justify Your Methods in a Thesis or Dissertation

4-minute read

• 1st May 2023

Writing a thesis or dissertation is hard work. You’ve devoted countless hours to your research, and you want your results to be taken seriously. But how does your professor or evaluating committee know that they can trust your results? You convince them by justifying your research methods.

What Does Justifying Your Methods Mean?

In simple terms, your methods are the tools you use to obtain your data, and the justification (which is also called the methodology ) is the analysis of those tools. In your justification, your goal is to demonstrate that your research is both rigorously conducted and replicable so your audience recognizes that your results are legitimate.

The formatting and structure of your justification will depend on your field of study and your institution’s requirements, but below, we’ve provided questions to ask yourself as you outline your justification.

Why Did You Choose Your Method of Gathering Data?

Does your study rely on quantitative data, qualitative data, or both? Certain types of data work better for certain studies. How did you choose to gather that data? Evaluate your approach to collecting data in light of your research question. Did you consider any alternative approaches? If so, why did you decide not to use them? Highlight the pros and cons of various possible methods if necessary. Research results aren’t valid unless the data are valid, so you have to convince your reader that they are.

How Did You Evaluate Your Data?

Collecting your data was only the first part of your study. Once you had them, how did you use them? Do your results involve cross-referencing? If so, how was this accomplished? Which statistical analyses did you run, and why did you choose them? Are they common in your field? How did you make sure your data were statistically significant ? Is your effect size small, medium, or large? Numbers don’t always lend themselves to an obvious outcome. Here, you want to provide a clear link between the Methods and Results sections of your paper.

Did You Use Any Unconventional Approaches in Your Study?

Most fields have standard approaches to the research they use, but these approaches don’t work for every project. Did you use methods that other fields normally use, or did you need to come up with a different way of obtaining your data? Your reader will look at unconventional approaches with a more critical eye. Acknowledge the limitations of your method, but explain why the strengths of the method outweigh those limitations.

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What Relevant Sources Can You Cite?

You can strengthen your justification by referencing existing research in your field. Citing these references can demonstrate that you’ve followed established practices for your type of research. Or you can discuss how you decided on your approach by evaluating other studies. Highlight the use of established techniques, tools, and measurements in your study. If you used an unconventional approach, justify it by providing evidence of a gap in the existing literature.

Two Final Tips:

●  When you’re writing your justification, write for your audience. Your purpose here is to provide more than a technical list of details and procedures. This section should focus more on the why and less on the how .

●  Consider your methodology as you’re conducting your research. Take thorough notes as you work to make sure you capture all the necessary details correctly. Eliminating any possible confusion or ambiguity will go a long way toward helping your justification.

In Conclusion:

Your goal in writing your justification is to explain not only the decisions you made but also the reasoning behind those decisions. It should be overwhelmingly clear to your audience that your study used the best possible methods to answer your research question. Properly justifying your methods will let your audience know that your research was effective and its results are valid.

Want more writing tips? Check out Proofed’s Writing Tips and Academic Writing Tips blogs. And once you’ve written your thesis or dissertation, consider sending it to us. Our editors will be happy to check your grammar, spelling, and punctuation to make sure your document is the best it can be. Check out our services for free .

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Rationale for the Study

It is important for you to be able to explain the importance of the research you are conducting by providing valid arguments. Rationale for the study, also referred to as justification for the study, is reason why you have conducted your study in the first place. This part in your paper needs to explain uniqueness and importance of your research. Rationale for the study needs to be specific and ideally, it should relate to the following points:

1. The research needs to contribute to the elimination of a gap in the literature. Elimination of gap in the present literature is one of the compulsory requirements for your study. In other words, you don’t need to ‘re-invent the wheel’ and your research aims and objectives need to focus on new topics. For example, you can choose to conduct an empirical study to assess the implications of COVID-19 pandemic on the numbers of tourists visitors in your city. This might be previously undressed topic, taking into account that COVID-19 pandemic is a relatively recent phenomenon.

Alternatively, if you cannot find a new topic to research, you can attempt to offer fresh perspectives on existing management, business or economic issues. For example, while thousands of studies have been previously conducted to study various aspects of leadership, this topic as far from being exhausted as a research area. Specifically, new studies can be conducted in the area of leadership to analyze the impacts of new communication mediums such as TikTok, and other social networking sites on leadership practices.

You can also discuss the shortcomings of previous works devoted to your research area. Shortcomings in previous studies can be divided into three groups:

a) Methodological limitations . Methodology employed in previous study may be flawed in terms of research design, research approach or sampling.

b) Contextual limitations . Relevance of previous works may be non-existent for the present because external factors have changed.

c) Conceptual limitations . Previous studies may be unjustifiably bound up to a particular model or an ideology.

While discussing the shortcomings of previous studies you should explain how you are going to correct them. This principle is true to almost all areas in business studies i.e. gaps or shortcomings in the literature can be found in relation to almost all areas of business and economics.

2. The research can be conducted to solve a specific problem. It helps if you can explain why you are the right person and in the right position to solve the problem. You have to explain the essence of the problem in a detailed manner and highlight practical benefits associated with the solution of the problem. Suppose, your dissertation topic is “a study into advantages and disadvantages of various entry strategies into Chinese market”. In this case, you can say that practical implications of your research relates to assisting businesses aiming to enter Chinese market to do more informed decision making.

Alternatively, if your research is devoted to the analysis of impacts of CSR programs and initiatives on brand image, practical contributions of your study would relate to contributing to the level of effectiveness of CSR programs of businesses.

Additional examples of studies that can assist to address specific practical problems may include the following:

• A study into the reasons of high employee turnover at Hanson Brick
• A critical analysis of employee motivation problems at Esporta, Finchley Road, London
• A research into effective succession planning at Microsoft
• A study into major differences between private and public primary education in the USA and implications of these differences on the quality of education

However, it is important to note that it is not an obligatory for a dissertation   to be associated with the solution of a specific problem. Dissertations can be purely theory-based as well. Examples of such studies include the following:

• Born or bred: revising The Great Man theory of leadership in the 21 st century
• A critical analysis of the relevance of McClelland’s Achievement theory to the US information technology industry
• Neoliberalism as a major reason behind the emergence of the global financial and economic crisis of 2007-2009
• Analysis of Lewin’s Model of Change and its relevance to pharmaceutical sector of France

3. Your study has to contribute to the level of professional development of the researcher . That is you. You have to explain in a detailed manner in what ways your research contributes to the achievement of your long-term career aspirations.

For example, you have selected a research topic of “ A critical analysis of the relevance of McClelland’s Achievement theory in the US information technology industry ”.  You may state that you associate your career aspirations with becoming an IT executive in the US, and accordingly, in-depth knowledge of employee motivation in this industry is going to contribute your chances of success in your chosen career path.

Therefore, you are in a better position if you have already identified your career objectives, so that during the research process you can get detailed knowledge about various aspects of your chosen industry.

My e-book, The Ultimate Guide to Writing a Dissertation in Business Studies: a step by step assistance offers practical assistance to complete a dissertation with minimum or no stress. The e-book covers all stages of writing a dissertation starting from the selection to the research area to submitting the completed version of the work within the deadline.

John Dudovskiy

How to Write the Rationale for a Research Paper

• Research Process
• Peer Review

A research rationale answers the big SO WHAT? that every adviser, peer reviewer, and editor has in mind when they critique your work. A compelling research rationale increases the chances of your paper being published or your grant proposal being funded. In this article, we look at the purpose of a research rationale, its components and key characteristics, and how to create an effective research rationale.

Updated on September 19, 2022

The rationale for your research is the reason why you decided to conduct the study in the first place. The motivation for asking the question. The knowledge gap. This is often the most significant part of your publication. It justifies the study's purpose, novelty, and significance for science or society. It's a critical part of standard research articles as well as funding proposals.

Essentially, the research rationale answers the big SO WHAT? that every (good) adviser, peer reviewer, and editor has in mind when they critique your work.

A compelling research rationale increases the chances of your paper being published or your grant proposal being funded. In this article, we look at:

• the purpose of a research rationale
• its components and key characteristics
• how to create an effective research rationale

What is a research rationale?

Think of a research rationale as a set of reasons that explain why a study is necessary and important based on its background. It's also known as the justification of the study, rationale, or thesis statement.

Essentially, you want to convince your reader that you're not reciting what other people have already said and that your opinion hasn't appeared out of thin air. You've done the background reading and identified a knowledge gap that this rationale now explains.

A research rationale is usually written toward the end of the introduction. You'll see this section clearly in high-impact-factor international journals like Nature and Science. At the end of the introduction there's always a phrase that begins with something like, "here we show..." or "in this paper we show..." This text is part of a logical sequence of information, typically (but not necessarily) provided in this order:

Here's an example from a study by Cataldo et al. (2021) on the impact of social media on teenagers' lives.

Note how the research background, gap, rationale, and objectives logically blend into each other.

The authors chose to put the research aims before the rationale. This is not a problem though. They still achieve a logical sequence. This helps the reader follow their thinking and convinces them about their research's foundation.

Elements of a research rationale

We saw that the research rationale follows logically from the research background and literature review/observation and leads into your study's aims and objectives.

This might sound somewhat abstract. A helpful way to formulate a research rationale is to answer the question, “Why is this study necessary and important?”

Generally, that something has never been done before should not be your only motivation. Use it only If you can give the reader valid evidence why we should learn more about this specific phenomenon.

A well-written introduction covers three key elements:

• What's the background to the research?
• What has been done before (information relevant to this particular study, but NOT a literature review)?
• Research rationale

Now, let's see how you might answer the question.

1. This study complements scientific knowledge and understanding

Discuss the shortcomings of previous studies and explain how'll correct them. Your short review can identify:

• Methodological limitations . The methodology (research design, research approach or sampling) employed in previous works is somewhat flawed.

Example : Here , the authors claim that previous studies have failed to explore the role of apathy “as a predictor of functional decline in healthy older adults” (Burhan et al., 2021). At the same time, we know a lot about other age-related neuropsychiatric disorders, like depression.

Their study is necessary, then, “to increase our understanding of the cognitive, clinical, and neural correlates of apathy and deconstruct its underlying mechanisms.” (Burhan et al., 2021).

• Contextual limitations . External factors have changed and this has minimized or removed the relevance of previous research.

Example : You want to do an empirical study to evaluate the effects of the COVID-19 pandemic on the number of tourists visiting Sicily. Previous studies might have measured tourism determinants in Sicily, but they preceded COVID-19.

• Conceptual limitations . Previous studies are too bound to a specific ideology or a theoretical framework.

Example : The work of English novelist E. M. Forster has been extensively researched for its social, political, and aesthetic dimensions. After the 1990s, younger scholars wanted to read his novels as an example of gay fiction. They justified the need to do so based on previous studies' reliance on homophobic ideology.

This kind of rationale is most common in basic/theoretical research.

2. This study can help solve a specific problem

Here, you base your rationale on a process that has a problem or is not satisfactory.

For example, patients complain about low-quality hospital care on weekends (staff shortages, inadequate attention, etc.). No one has looked into this (there is a lack of data). So, you explore if the reported problems are true and what can be done to address them. This is a knowledge gap.

Or you set out to explore a specific practice. You might want to study the pros and cons of several entry strategies into the Japanese food market.

It's vital to explain the problem in detail and stress the practical benefits of its solution. In the first example, the practical implications are recommendations to improve healthcare provision.

In the second example, the impact of your research is to inform the decision-making of businesses wanting to enter the Japanese food market.

This kind of rationale is more common in applied/practical research.

3. You're the best person to conduct this study

It's a bonus if you can show that you're uniquely positioned to deliver this study, especially if you're writing a funding proposal .

For an anthropologist wanting to explore gender norms in Ethiopia, this could be that they speak Amharic (Ethiopia's official language) and have already lived in the country for a few years (ethnographic experience).

Or if you want to conduct an interdisciplinary research project, consider partnering up with collaborators whose expertise complements your own. Scientists from different fields might bring different skills and a fresh perspective or have access to the latest tech and equipment. Teaming up with reputable collaborators justifies the need for a study by increasing its credibility and likely impact.

When is the research rationale written?

You can write your research rationale before, or after, conducting the study.

In the first case, when you might have a new research idea, and you're applying for funding to implement it.

Or you're preparing a call for papers for a journal special issue or a conference. Here , for instance, the authors seek to collect studies on the impact of apathy on age-related neuropsychiatric disorders.

In the second case, you have completed the study and are writing a research paper for publication. Looking back, you explain why you did the study in question and how it worked out.

Although the research rationale is part of the introduction, it's best to write it at the end. Stand back from your study and look at it in the big picture. At this point, it's easier to convince your reader why your study was both necessary and important.

How long should a research rationale be?

The length of the research rationale is not fixed. Ideally, this will be determined by the guidelines (of your journal, sponsor etc.).

The prestigious journal Nature , for instance, calls for articles to be no more than 6 or 8 pages, depending on the content. The introduction should be around 200 words, and, as mentioned, two to three sentences serve as a brief account of the background and rationale of the study, and come at the end of the introduction.

If you're not provided guidelines, consider these factors:

• Research document : In a thesis or book-length study, the research rationale will be longer than in a journal article. For example, the background and rationale of this book exploring the collective memory of World War I cover more than ten pages.
• Research question : Research into a new sub-field may call for a longer or more detailed justification than a study that plugs a gap in literature.

Which verb tenses to use in the research rationale?

It's best to use the present tense. Though in a research proposal, the research rationale is likely written in the future tense, as you're describing the intended or expected outcomes of the research project (the gaps it will fill, the problems it will solve).

Example of a research rationale

Research question : What are the teachers' perceptions of how a sense of European identity is developed and what underlies such perceptions?

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3(2), 77-101.

Burhan, A.M., Yang, J., & Inagawa, T. (2021). Impact of apathy on aging and age-related neuropsychiatric disorders. Research Topic. Frontiers in Psychiatry

Cataldo, I., Lepri, B., Neoh, M. J. Y., & Esposito, G. (2021). Social media usage and development of psychiatric disorders in childhood and adolescence: A review. Frontiers in Psychiatry , 11.

CiCe Jean Monnet Network (2017). Guidelines for citizenship education in school: Identities and European citizenship children's identity and citizenship in Europe.

Cohen, l, Manion, L., & Morrison, K. (2018). Research methods in education . Eighth edition. London: Routledge.

de Prat, R. C. (2013). Euroscepticism, Europhobia and Eurocriticism: The radical parties of the right and left “vis-à-vis” the European Union P.I.E-Peter Lang S.A., Éditions Scientifiques Internationales.

European Commission. (2017). Eurydice Brief: Citizenship education at school in Europe.

Polyakova, A., & Fligstein, N. (2016). Is European integration causing Europe to become more nationalist? Evidence from the 2007–9 financial crisis. Journal of European Public Policy , 23(1), 60-83.

Winter, J. (2014). Sites of Memory, Sites of Mourning: The Great War in European Cultural History . Cambridge: Cambridge University Press.

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Research proposal, thesis, exegesis, and journal article writing for business, social science and humanities (BSSH) research degree candidates

Topic outline, introduction and research justification.

Introduction and research justification, business, social sciences, humanities

Introduction.

• Signalling the topic in the first sentence
• The research justification or 'problem' statement 
• The 'field' of literature
• Summary of contrasting areas of research
• Summary of the 'gap' in the literature
• Research aims and objectives

Summary of the research design

Example research proposal introductions.

This topic outlines the steps in the introduction of the research proposal. As discussed in the first topic in this series of web resources, there are three key elements or conceptual steps within the main body of the research proposal. In this resource, these elements are referred to as the research justification, the literature review and the research design. These three steps also structure, typically, but not always in this order, the proposal introduction which contains an outline of the proposed research.

These steps pertain to the key questions of reviewers:

• What problem or issue does the research address? (research justification)
• How will the research contribute to existing knowledge? (the 'gap' in the literature, sometimes referred to as the research 'significance')
• How will the research achieve its stated objectives? (the research design)

Reviewers look to find a summary of the case for the research in the introduction, which, in essence, involves providing summary answers to each of the questions above.

The introduction of the research proposal usually includes the following content:

• a research justification or statement of a problem (which also serves to introduce the topic)
• a summary of the key point in the literature review (a summary of what is known and how the research aims to contribute to what is known)
• the research aim or objective
• a summary of the research design
• concise definitions of any contested or specialised terms that will be used throughout the proposal (provided the first time the term is used).

This topic will consider how to write about each of these in turn.

Signaling the topic in the first sentence

The first task of the research proposal is to signal the area of the research or 'topic' so the reader knows what subject will be discussed in the proposal. This step is ideally accomplished in the opening sentence or the opening paragraph of the research proposal. It is also indicated in the title of the research proposal. It is important not to provide tangential information in the opening sentence or title because this may mislead the reader about the core subject of the proposal.

A ‘topic’ includes:

• the context or properties of the subject (the particular aspect or properties of the subject that are of interest).

Questions to consider in helping to clarify the topic:

• What is the focus of my research?
• What do I want to understand?
• What domain/s of activity does it pertain to?
• What will I investigate in order to shed light on my focus?

The research justification or the ‘problem’ statement

The goal of the first step of the research proposal is to get your audience's attention; to show them why your research matters, and to make them want to know more about your research. The first step within the research proposal is sometimes referred to as the research justification or the statement of the 'problem'. This step involves providing the reader with critical background or contextual information that introduces the topic area, and indicates why the research is important. Research proposals often open by outlining a central concern, issue, question or conundrum to which the research relates.

The research justification should be provided in an accessible and direct manner in the introductory section of the research proposal. The number of words required to complete this first conceptual step will vary widely depending on the project.

Writing about the research justification, like writing about the literature and your research design, is a creative process involving careful decision making on your part. The research justification should lead up to the topic of your research and frame your research, and, when you write your thesis, exegesis or journal article conclusion, you will again return to the research justification to wrap up the implications of your research. That is to say, your conclusions will refer back to the problem and reflect on what the findings suggest about how we should treat the problem. For this reason, you may find the need to go back and reframe your research justification as your research and writing progresses.

The most common way of establishing the importance of the research is to refer to a real world problem. Research may aim to produce knowledge that will ultimately be used to:

• advance national and organisational goals (health, clean environment, quality education),
• improve policies and regulations,
• manage risk,
• contribute to economic development,
• promote peace and prosperity,
• promote democracy,
• test assumptions (theoretical, popular, policy) about human behaviour, the economy, society,
• understand human behaviour, the economy and social experience,
• understand or critique social processes and values.

Examples of 'research problems' in opening sentences and paragraphs of research writing

Management The concept of meritocracy is one replicated and sustained in much discourse around organisational recruitment, retention and promotion. Women have a firm belief in the concept of merit, believing that hard work, education and talent will in the end be rewarded (McNamee and Miller, 2004). This belief in workplace meritocracy could in part be due to the advertising efforts of employers themselves, who, since the early 1990s, attempt to attract employees through intensive branding programs and aggressive advertising which emphasise equality of opportunity. The statistics, however, are less than convincing, with 2008 data from the Equal Employment for Women in the Workplace agency signalling that women are disproportionately represented in senior management levels compared to men, and that the numbers of women at Chief Executive Officer level in corporate Australia have actually decreased (Equal Opportunity for Women Agency, 2008). Women, it seems, are still unable to shatter the glass ceiling and are consistently overlooked at executive level.

Psychology Tension-type headache is extremely prevalent and is associated with significant personal and social costs.

Education One of the major challenges of higher education health programs is developing the cognitive abilities that will assist undergraduate students' clinical decision making. This is achieved by stimulating enquiry analysis, creating independent judgement and developing cognitive skills that are in line with graduate practice (Hollingworth and McLoughlin 2001; Bedard, 1996).

Visual arts In the East, the traditional idea of the body was not as something separate from the mind. In the West, however, the body is still perceived as separate, as a counterpart of the mind. The body is increasingly at the centre of the changing cultural environment, particularly the increasingly visual culture exemplified by the ubiquity of the image, the emergence of virtual reality, voyeurism and surveillance culture. Within the contemporary visual environment, the body's segregation from the mind has become more intense than ever, conferring upon the body a 'being watched' or 'manufacturable' status, further undermining the sense of the body as an integral part of our being.

Literature review summary

The next step following the research justification in the introduction is the literature review summary statement. This part of the introduction summarises the literature review section of the research proposal, providing a concise statement that signals the field of research and the rationale for the research question or aim.

It can be helpful to think about the literature review element as comprised of four parts. The first is a reference to the field or discipline the research will contribute to. The second is a summary of the main questions, approaches or accepted conclusions in your topic area in the field or discipline at present ('what is known'). This summary of existing research acts as a contrast to highlight the significance of the third part, your statement of a 'gap'. The fourth part rephrases this 'gap' in the form of a research question, aim, objective or hypothesis.

For example

Scholars writing about ... (the problem area) in the field of ... (discipline or sub-discipline, part one) have observed that ... ('what is known', part two). Others describe ... ('what is known', part two). A more recent perspective chronicles changes that, in broad outline, parallel those that have occurred in ... ('what is known', part two). This study differs from these approaches in that it considers ... ('gap', research focus, part three). This research draws on ... to consider ... (research objective, part four).  

More information about writing these four parts of the literature review summary is provided below.

1. The 'field' of literature

The field of research is the academic discipline within which your research is situated, and to which it will contribute. Some fields grow out of a single discipline, others are multidisciplinary. The field or discipline is linked to university courses and research, academic journals, conferences and other academic associations, and some book publishers. It also describes the expertise of thesis supervisors and examiners. 

The discipline defines the kinds of approaches, theories, methods and styles of writing adopted by scholars and researchers working within them.

For a list of academic disciplines have a look at the wikipedia site at: https://en.wikipedia.org/wiki/List_of_academic_disciplines

The field or discipline is not the same as the topic of the research. The topic is the subject matter or foci of your research. Disciplines or 'fields' refer to globally recognised areas of research and scholarship.

The field or discipline the research aims to contribute to can be signalled in a few key words within the literature review summary, or possibly earlier withn the research justification.

Sentence stems to signal the field of research 

• Within the field of ... there is now agreement that ... .
• The field of ... is marked by ongoing debate about ... .
• Following analysis of ... the field of ... turned to an exploration of ... .

2. A summary of contrasting areas of research or what is 'known'

The newness or significance of what you are doing is typically established in a contrast or dialogue with other research and scholarship. The 'gap' (or hole in the donut) only becomes apparent by the surrounding literature (or donut). Sometimes a contrast is provided to show that you are working in a different area to what has been done before, or to show that you are building on previous work, or perhaps working on an unresolved issue within a discipline. It might also be that the approaches of other disciplines on the same problem area or focus are introduced to highlight a new angle on the topic.

3. The summary of the 'gap' in the literature

The 'gap' in the field typically refers to the explanation provided to support the research question. Questions or objectives grow out of areas of uncertainty, or gaps, in the field of research. In most cases, you will not know what the gap in knowledge is until you have reviewed the literature and written up a good part of the literature review section of the proposal. It is often not possible therefore to confidently write the 'gap' statement until you have done considerable work on the literature review. Once your literature review section is sufficiently developed, you can summarise the missing piece of knowledge in a brief statement in the introduction.

Sentence stems for summarising a 'gap' in the literature

Indicate a gap in the previous research by raising a question about it, or extending previous knowledge in some way:

• However, there is little information/attention/work/data/research on … .
• However, few studies/investigations/researchers/attempt to … .

Often steps two and three blend together in the same sentence, as in the sentence stems below.

Sentence stems which both introduce research in the field (what is 'known') and summarise a 'gap'

• The research has tended to focus on …(introduce existing field foci), rather than on … ('gap').
• These studies have emphasised that … …(introduce what is known), but it remains unclear whether … ('gap').
• Although considerable research has been devoted to … (introduce field areas), rather less attention has been paid to … ('gap').

The 'significance' of the research

When writing the research proposal, it is useful to think about the research justification and the  ‘gap in the literature’ as two distinct conceptual elements, each of which must be established separately. Stating a real world problem or outlining a conceptual or other conundrum or concern is typically not, in itself, enough to justify the research. Similarly, establishing that there is a gap in the literature is often not enough on its own to persuade the reader that the research is important. In the first case, reviewers may still wonder ‘perhaps the problem or concern has already been addressed in the literature’, or, in the second, ‘so little has been done on this focus, but perhaps the proposed research is not important’? The proposal will ideally establish that the research is important, and that it will provide something new to the field of knowledge.

In effect, the research justification and the literature review work together to establish the benefit, contribution or 'significance' of the research. The 'significance' of the research is established not in a statement to be incorporated into the proposal, but as something the first two sections of the proposal work to establish. Research is significant when it pertains to something important, and when it provides new knowledge or insights within a field of knowledge.

4. The research aim or objective

The research aim is usually expressed as a concise statement at the close of the literature review. It may be referred to as an objective, a question or an aim. These terms are often used interchangeably to refer to the focus of the investigation. The research focus is the question at the heart of the research, designed to produce new knowledge. To avoid confusing the reader about the purpose of the research it is best to express it as either an aim, or an objective, or a question. It is also important to frame the aims of the research in a succinct manner; no more than three dot points say. And the aim/objective/question should be framed in more or less the same way wherever it appears in the proposal. This ensures the research focus is clear.

Language use

Research generally aims to produce knowledge, as opposed to say recommendations, policy or social change. Research may support policy or social change, and eventually produce it in some of its applications, but it does not typically produce it (with the possible exception of action research). For this reason, aims and objectives are framed in terms of knowledge production, using phrases like:

• to increase understanding, insight, clarity;
• to evaluate and critique;
• to test models, theory, or strategies.

These are all knowledge outcomes that can be achieved within the research process.

Reflecting your social philosophy in the research aim

A well written research aim typically carries within it information about the philosophical approach the research will take, even if the researcher is not themselves aware of it, or if the proposal does not discuss philosophy or social theory at any length. If you are interested in social theory, you might consider framing your aim such that it reflects your philosophical or theoretical approach. Since your philosophical approach reflects your beliefs about how 'valid' knowledge can be gained, and therefore the types of questions you ask, it follows that it will be evident within your statement of the research aim. Researchers, variously, hold that knowledge of the world arises through:

• observations of phenomena (measurements of what we can see, hear, taste, touch);
• the interactions between interpreting human subjects and objective phenomena in the world;
• ideology shaped by power, which we may be unconscious of, and which must be interrogated and replaced with knowledge that reflects people's true interests; 
• the structure of language and of the unconscious;
• the play of historical relations between human actions, institutional practices and prevailing discourses;
• metaphoric and other linguistic relations established within language and text.

The philosophical perspective underpinning your research is then reflected in the research aim. For example, depending upon your philosophical perspective, you may aim to find out about:

• observable phenomenon or facts;
• shared cultural meanings of practices, rituals, events that determine how objective phenomena are interpreted and experienced;
• social structures and political ideologies that shape experience and distort authentic or empowered experience;
• the structure of language;
• the historical evolution of networks of discursive and extra-discursive practices;
• emerging or actual phenomenon untainted by existing representation.

You might check your aim statement to ensure it reflects the philosophical perspective you claim to adopt in your proposal. Check that there are not contradictions in your philosophical claims and that you are consistent in your approach. For assistance with this you may find the Social philosophy of research resources helpful.

Sentence stems for aims and objectives

• The purpose of this research project is to … .
• The purpose of this investigation is to … .
• The aim of this research project is to … .
• This study is designed to … .

The next step or key element in the research proposal is the research design. The research design explains how the research aims will be achieved. Within the introduction a summary of the overall research design can make the project more accessible to the reader.

The summary statement of the research design within the introduction might include:

• the method/s that will be used (interviews, surveys, video observation, diary recording);
• if the research will be phased, how many phases, and what methods will be used in each phase;
• brief reference to how the data will be analysed.

The statement of the research design is often the last thing discussed in the research proposal introduction.

NB. It is not necessary to explain that a literature review and a detailed ouline of the methods and methodology will follow because academic readers will assume this.

Title: Aboriginal cultural values and economic sustainability: A case study of agro-forestry in a remote Aboriginal community

Further examples can be found at the end of this topic, and in the drop down for this topic in the left menu. 

In summary, the introduction contains a problem statement, or explanation of why the research is important to the world, a summary of the literature review, and a summary of the research design. The introduction enables the reviewer, as well as yourself and your supervisory team, to assess the logical connections between the research justification, the 'gap' in the literature, research aim and the research design without getting lost in the detail of the project. In this sense, the introduction serves as a kind of map or abstract of the proposed research as well as of the main body of the research proposal.

The following questions may be useful in assessing your research proposal introduction.

• Have I clearly signalled the research topic in the key words and phrases used in the first sentence and title of the research proposal?
• Have I explained why my research matters, the problem or issue that underlies the research in the opening sentences,  paragraphs and page/s?
• Have I used literature, examples or other evidence to substantiate my understanding of the key issues?
• Have I explained the problem in a way that grabs the reader’s attention and concern?
• Have I indicated the field/s within which my research is situated using key words that are recognised by other scholars?
• Have I provided a summary of previous research and outlined a 'gap' in the literature?
• Have I provided a succinct statement of the objectives or aims of my research?
• Have I provided a summary of the research phases and methods?

This resource was developed by Wendy Bastalich.

COMM U490 - Senior Seminar in Communication: What is the justification of research?

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Define Research

Research is a process, an exhaustive and meticulous process to find answers.  It is the in-depth and systematic investigation into and study of materials and sources to establish facts and reach new conclusions. The goal of professional research is to create new knowledge about a topic or explain an old idea in new ways.  

• Tips for how to justify your methods in a thesis or dissertation

Research Justification

The goal of research is to find something new or different about a subject. The Justification is the " WHY " of your research topic or the " RATIONALE" .  The Justification comes as you are doing your in-depth analysis of the topic, as you begin your literature review.  With the beginning steps into research, you should begin to see what others were asking as their Research Question, and begin to recognize gaps in other articles that may be where you want to take your research.  The justification may also come from a new perspective on an old trope or idea that is outdated.

This portion of your research process is just the beginning it is where you do enough research to know that there is a problem that you find interesting and others have researched the topic too.  At this point in the process you should have already:

• Picked a general area of interest / Idea of the direction
• Done some brief background reading (textbooks, dictionaries, encyclopedias, etc.)
• Established a problem or topic you find interesting and want to live with for the next few months
• Begun to collect, and read at least the introduction portion of some articles on the topic

NOTE: The justification portion of your paper and your thesis question may change over the process of writing a paper.  As you gain insight into the deeper elements of the topic you may find the need to reconnoiter (rework, requestion, reframe) your ideas.

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How to Write a Compelling Justification of Your Research

When it comes to conducting research, a well-crafted justification is crucial. It not only helps you convince others of the importance and relevance of your work but also serves as a roadmap for your own research journey. In this blog post, we will focus on the art of writing compelling justifications, highlighting common pitfalls that juniors tend to fall into and providing an example of how to write a justification properly.

The Importance of a Strong Justification

Before we delve into the dos and don’ts of writing a justification, let’s first understand why it is so important. A strong justification sets the stage for your research by clearly outlining its purpose, significance, and potential impact. It helps you answer the question, “Why is this research worth pursuing?” and provides a solid foundation for the rest of your work.

Pitfalls to Avoid

As junior researchers, it’s common to make certain mistakes when writing a justification. Here are a few pitfalls to watch out for:

• Lack of Clarity: One of the biggest mistakes is failing to clearly articulate the problem or research question. Make sure your justification clearly explains what you intend to investigate and why it matters.
• Insufficient Background: Providing a strong background is essential to demonstrate your knowledge of existing literature and the context of your research. Avoid the trap of assuming that your readers are already familiar with the topic.
• Weak Significance: Your justification should emphasize the significance of your research. Highlight the potential benefits, practical applications, or theoretical contributions that your work can offer.
• Lack of Originality: It’s important to showcase the novelty of your research. Avoid simply replicating previous studies or rehashing existing ideas. Instead, highlight the unique aspects of your approach or the gaps in current knowledge that your research aims to fill.

Writing a Proper Justification

Now that we’ve covered the common pitfalls, let’s take a look at an example of how to write a proper justification. Imagine you are conducting research on the low proportion of uncontrolled hypertension in a specific population. Here’s how you could structure your justification:

Introduction: Begin by providing an overview of the problem and its significance. Explain why uncontrolled hypertension is a critical health issue and the potential consequences it can have on individuals and society.

Background: Offer a comprehensive review of the existing literature on hypertension, highlighting the current knowledge gaps and limitations. Discuss the prevalence of uncontrolled hypertension and the factors contributing to its low proportion in the specific population you are studying.

Objectives: Clearly state the objectives of your research. For example, your objectives could be to identify the barriers to hypertension control, evaluate the effectiveness of current interventions, and propose strategies to improve the management of uncontrolled hypertension.

Methodology: Briefly describe the research methods you plan to employ, such as surveys, interviews, or data analysis. Explain how these methods will help you address the research objectives and fill the existing knowledge gaps.

Expected Outcomes: Highlight the potential outcomes and impact of your research. Discuss how your findings could contribute to improving hypertension control rates, enhancing healthcare policies, or guiding future research in this field.

Conclusion: Summarize the main points of your justification and reiterate the significance of your research. Emphasize why your work is unique and necessary to advance knowledge and address the problem of low proportion of uncontrolled hypertension.

Remember, a compelling justification should be concise, persuasive, and grounded in evidence. It should convince your audience that your research is not only relevant but also necessary. By avoiding common pitfalls and following a structured approach, you can craft a justification that captivates readers and sets the stage for a successful research endeavor.

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How do you Write the Rationale for Research?

• By DiscoverPhDs
• October 21, 2020

What is the Rationale of Research?

The term rationale of research means the reason for performing the research study in question. In writing your rational you should able to convey why there was a need for your study to be carried out. It’s an important part of your research paper that should explain how your research was novel and explain why it was significant; this helps the reader understand why your research question needed to be addressed in your research paper, term paper or other research report.

The rationale for research is also sometimes referred to as the justification for the study. When writing your rational, first begin by introducing and explaining what other researchers have published on within your research field.

Having explained the work of previous literature and prior research, include discussion about where the gaps in knowledge are in your field. Use these to define potential research questions that need answering and explain the importance of addressing these unanswered questions.

The rationale conveys to the reader of your publication exactly why your research topic was needed and why it was significant . Having defined your research rationale, you would then go on to define your hypothesis and your research objectives.

Final Comments

Defining the rationale research, is a key part of the research process and academic writing in any research project. You use this in your research paper to firstly explain the research problem within your dissertation topic. This gives you the research justification you need to define your research question and what the expected outcomes may be.

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The term rationale of research means the reason for performing the research study in question.

Dr Joseph gained her PhD in Chemistry from the University of Cambridge in 2018 and is now a Postdoctoral Research Associate in Physics at the University. Her research is on better understanding how cells organises its contents via the process of liquid-liquid phase separation.

Nathan is about to enter the 2nd year of his PhD at the University of Hertfordshire. His research looks at how lifestyle stresses can impact skin barrier biophysics and skin barrier and oral cavity biochemistry and microbiology.

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A Practical Guide to Writing Quantitative and Qualitative Research Questions and Hypotheses in Scholarly Articles

Edward barroga.

1 Department of General Education, Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan.

Glafera Janet Matanguihan

2 Department of Biological Sciences, Messiah University, Mechanicsburg, PA, USA.

The development of research questions and the subsequent hypotheses are prerequisites to defining the main research purpose and specific objectives of a study. Consequently, these objectives determine the study design and research outcome. The development of research questions is a process based on knowledge of current trends, cutting-edge studies, and technological advances in the research field. Excellent research questions are focused and require a comprehensive literature search and in-depth understanding of the problem being investigated. Initially, research questions may be written as descriptive questions which could be developed into inferential questions. These questions must be specific and concise to provide a clear foundation for developing hypotheses. Hypotheses are more formal predictions about the research outcomes. These specify the possible results that may or may not be expected regarding the relationship between groups. Thus, research questions and hypotheses clarify the main purpose and specific objectives of the study, which in turn dictate the design of the study, its direction, and outcome. Studies developed from good research questions and hypotheses will have trustworthy outcomes with wide-ranging social and health implications.

INTRODUCTION

Scientific research is usually initiated by posing evidenced-based research questions which are then explicitly restated as hypotheses. 1 , 2 The hypotheses provide directions to guide the study, solutions, explanations, and expected results. 3 , 4 Both research questions and hypotheses are essentially formulated based on conventional theories and real-world processes, which allow the inception of novel studies and the ethical testing of ideas. 5 , 6

It is crucial to have knowledge of both quantitative and qualitative research 2 as both types of research involve writing research questions and hypotheses. 7 However, these crucial elements of research are sometimes overlooked; if not overlooked, then framed without the forethought and meticulous attention it needs. Planning and careful consideration are needed when developing quantitative or qualitative research, particularly when conceptualizing research questions and hypotheses. 4

There is a continuing need to support researchers in the creation of innovative research questions and hypotheses, as well as for journal articles that carefully review these elements. 1 When research questions and hypotheses are not carefully thought of, unethical studies and poor outcomes usually ensue. Carefully formulated research questions and hypotheses define well-founded objectives, which in turn determine the appropriate design, course, and outcome of the study. This article then aims to discuss in detail the various aspects of crafting research questions and hypotheses, with the goal of guiding researchers as they develop their own. Examples from the authors and peer-reviewed scientific articles in the healthcare field are provided to illustrate key points.

DEFINITIONS AND RELATIONSHIP OF RESEARCH QUESTIONS AND HYPOTHESES

A research question is what a study aims to answer after data analysis and interpretation. The answer is written in length in the discussion section of the paper. Thus, the research question gives a preview of the different parts and variables of the study meant to address the problem posed in the research question. 1 An excellent research question clarifies the research writing while facilitating understanding of the research topic, objective, scope, and limitations of the study. 5

On the other hand, a research hypothesis is an educated statement of an expected outcome. This statement is based on background research and current knowledge. 8 , 9 The research hypothesis makes a specific prediction about a new phenomenon 10 or a formal statement on the expected relationship between an independent variable and a dependent variable. 3 , 11 It provides a tentative answer to the research question to be tested or explored. 4

Hypotheses employ reasoning to predict a theory-based outcome. 10 These can also be developed from theories by focusing on components of theories that have not yet been observed. 10 The validity of hypotheses is often based on the testability of the prediction made in a reproducible experiment. 8

Conversely, hypotheses can also be rephrased as research questions. Several hypotheses based on existing theories and knowledge may be needed to answer a research question. Developing ethical research questions and hypotheses creates a research design that has logical relationships among variables. These relationships serve as a solid foundation for the conduct of the study. 4 , 11 Haphazardly constructed research questions can result in poorly formulated hypotheses and improper study designs, leading to unreliable results. Thus, the formulations of relevant research questions and verifiable hypotheses are crucial when beginning research. 12

CHARACTERISTICS OF GOOD RESEARCH QUESTIONS AND HYPOTHESES

Excellent research questions are specific and focused. These integrate collective data and observations to confirm or refute the subsequent hypotheses. Well-constructed hypotheses are based on previous reports and verify the research context. These are realistic, in-depth, sufficiently complex, and reproducible. More importantly, these hypotheses can be addressed and tested. 13

There are several characteristics of well-developed hypotheses. Good hypotheses are 1) empirically testable 7 , 10 , 11 , 13 ; 2) backed by preliminary evidence 9 ; 3) testable by ethical research 7 , 9 ; 4) based on original ideas 9 ; 5) have evidenced-based logical reasoning 10 ; and 6) can be predicted. 11 Good hypotheses can infer ethical and positive implications, indicating the presence of a relationship or effect relevant to the research theme. 7 , 11 These are initially developed from a general theory and branch into specific hypotheses by deductive reasoning. In the absence of a theory to base the hypotheses, inductive reasoning based on specific observations or findings form more general hypotheses. 10

TYPES OF RESEARCH QUESTIONS AND HYPOTHESES

Research questions and hypotheses are developed according to the type of research, which can be broadly classified into quantitative and qualitative research. We provide a summary of the types of research questions and hypotheses under quantitative and qualitative research categories in Table 1 .

Research questions in quantitative research

In quantitative research, research questions inquire about the relationships among variables being investigated and are usually framed at the start of the study. These are precise and typically linked to the subject population, dependent and independent variables, and research design. 1 Research questions may also attempt to describe the behavior of a population in relation to one or more variables, or describe the characteristics of variables to be measured ( descriptive research questions ). 1 , 5 , 14 These questions may also aim to discover differences between groups within the context of an outcome variable ( comparative research questions ), 1 , 5 , 14 or elucidate trends and interactions among variables ( relationship research questions ). 1 , 5 We provide examples of descriptive, comparative, and relationship research questions in quantitative research in Table 2 .

Hypotheses in quantitative research

In quantitative research, hypotheses predict the expected relationships among variables. 15 Relationships among variables that can be predicted include 1) between a single dependent variable and a single independent variable ( simple hypothesis ) or 2) between two or more independent and dependent variables ( complex hypothesis ). 4 , 11 Hypotheses may also specify the expected direction to be followed and imply an intellectual commitment to a particular outcome ( directional hypothesis ) 4 . On the other hand, hypotheses may not predict the exact direction and are used in the absence of a theory, or when findings contradict previous studies ( non-directional hypothesis ). 4 In addition, hypotheses can 1) define interdependency between variables ( associative hypothesis ), 4 2) propose an effect on the dependent variable from manipulation of the independent variable ( causal hypothesis ), 4 3) state a negative relationship between two variables ( null hypothesis ), 4 , 11 , 15 4) replace the working hypothesis if rejected ( alternative hypothesis ), 15 explain the relationship of phenomena to possibly generate a theory ( working hypothesis ), 11 5) involve quantifiable variables that can be tested statistically ( statistical hypothesis ), 11 6) or express a relationship whose interlinks can be verified logically ( logical hypothesis ). 11 We provide examples of simple, complex, directional, non-directional, associative, causal, null, alternative, working, statistical, and logical hypotheses in quantitative research, as well as the definition of quantitative hypothesis-testing research in Table 3 .

Research questions in qualitative research

Unlike research questions in quantitative research, research questions in qualitative research are usually continuously reviewed and reformulated. The central question and associated subquestions are stated more than the hypotheses. 15 The central question broadly explores a complex set of factors surrounding the central phenomenon, aiming to present the varied perspectives of participants. 15

There are varied goals for which qualitative research questions are developed. These questions can function in several ways, such as to 1) identify and describe existing conditions ( contextual research question s); 2) describe a phenomenon ( descriptive research questions ); 3) assess the effectiveness of existing methods, protocols, theories, or procedures ( evaluation research questions ); 4) examine a phenomenon or analyze the reasons or relationships between subjects or phenomena ( explanatory research questions ); or 5) focus on unknown aspects of a particular topic ( exploratory research questions ). 5 In addition, some qualitative research questions provide new ideas for the development of theories and actions ( generative research questions ) or advance specific ideologies of a position ( ideological research questions ). 1 Other qualitative research questions may build on a body of existing literature and become working guidelines ( ethnographic research questions ). Research questions may also be broadly stated without specific reference to the existing literature or a typology of questions ( phenomenological research questions ), may be directed towards generating a theory of some process ( grounded theory questions ), or may address a description of the case and the emerging themes ( qualitative case study questions ). 15 We provide examples of contextual, descriptive, evaluation, explanatory, exploratory, generative, ideological, ethnographic, phenomenological, grounded theory, and qualitative case study research questions in qualitative research in Table 4 , and the definition of qualitative hypothesis-generating research in Table 5 .

Qualitative studies usually pose at least one central research question and several subquestions starting with How or What . These research questions use exploratory verbs such as explore or describe . These also focus on one central phenomenon of interest, and may mention the participants and research site. 15

Hypotheses in qualitative research

Hypotheses in qualitative research are stated in the form of a clear statement concerning the problem to be investigated. Unlike in quantitative research where hypotheses are usually developed to be tested, qualitative research can lead to both hypothesis-testing and hypothesis-generating outcomes. 2 When studies require both quantitative and qualitative research questions, this suggests an integrative process between both research methods wherein a single mixed-methods research question can be developed. 1

FRAMEWORKS FOR DEVELOPING RESEARCH QUESTIONS AND HYPOTHESES

Research questions followed by hypotheses should be developed before the start of the study. 1 , 12 , 14 It is crucial to develop feasible research questions on a topic that is interesting to both the researcher and the scientific community. This can be achieved by a meticulous review of previous and current studies to establish a novel topic. Specific areas are subsequently focused on to generate ethical research questions. The relevance of the research questions is evaluated in terms of clarity of the resulting data, specificity of the methodology, objectivity of the outcome, depth of the research, and impact of the study. 1 , 5 These aspects constitute the FINER criteria (i.e., Feasible, Interesting, Novel, Ethical, and Relevant). 1 Clarity and effectiveness are achieved if research questions meet the FINER criteria. In addition to the FINER criteria, Ratan et al. described focus, complexity, novelty, feasibility, and measurability for evaluating the effectiveness of research questions. 14

The PICOT and PEO frameworks are also used when developing research questions. 1 The following elements are addressed in these frameworks, PICOT: P-population/patients/problem, I-intervention or indicator being studied, C-comparison group, O-outcome of interest, and T-timeframe of the study; PEO: P-population being studied, E-exposure to preexisting conditions, and O-outcome of interest. 1 Research questions are also considered good if these meet the “FINERMAPS” framework: Feasible, Interesting, Novel, Ethical, Relevant, Manageable, Appropriate, Potential value/publishable, and Systematic. 14

As we indicated earlier, research questions and hypotheses that are not carefully formulated result in unethical studies or poor outcomes. To illustrate this, we provide some examples of ambiguous research question and hypotheses that result in unclear and weak research objectives in quantitative research ( Table 6 ) 16 and qualitative research ( Table 7 ) 17 , and how to transform these ambiguous research question(s) and hypothesis(es) into clear and good statements.

a These statements were composed for comparison and illustrative purposes only.

b These statements are direct quotes from Higashihara and Horiuchi. 16

a This statement is a direct quote from Shimoda et al. 17

The other statements were composed for comparison and illustrative purposes only.

CONSTRUCTING RESEARCH QUESTIONS AND HYPOTHESES

To construct effective research questions and hypotheses, it is very important to 1) clarify the background and 2) identify the research problem at the outset of the research, within a specific timeframe. 9 Then, 3) review or conduct preliminary research to collect all available knowledge about the possible research questions by studying theories and previous studies. 18 Afterwards, 4) construct research questions to investigate the research problem. Identify variables to be accessed from the research questions 4 and make operational definitions of constructs from the research problem and questions. Thereafter, 5) construct specific deductive or inductive predictions in the form of hypotheses. 4 Finally, 6) state the study aims . This general flow for constructing effective research questions and hypotheses prior to conducting research is shown in Fig. 1 .

Research questions are used more frequently in qualitative research than objectives or hypotheses. 3 These questions seek to discover, understand, explore or describe experiences by asking “What” or “How.” The questions are open-ended to elicit a description rather than to relate variables or compare groups. The questions are continually reviewed, reformulated, and changed during the qualitative study. 3 Research questions are also used more frequently in survey projects than hypotheses in experiments in quantitative research to compare variables and their relationships.

Hypotheses are constructed based on the variables identified and as an if-then statement, following the template, ‘If a specific action is taken, then a certain outcome is expected.’ At this stage, some ideas regarding expectations from the research to be conducted must be drawn. 18 Then, the variables to be manipulated (independent) and influenced (dependent) are defined. 4 Thereafter, the hypothesis is stated and refined, and reproducible data tailored to the hypothesis are identified, collected, and analyzed. 4 The hypotheses must be testable and specific, 18 and should describe the variables and their relationships, the specific group being studied, and the predicted research outcome. 18 Hypotheses construction involves a testable proposition to be deduced from theory, and independent and dependent variables to be separated and measured separately. 3 Therefore, good hypotheses must be based on good research questions constructed at the start of a study or trial. 12

In summary, research questions are constructed after establishing the background of the study. Hypotheses are then developed based on the research questions. Thus, it is crucial to have excellent research questions to generate superior hypotheses. In turn, these would determine the research objectives and the design of the study, and ultimately, the outcome of the research. 12 Algorithms for building research questions and hypotheses are shown in Fig. 2 for quantitative research and in Fig. 3 for qualitative research.

EXAMPLES OF RESEARCH QUESTIONS FROM PUBLISHED ARTICLES

• EXAMPLE 1. Descriptive research question (quantitative research)
• - Presents research variables to be assessed (distinct phenotypes and subphenotypes)
• “BACKGROUND: Since COVID-19 was identified, its clinical and biological heterogeneity has been recognized. Identifying COVID-19 phenotypes might help guide basic, clinical, and translational research efforts.
• RESEARCH QUESTION: Does the clinical spectrum of patients with COVID-19 contain distinct phenotypes and subphenotypes? ” 19
• EXAMPLE 2. Relationship research question (quantitative research)
• - Shows interactions between dependent variable (static postural control) and independent variable (peripheral visual field loss)
• “Background: Integration of visual, vestibular, and proprioceptive sensations contributes to postural control. People with peripheral visual field loss have serious postural instability. However, the directional specificity of postural stability and sensory reweighting caused by gradual peripheral visual field loss remain unclear.
• Research question: What are the effects of peripheral visual field loss on static postural control ?” 20
• EXAMPLE 3. Comparative research question (quantitative research)
• - Clarifies the difference among groups with an outcome variable (patients enrolled in COMPERA with moderate PH or severe PH in COPD) and another group without the outcome variable (patients with idiopathic pulmonary arterial hypertension (IPAH))
• “BACKGROUND: Pulmonary hypertension (PH) in COPD is a poorly investigated clinical condition.
• RESEARCH QUESTION: Which factors determine the outcome of PH in COPD?
• STUDY DESIGN AND METHODS: We analyzed the characteristics and outcome of patients enrolled in the Comparative, Prospective Registry of Newly Initiated Therapies for Pulmonary Hypertension (COMPERA) with moderate or severe PH in COPD as defined during the 6th PH World Symposium who received medical therapy for PH and compared them with patients with idiopathic pulmonary arterial hypertension (IPAH) .” 21
• EXAMPLE 4. Exploratory research question (qualitative research)
• - Explores areas that have not been fully investigated (perspectives of families and children who receive care in clinic-based child obesity treatment) to have a deeper understanding of the research problem
• “Problem: Interventions for children with obesity lead to only modest improvements in BMI and long-term outcomes, and data are limited on the perspectives of families of children with obesity in clinic-based treatment. This scoping review seeks to answer the question: What is known about the perspectives of families and children who receive care in clinic-based child obesity treatment? This review aims to explore the scope of perspectives reported by families of children with obesity who have received individualized outpatient clinic-based obesity treatment.” 22
• EXAMPLE 5. Relationship research question (quantitative research)
• - Defines interactions between dependent variable (use of ankle strategies) and independent variable (changes in muscle tone)
• “Background: To maintain an upright standing posture against external disturbances, the human body mainly employs two types of postural control strategies: “ankle strategy” and “hip strategy.” While it has been reported that the magnitude of the disturbance alters the use of postural control strategies, it has not been elucidated how the level of muscle tone, one of the crucial parameters of bodily function, determines the use of each strategy. We have previously confirmed using forward dynamics simulations of human musculoskeletal models that an increased muscle tone promotes the use of ankle strategies. The objective of the present study was to experimentally evaluate a hypothesis: an increased muscle tone promotes the use of ankle strategies. Research question: Do changes in the muscle tone affect the use of ankle strategies ?” 23

EXAMPLES OF HYPOTHESES IN PUBLISHED ARTICLES

• EXAMPLE 1. Working hypothesis (quantitative research)
• - A hypothesis that is initially accepted for further research to produce a feasible theory
• “As fever may have benefit in shortening the duration of viral illness, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response when taken during the early stages of COVID-19 illness .” 24
• “In conclusion, it is plausible to hypothesize that the antipyretic efficacy of ibuprofen may be hindering the benefits of a fever response . The difference in perceived safety of these agents in COVID-19 illness could be related to the more potent efficacy to reduce fever with ibuprofen compared to acetaminophen. Compelling data on the benefit of fever warrant further research and review to determine when to treat or withhold ibuprofen for early stage fever for COVID-19 and other related viral illnesses .” 24
• EXAMPLE 2. Exploratory hypothesis (qualitative research)
• - Explores particular areas deeper to clarify subjective experience and develop a formal hypothesis potentially testable in a future quantitative approach
• “We hypothesized that when thinking about a past experience of help-seeking, a self distancing prompt would cause increased help-seeking intentions and more favorable help-seeking outcome expectations .” 25
• “Conclusion
• Although a priori hypotheses were not supported, further research is warranted as results indicate the potential for using self-distancing approaches to increasing help-seeking among some people with depressive symptomatology.” 25
• EXAMPLE 3. Hypothesis-generating research to establish a framework for hypothesis testing (qualitative research)
• “We hypothesize that compassionate care is beneficial for patients (better outcomes), healthcare systems and payers (lower costs), and healthcare providers (lower burnout). ” 26
• Compassionomics is the branch of knowledge and scientific study of the effects of compassionate healthcare. Our main hypotheses are that compassionate healthcare is beneficial for (1) patients, by improving clinical outcomes, (2) healthcare systems and payers, by supporting financial sustainability, and (3) HCPs, by lowering burnout and promoting resilience and well-being. The purpose of this paper is to establish a scientific framework for testing the hypotheses above . If these hypotheses are confirmed through rigorous research, compassionomics will belong in the science of evidence-based medicine, with major implications for all healthcare domains.” 26
• EXAMPLE 4. Statistical hypothesis (quantitative research)
• - An assumption is made about the relationship among several population characteristics ( gender differences in sociodemographic and clinical characteristics of adults with ADHD ). Validity is tested by statistical experiment or analysis ( chi-square test, Students t-test, and logistic regression analysis)
• “Our research investigated gender differences in sociodemographic and clinical characteristics of adults with ADHD in a Japanese clinical sample. Due to unique Japanese cultural ideals and expectations of women's behavior that are in opposition to ADHD symptoms, we hypothesized that women with ADHD experience more difficulties and present more dysfunctions than men . We tested the following hypotheses: first, women with ADHD have more comorbidities than men with ADHD; second, women with ADHD experience more social hardships than men, such as having less full-time employment and being more likely to be divorced.” 27
• “Statistical Analysis
• ( text omitted ) Between-gender comparisons were made using the chi-squared test for categorical variables and Students t-test for continuous variables…( text omitted ). A logistic regression analysis was performed for employment status, marital status, and comorbidity to evaluate the independent effects of gender on these dependent variables.” 27

EXAMPLES OF HYPOTHESIS AS WRITTEN IN PUBLISHED ARTICLES IN RELATION TO OTHER PARTS

• EXAMPLE 1. Background, hypotheses, and aims are provided
• “Pregnant women need skilled care during pregnancy and childbirth, but that skilled care is often delayed in some countries …( text omitted ). The focused antenatal care (FANC) model of WHO recommends that nurses provide information or counseling to all pregnant women …( text omitted ). Job aids are visual support materials that provide the right kind of information using graphics and words in a simple and yet effective manner. When nurses are not highly trained or have many work details to attend to, these job aids can serve as a content reminder for the nurses and can be used for educating their patients (Jennings, Yebadokpo, Affo, & Agbogbe, 2010) ( text omitted ). Importantly, additional evidence is needed to confirm how job aids can further improve the quality of ANC counseling by health workers in maternal care …( text omitted )” 28
• “ This has led us to hypothesize that the quality of ANC counseling would be better if supported by job aids. Consequently, a better quality of ANC counseling is expected to produce higher levels of awareness concerning the danger signs of pregnancy and a more favorable impression of the caring behavior of nurses .” 28
• “This study aimed to examine the differences in the responses of pregnant women to a job aid-supported intervention during ANC visit in terms of 1) their understanding of the danger signs of pregnancy and 2) their impression of the caring behaviors of nurses to pregnant women in rural Tanzania.” 28
• EXAMPLE 2. Background, hypotheses, and aims are provided
• “We conducted a two-arm randomized controlled trial (RCT) to evaluate and compare changes in salivary cortisol and oxytocin levels of first-time pregnant women between experimental and control groups. The women in the experimental group touched and held an infant for 30 min (experimental intervention protocol), whereas those in the control group watched a DVD movie of an infant (control intervention protocol). The primary outcome was salivary cortisol level and the secondary outcome was salivary oxytocin level.” 29
• “ We hypothesize that at 30 min after touching and holding an infant, the salivary cortisol level will significantly decrease and the salivary oxytocin level will increase in the experimental group compared with the control group .” 29
• EXAMPLE 3. Background, aim, and hypothesis are provided
• “In countries where the maternal mortality ratio remains high, antenatal education to increase Birth Preparedness and Complication Readiness (BPCR) is considered one of the top priorities [1]. BPCR includes birth plans during the antenatal period, such as the birthplace, birth attendant, transportation, health facility for complications, expenses, and birth materials, as well as family coordination to achieve such birth plans. In Tanzania, although increasing, only about half of all pregnant women attend an antenatal clinic more than four times [4]. Moreover, the information provided during antenatal care (ANC) is insufficient. In the resource-poor settings, antenatal group education is a potential approach because of the limited time for individual counseling at antenatal clinics.” 30
• “This study aimed to evaluate an antenatal group education program among pregnant women and their families with respect to birth-preparedness and maternal and infant outcomes in rural villages of Tanzania.” 30
• “ The study hypothesis was if Tanzanian pregnant women and their families received a family-oriented antenatal group education, they would (1) have a higher level of BPCR, (2) attend antenatal clinic four or more times, (3) give birth in a health facility, (4) have less complications of women at birth, and (5) have less complications and deaths of infants than those who did not receive the education .” 30

Research questions and hypotheses are crucial components to any type of research, whether quantitative or qualitative. These questions should be developed at the very beginning of the study. Excellent research questions lead to superior hypotheses, which, like a compass, set the direction of research, and can often determine the successful conduct of the study. Many research studies have floundered because the development of research questions and subsequent hypotheses was not given the thought and meticulous attention needed. The development of research questions and hypotheses is an iterative process based on extensive knowledge of the literature and insightful grasp of the knowledge gap. Focused, concise, and specific research questions provide a strong foundation for constructing hypotheses which serve as formal predictions about the research outcomes. Research questions and hypotheses are crucial elements of research that should not be overlooked. They should be carefully thought of and constructed when planning research. This avoids unethical studies and poor outcomes by defining well-founded objectives that determine the design, course, and outcome of the study.

Disclosure: The authors have no potential conflicts of interest to disclose.

Author Contributions:

• Conceptualization: Barroga E, Matanguihan GJ.
• Methodology: Barroga E, Matanguihan GJ.
• Writing - original draft: Barroga E, Matanguihan GJ.
• Writing - review & editing: Barroga E, Matanguihan GJ.

• Translation

How to write the Rationale for your research

By charlesworth author services.

• Charlesworth Author Services
• 19 November, 2021

The rationale for one’s research is the justification for undertaking a given study. It states the reason(s) why a researcher chooses to focus on the topic in question, including what the significance is and what gaps the research intends to fill. In short, it is an explanation that rationalises the need for the study. The rationale is typically followed by a hypothesis/ research question (s) and the study objectives.

When is the rationale for research written?

The rationale of a study can be presented both before and after the research is conducted. 

• Before : The rationale is a crucial part of your research proposal , representing the plan of your work as formulated before you execute your study.
• After : Once the study is completed, the rationale is presented in a research paper or dissertation to explain why you focused on the particular question. In this instance, you would link the rationale of your research project to the study aims and outcomes.

Basis for writing the research rationale

The study rationale is predominantly based on preliminary data . A literature review will help you identify gaps in the current knowledge base and also ensure that you avoid duplicating what has already been done. You can then formulate the justification for your study from the existing literature on the subject and the perceived outcomes of the proposed study.

Length of the research rationale

In a research proposal or research article, the rationale would not take up more than a few sentences . A thesis or dissertation would allow for a longer description, which could even run into a couple of paragraphs . The length might even depend on the field of study or nature of the experiment. For instance, a completely novel or unconventional approach might warrant a longer and more detailed justification.

Basic elements of the research rationale

Every research rationale should include some mention or discussion of the following: 

• An overview of your conclusions from your literature review
• Gaps in current knowledge
• Inconclusive or controversial findings from previous studies
• The need to build on previous research (e.g. unanswered questions, the need to update concepts in light of new findings and/or new technical advancements). 

Example of a research rationale

Note: This uses a fictional study.

Abc xyz is a newly identified microalgal species isolated from fish tanks. While Abc xyz algal blooms have been seen as a threat to pisciculture, some studies have hinted at their unusually high carotenoid content and unique carotenoid profile. Carotenoid profiling has been carried out only in a handful of microalgal species from this genus, and the search for microalgae rich in bioactive carotenoids has not yielded promising candidates so far. This in-depth examination of the carotenoid profile of Abc xyz will help identify and quantify novel and potentially useful carotenoids from an untapped aquaculture resource .

In conclusion

It is important to describe the rationale of your research in order to put the significance and novelty of your specific research project into perspective. Once you have successfully articulated the reason(s) for your research, you will have convinced readers of the importance of your work!

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Home » Background of The Study – Examples and Writing Guide

Background of The Study – Examples and Writing Guide

Table of Contents

Background of The Study

Definition:

Background of the study refers to the context, circumstances, and history that led to the research problem or topic being studied. It provides the reader with a comprehensive understanding of the subject matter and the significance of the study.

The background of the study usually includes a discussion of the relevant literature, the gap in knowledge or understanding, and the research questions or hypotheses to be addressed. It also highlights the importance of the research topic and its potential contributions to the field. A well-written background of the study sets the stage for the research and helps the reader to appreciate the need for the study and its potential significance.

How to Write Background of The Study

Here are some steps to help you write the background of the study:

Identify the Research Problem

Start by identifying the research problem you are trying to address. This problem should be significant and relevant to your field of study.

Provide Context

Once you have identified the research problem, provide some context. This could include the historical, social, or political context of the problem.

Review Literature

Conduct a thorough review of the existing literature on the topic. This will help you understand what has been studied and what gaps exist in the current research.

Identify Research Gap

Based on your literature review, identify the gap in knowledge or understanding that your research aims to address. This gap will be the focus of your research question or hypothesis.

State Objectives

Clearly state the objectives of your research . These should be specific, measurable, achievable, relevant, and time-bound (SMART).

Discuss Significance

Explain the significance of your research. This could include its potential impact on theory , practice, policy, or society.

Finally, summarize the key points of the background of the study. This will help the reader understand the research problem, its context, and its significance.

How to Write Background of The Study in Proposal

The background of the study is an essential part of any proposal as it sets the stage for the research project and provides the context and justification for why the research is needed. Here are the steps to write a compelling background of the study in your proposal:

• Identify the problem: Clearly state the research problem or gap in the current knowledge that you intend to address through your research.
• Provide context: Provide a brief overview of the research area and highlight its significance in the field.
• Review literature: Summarize the relevant literature related to the research problem and provide a critical evaluation of the current state of knowledge.
• Identify gaps : Identify the gaps or limitations in the existing literature and explain how your research will contribute to filling these gaps.
• Justify the study : Explain why your research is important and what practical or theoretical contributions it can make to the field.
• Highlight objectives: Clearly state the objectives of the study and how they relate to the research problem.
• Discuss methodology: Provide an overview of the methodology you will use to collect and analyze data, and explain why it is appropriate for the research problem.
• Conclude : Summarize the key points of the background of the study and explain how they support your research proposal.

How to Write Background of The Study In Thesis

The background of the study is a critical component of a thesis as it provides context for the research problem, rationale for conducting the study, and the significance of the research. Here are some steps to help you write a strong background of the study:

• Identify the research problem : Start by identifying the research problem that your thesis is addressing. What is the issue that you are trying to solve or explore? Be specific and concise in your problem statement.
• Review the literature: Conduct a thorough review of the relevant literature on the topic. This should include scholarly articles, books, and other sources that are directly related to your research question.
• I dentify gaps in the literature: After reviewing the literature, identify any gaps in the existing research. What questions remain unanswered? What areas have not been explored? This will help you to establish the need for your research.
• Establish the significance of the research: Clearly state the significance of your research. Why is it important to address this research problem? What are the potential implications of your research? How will it contribute to the field?
• Provide an overview of the research design: Provide an overview of the research design and methodology that you will be using in your study. This should include a brief explanation of the research approach, data collection methods, and data analysis techniques.
• State the research objectives and research questions: Clearly state the research objectives and research questions that your study aims to answer. These should be specific, measurable, achievable, relevant, and time-bound.
• Summarize the chapter: Summarize the chapter by highlighting the key points and linking them back to the research problem, significance of the study, and research questions.

How to Write Background of The Study in Research Paper

Here are the steps to write the background of the study in a research paper:

• Identify the research problem: Start by identifying the research problem that your study aims to address. This can be a particular issue, a gap in the literature, or a need for further investigation.
• Conduct a literature review: Conduct a thorough literature review to gather information on the topic, identify existing studies, and understand the current state of research. This will help you identify the gap in the literature that your study aims to fill.
• Explain the significance of the study: Explain why your study is important and why it is necessary. This can include the potential impact on the field, the importance to society, or the need to address a particular issue.
• Provide context: Provide context for the research problem by discussing the broader social, economic, or political context that the study is situated in. This can help the reader understand the relevance of the study and its potential implications.
• State the research questions and objectives: State the research questions and objectives that your study aims to address. This will help the reader understand the scope of the study and its purpose.
• Summarize the methodology : Briefly summarize the methodology you used to conduct the study, including the data collection and analysis methods. This can help the reader understand how the study was conducted and its reliability.

Examples of Background of The Study

Here are some examples of the background of the study:

Problem : The prevalence of obesity among children in the United States has reached alarming levels, with nearly one in five children classified as obese.

Significance : Obesity in childhood is associated with numerous negative health outcomes, including increased risk of type 2 diabetes, cardiovascular disease, and certain cancers.

Gap in knowledge : Despite efforts to address the obesity epidemic, rates continue to rise. There is a need for effective interventions that target the unique needs of children and their families.

Problem : The use of antibiotics in agriculture has contributed to the development of antibiotic-resistant bacteria, which poses a significant threat to human health.

Significance : Antibiotic-resistant infections are responsible for thousands of deaths each year and are a major public health concern.

Gap in knowledge: While there is a growing body of research on the use of antibiotics in agriculture, there is still much to be learned about the mechanisms of resistance and the most effective strategies for reducing antibiotic use.

Edxample 3:

Problem : Many low-income communities lack access to healthy food options, leading to high rates of food insecurity and diet-related diseases.

Significance : Poor nutrition is a major contributor to chronic diseases such as obesity, type 2 diabetes, and cardiovascular disease.

Gap in knowledge : While there have been efforts to address food insecurity, there is a need for more research on the barriers to accessing healthy food in low-income communities and effective strategies for increasing access.

Examples of Background of The Study In Research

Here are some real-life examples of how the background of the study can be written in different fields of study:

Example 1 : “There has been a significant increase in the incidence of diabetes in recent years. This has led to an increased demand for effective diabetes management strategies. The purpose of this study is to evaluate the effectiveness of a new diabetes management program in improving patient outcomes.”

Example 2 : “The use of social media has become increasingly prevalent in modern society. Despite its popularity, little is known about the effects of social media use on mental health. This study aims to investigate the relationship between social media use and mental health in young adults.”

Example 3: “Despite significant advancements in cancer treatment, the survival rate for patients with pancreatic cancer remains low. The purpose of this study is to identify potential biomarkers that can be used to improve early detection and treatment of pancreatic cancer.”

Examples of Background of The Study in Proposal

Here are some real-time examples of the background of the study in a proposal:

Example 1 : The prevalence of mental health issues among university students has been increasing over the past decade. This study aims to investigate the causes and impacts of mental health issues on academic performance and wellbeing.

Example 2 : Climate change is a global issue that has significant implications for agriculture in developing countries. This study aims to examine the adaptive capacity of smallholder farmers to climate change and identify effective strategies to enhance their resilience.

Example 3 : The use of social media in political campaigns has become increasingly common in recent years. This study aims to analyze the effectiveness of social media campaigns in mobilizing young voters and influencing their voting behavior.

Example 4 : Employee turnover is a major challenge for organizations, especially in the service sector. This study aims to identify the key factors that influence employee turnover in the hospitality industry and explore effective strategies for reducing turnover rates.

Examples of Background of The Study in Thesis

Here are some real-time examples of the background of the study in the thesis:

Example 1 : “Women’s participation in the workforce has increased significantly over the past few decades. However, women continue to be underrepresented in leadership positions, particularly in male-dominated industries such as technology. This study aims to examine the factors that contribute to the underrepresentation of women in leadership roles in the technology industry, with a focus on organizational culture and gender bias.”

Example 2 : “Mental health is a critical component of overall health and well-being. Despite increased awareness of the importance of mental health, there are still significant gaps in access to mental health services, particularly in low-income and rural communities. This study aims to evaluate the effectiveness of a community-based mental health intervention in improving mental health outcomes in underserved populations.”

Example 3: “The use of technology in education has become increasingly widespread, with many schools adopting online learning platforms and digital resources. However, there is limited research on the impact of technology on student learning outcomes and engagement. This study aims to explore the relationship between technology use and academic achievement among middle school students, as well as the factors that mediate this relationship.”

Examples of Background of The Study in Research Paper

Here are some examples of how the background of the study can be written in various fields:

Example 1: The prevalence of obesity has been on the rise globally, with the World Health Organization reporting that approximately 650 million adults were obese in 2016. Obesity is a major risk factor for several chronic diseases such as diabetes, cardiovascular diseases, and cancer. In recent years, several interventions have been proposed to address this issue, including lifestyle changes, pharmacotherapy, and bariatric surgery. However, there is a lack of consensus on the most effective intervention for obesity management. This study aims to investigate the efficacy of different interventions for obesity management and identify the most effective one.

Example 2: Antibiotic resistance has become a major public health threat worldwide. Infections caused by antibiotic-resistant bacteria are associated with longer hospital stays, higher healthcare costs, and increased mortality. The inappropriate use of antibiotics is one of the main factors contributing to the development of antibiotic resistance. Despite numerous efforts to promote the rational use of antibiotics, studies have shown that many healthcare providers continue to prescribe antibiotics inappropriately. This study aims to explore the factors influencing healthcare providers’ prescribing behavior and identify strategies to improve antibiotic prescribing practices.

Example 3: Social media has become an integral part of modern communication, with millions of people worldwide using platforms such as Facebook, Twitter, and Instagram. Social media has several advantages, including facilitating communication, connecting people, and disseminating information. However, social media use has also been associated with several negative outcomes, including cyberbullying, addiction, and mental health problems. This study aims to investigate the impact of social media use on mental health and identify the factors that mediate this relationship.

Purpose of Background of The Study

The primary purpose of the background of the study is to help the reader understand the rationale for the research by presenting the historical, theoretical, and empirical background of the problem.

More specifically, the background of the study aims to:

• Provide a clear understanding of the research problem and its context.
• Identify the gap in knowledge that the study intends to fill.
• Establish the significance of the research problem and its potential contribution to the field.
• Highlight the key concepts, theories, and research findings related to the problem.
• Provide a rationale for the research questions or hypotheses and the research design.
• Identify the limitations and scope of the study.

When to Write Background of The Study

The background of the study should be written early on in the research process, ideally before the research design is finalized and data collection begins. This allows the researcher to clearly articulate the rationale for the study and establish a strong foundation for the research.

The background of the study typically comes after the introduction but before the literature review section. It should provide an overview of the research problem and its context, and also introduce the key concepts, theories, and research findings related to the problem.

Writing the background of the study early on in the research process also helps to identify potential gaps in knowledge and areas for further investigation, which can guide the development of the research questions or hypotheses and the research design. By establishing the significance of the research problem and its potential contribution to the field, the background of the study can also help to justify the research and secure funding or support from stakeholders.

Advantage of Background of The Study

The background of the study has several advantages, including:

• Provides context: The background of the study provides context for the research problem by highlighting the historical, theoretical, and empirical background of the problem. This allows the reader to understand the research problem in its broader context and appreciate its significance.
• Identifies gaps in knowledge: By reviewing the existing literature related to the research problem, the background of the study can identify gaps in knowledge that the study intends to fill. This helps to establish the novelty and originality of the research and its potential contribution to the field.
• Justifies the research : The background of the study helps to justify the research by demonstrating its significance and potential impact. This can be useful in securing funding or support for the research.
• Guides the research design: The background of the study can guide the development of the research questions or hypotheses and the research design by identifying key concepts, theories, and research findings related to the problem. This ensures that the research is grounded in existing knowledge and is designed to address the research problem effectively.
• Establishes credibility: By demonstrating the researcher’s knowledge of the field and the research problem, the background of the study can establish the researcher’s credibility and expertise, which can enhance the trustworthiness and validity of the research.

Disadvantages of Background of The Study

Some Disadvantages of Background of The Study are as follows:

• Time-consuming : Writing a comprehensive background of the study can be time-consuming, especially if the research problem is complex and multifaceted. This can delay the research process and impact the timeline for completing the study.
• Repetitive: The background of the study can sometimes be repetitive, as it often involves summarizing existing research and theories related to the research problem. This can be tedious for the reader and may make the section less engaging.
• Limitations of existing research: The background of the study can reveal the limitations of existing research related to the problem. This can create challenges for the researcher in developing research questions or hypotheses that address the gaps in knowledge identified in the background of the study.
• Bias : The researcher’s biases and perspectives can influence the content and tone of the background of the study. This can impact the reader’s perception of the research problem and may influence the validity of the research.
• Accessibility: Accessing and reviewing the literature related to the research problem can be challenging, especially if the researcher does not have access to a comprehensive database or if the literature is not available in the researcher’s language. This can limit the depth and scope of the background of the study.

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• Sole Source Procurement: A Guide to Single-Source Acquisitions

by Heather Taylor | Sep 3, 2024 | Government Contracts

Navigating sole source procurement? When a single supplier is the only option for your procurement needs, understanding the nuances becomes essential. This article cuts through complexity to address when sole sourcing is necessary, the justification process, and how to manage the associated risks.

By the end, you’ll be well-equipped to approach sole source contracts with confidence, ensuring compliance and due diligence in your single-source endeavors without resorting to fluff or salesmanship.

Key Takeaways

Sole source procurement is a specialized method used when only one supplier can fulfill the requirements needed for a commodity, technology, or service, oftentimes due to specialized knowledge, compatibility needs, or exclusive rights.

Legitimate sole source situations require thorough justification, including market research and analysis, evidence of unique expertise or specialized needs that only one vendor can fulfill, and a demonstration that the price is fair and reasonable.

A sole source situation exists when specific criteria are met, emphasizing the need for thorough verification of the exclusivity of the source, especially in cases involving ‘sole brand’ or ‘sole manufacturer’ items that may have multiple distributors. This step is crucial to ensure that the selection of a single supplier is justified as the only available source for a product or service.

The sole source justification process is rigorous and requires approval from the organization’s procurement services, with steps including the completion and review of a justification form, internal review and approvals, and adherence to transparency and compliance regulations to manage risks effectively.

Defining Sole Source Procurement

In the realm of procurement, variety is the spice of life. Having multiple suppliers to choose from allows a procurement team to leverage competitive bidding, ensuring the best value for the organization.

But what happens when only one supplier can fulfill a specific requirement?

Welcome to the world of sole source procurement, a method that selects a single vendor to provide required commodities, technology, or services.

This procurement method is reserved for scenarios where only one supplier can fulfill the specific requirements needed for a commodity, technology, or service, making it a stark contrast to competitive bidding processes, which involve multiple suppliers competing for a contract.

In such cases, the competitive bidding requirement is not applicable.

Characteristics of Sole Source Procurement

Sole source procurement is distinct, with unique characteristics that set it apart from other procurement methods. One of the defining characteristics of sole source procurement is that it involves scenarios where there is only one supplier capable of delivering the required service or product.

This situation can arise due to the provider’s specialized knowledge or expertise, which becomes a determining factor in sole source procurement decisions.

Another crucial characteristic that can necessitate a sole source procurement approach is compatibility with existing systems. For instance, a business might need to procure a specific piece of equipment that is only compatible with the systems already in use.

In such cases, the procurement team has no option but to go for sole source procurement, even if other suppliers exist who can provide similar but incompatible products.

Common Scenarios for Sole Source Procurement

So, when is sole source procurement most likely to occur? There are several common scenarios where it is vital. These scenarios often involve a need for expertise, standardization, quality, compatibility, and exclusive availability of products or services.

For instance, when identical equipment is needed for compatibility, sole source procurement can be the only viable option. The same is true when maintenance is required by the original equipment manufacturer (OEM) without alternative service providers.

Another common scenario necessitating sole source procurement is when exclusive rights are in place. This could be the case when products are patented and available only from the patent holder, or when a particular supplier is named in a funding source award.

In such cases, even if the procurement team wanted to consider other suppliers, they wouldn’t be able to.

Identifying a Legitimate Sole Source Situation

Identifying when a sole source situation exists is crucial for justifying the selection of a single supplier as the only available source for a product or service. It’s important to verify the exclusivity of the source and highlight the criteria used to determine such a situation.

A sole source purchase is justified when unique attributes or circumstances dictate that only one provider is capable of supplying the desired goods or services. This must be demonstrated along with ensuring the price is fair and reasonable.

For procurements exceeding specified thresholds, justification must document the effort to find alternative suppliers, listing unique technical requirements and companies contacted.

However, a sole source justification based solely on quality, preference, or standard price comparisons is invalid. This indicates the presence of competitive market alternatives.

Legitimate sole source situations may occur if there is only one sole manufacturer who can meet the salient specifications and either sells directly or exclusively through a single representative, making them the only source.

In such cases, the manufacturer may also be the patent or copyright holder of the product, confirming that a sole source exists.

Market Research and Analysis

When it comes to identifying a legitimate sole source situation, conducting a market survey is an integral part of the process. The extent of market research should be reasonable and can range from phone to written inquiries with suppliers to ensure that competition is not feasible.

If no alternative suppliers are identified after conducting extensive market research, a sole source justification is required.

This involves documenting the evaluation of potential alternative supplies and explaining why they could not satisfy the requirements.

Compatibility and Standardization

In addition to market research and analysis, compatibility and standardization considerations are crucial in determining the need for sole source procurement. Compatibility with existing equipment or systems is a crucial factor in determining the need for sole source procurement.

This means that if a business needs to procure a specific piece of equipment that is only compatible with the systems already in use, sole source procurement becomes the only viable option.

Sole source procurement is also often justified when the procurement of identical items is necessary to ensure compatibility and interoperability, and only one source provides the required equipment, including handling maintenance or repair calls.

Another factor that can justify sole source procurement is the need for standardization. For instance, in collaborative projects or research continuity situations, standardization requirements that specify a single supplier may necessitate sole source procurement.

Unique Expertise and Specialized Services

Unique expertise and specialized services are often a determining factor in justifying sole source procurement. For instance, when a consultant possesses unique expertise and specialized knowledge based on their individual talent or creativity, sole source procurement can be justified.

Similarly, unique skills or experience are essential in justifying sole source procurement when the expertise required for a project is not available from other suppliers.

In certain cases, such as those involving specific medical or surgical decisions, sole source procurement is utilized because the product is only available directly from the manufacturer.

These scenarios underscore the critical role that unique expertise and specialized services play in justifying sole source procurement.

The Sole Source Justification Process

Once a legitimate sole source situation has been identified, the next step is to navigate the sole source justification process. This process includes completing a Sole/Single Source Justification Form or memo to provide price justification for a sole source procurement.

However, justifications for sole source procurement are subject to review and must receive approval from the organization’s procurement services prior to placing an order.

Completing the Sole Source Justification Form

The Sole Source Justification Form is not just a formality. It is a comprehensive document that requires detailed information. This includes specific technical reasons for selecting the vendor, documentation of compatibility requirements with existing systems, and a comprehensive explanation of the vendor’s unique advantages.

After completion, the department requester must obtain signatures on the form and submit it for approval to a designated department approver.

The review process includes a thorough evaluation by a buyer to confirm that the submission contains complete information, detailed justification, and appropriate documentation supporting fair pricing. This ensures that the procurement process is not only transparent but also justifiable and defensible.

Internal Review and Approval

Obtaining internal approvals is a critical step in the sole source procurement process to ensure adequate oversight and compliance.

A certificate of independent price determination is often needed during internal reviews to confirm that the pricing was independently reached and not shared with competitors. This helps to maintain the integrity of the procurement process.

Both management and procurement teams are involved in reviewing and approving the procurement to safeguard against conflicts of interest and guarantee the legitimacy of the procurement process.

This internal review and approval process helps to maintain the integrity of the procurement process, ensuring that all decisions are made in the best interest of the organization.

Public Notice and Transparency

Public notice and transparency are crucial elements of the sole source procurement process. State-funded sole source procurements are required to be publicly advertised. State-funded sole sources must be posted by public notice for a specific duration on designated websites before proceeding with the purchase.

Considerations for the review, approval, and posting of the public notice are essential components of the sole source procurement process to ensure transparency. This transparency not only builds trust with the public but also helps to ensure that the procurement process is fair and unbiased.

Managing Risks and Ensuring Compliance in Sole Source Procurements

While sole source procurement can be an effective solution for specific procurement challenges, it is not without its risks. Changing business conditions, such as supply chain disruptions, inflation, and scarcity of raw materials, necessitate vigilant risk management in sole source procurement. Therefore, procurement teams must implement strategies to manage these risks effectively.

One way to manage risks is by using a risk register and categorizing sole-source suppliers with a traffic light system. This helps to quantify and prioritize potential impacts on operations.

Another strategy is implementing a ‘no sole source’ policy that requires managerial approval for sole-source components in product design, which can significantly reduce procurement risks.

Avoiding Conflicts of Interest

Avoiding conflicts of interest is a crucial aspect of managing risks in sole source procurement. Agencies are expected to conduct business impartially, ensuring no entity receives preferential treatment and the highest level of public trust is upheld.

Conflicts of interest must be actively avoided by government officials, necessitating self-disqualification from procurement processes when personal impartiality could be compromised, such as during employment discussions with an offeror.

Federal employees are strictly forbidden from receiving gifts or value items from entities affected by their official duties or seeking government business to prevent the appearance of corrupt practices.

There are also defined restrictions on former federal officials receiving compensation from contractors they engaged with in large procurements within a year after their involvement, avoiding potential pay-to-play perceptions.

Compliance with established conduct standards per Executive Order 11222 and federal regulations ensures that the sole source justification statement is not influenced by the vendor and is conducted within legal and ethical bounds.

Ensuring Fair Pricing

Fair pricing is another critical aspect of managing risks in sole source procurement. Supporting documentation for cost justification could comprise:

Quotes from competing suppliers

Web search results

Purchase histories

Pricing benchmarks from other institutions

These can help secure fair and reasonable pricing for the university. Price analysis concentrates on evaluating the fairness of the supplier’s overall price proposal without dissecting its constituent parts, whereas cost analysis involves an in-depth review of the individual constituents that make up the proposed total price.

To ensure that pricing is equitable in the absence of competition, profits can be negotiated as a distinct element, considering the transaction’s complexity, the level of risk involved, and the supplier’s history of performance.

This approach ensures that the organization is not overpaying for the product or service and that the supplier is receiving a fair profit for their work within the existing contract.

Meeting Legal and Regulatory Requirements

Meeting legal and regulatory requirements is another important aspect of managing risks in sole source procurement.

For state-funded sole source purchases above a certain threshold, obtaining advance approval from the State Department of Enterprise Services is necessary in addition to an organization’s own internal procedures.

The Sole Source Justification process must align with federal regulations such as 2 C.F.R. § 200.320(c), which mandates transparency and public notice for Federal Awards-related procurements.

Established acquisition policies strive to facilitate full and open competition, and these policies are meant to cover the full spectrum of competitive scenarios.

Agencies have access to different competitive procedures, including sealed bids and competitive proposals, to satisfy the requirement for full and open competition.

By adhering to these legal and regulatory requirements, organizations can ensure that their sole source procurement processes are compliant and legally defensible.

Case Studies: Successful Sole Source Procurements

To illustrate the concepts discussed in this post, let’s look at some real-world examples of successful sole source procurements. These case studies show how sole source procurements can be effectively utilized to resolve specific procurement challenges and align with strategic organizational goals.

One example is the restructuring of procurement functions at UCB, a global biopharmaceutical company. UCB used sole source procurement to eliminate inefficiencies and deliver higher value.

Another example is MOL Group, a multinational oil and gas company. MOL Group updated its procurement targets to better reflect wider business strategies, showcasing the role of sole source procurement in achieving enterprise-level objectives.

These case studies highlight the strategic and practical value of sole source procurement in a variety of contexts.

Understanding sole source procurement is crucial for procurement teams navigating today’s business environment. From defining what sole source procurement is, identifying legitimate sole source situations, through the justification process, to managing risks and ensuring compliance, each step is critical.

As showcased by the case studies, sole source procurement can be an effective strategy when used appropriately. The key is to navigate the process with transparency, due diligence, and a commitment to achieving the best value for the organization.

Frequently Asked Questions

What is sole source procurement.

Sole source procurement is a method that selects a single vendor to provide required commodities, technology, or services, and it is used when only one supplier can fulfill the specific requirements needed.

When is sole source procurement used?

Sole source procurement is used when there is only one supplier capable of delivering the required service or product, often due to their specialized knowledge or compatibility with existing systems. It is typically employed to save time and resources by avoiding a competitive bidding process.

What is a legitimate sole source situation?

A legitimate sole source situation occurs when only one provider can supply the desired goods or services at a fair and reasonable price, due to unique attributes or circumstances.

How is fair pricing ensured in sole source procurement?

Fair pricing in sole source procurement is ensured through supporting documentation for cost justification, price analysis, and negotiation of profits as a distinct element. These measures help in justifying the fairness of the pricing.

What are some examples of successful sole source procurements?

Some examples of successful sole source procurements include UCB’s restructuring of its procurement functions and MOL Group’s updating of procurement targets, both demonstrating effective outcomes in the procurement process.

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Video Games, Violence Justification and Child-to-Parent Violence

• Original Paper
• Open access
• Published: 05 September 2024

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• Miriam Junco-Guerrero 1 ,
• Ana Ruiz-Fernández 1 &
• David Cantón-Cortés   ORCID: orcid.org/0000-0002-4399-4506 1  

During the past decade, video games have become the main industrial entertainment sector, although research on the effects of violence in video games on juvenile aggressiveness has raised concerns that they may pose a significant social risk. The objective of this study was to analyze the relationship of exposure to violent video games, pathological video-gaming, and justification of violence with the perpetration of Child-to-Parent Violence (CPV) against the mother and the father, controlling for the sex, educational level, and violent TV exposure of the participant. The sample consisted of 439 students from Compulsory Secondary Education, (238 boys and 201 girls), aged between 13 and 18. Exposure to video games was assessed through an author-elaborated questionnaire, violence justification, and pathological video-gaming were evaluated with the Exposure to Violence Questionnaire and the Assessment of Pathological Computer-Gaming, respectively, and CPV was assessed through the Child-to-Parent Aggression Questionnaire. Hierarchical multiple regression analyses showed that pathological video-gaming and, specially, justification of violence, were related to the perpetration of CPV against both mothers and fathers. However, a relationship of exposure to violent video games and violence on TV with the perpetration of CPV was not found. These results suggest a potential new target for CPV prevention, as well as for the treatment of juvenile offenders.

Pathological video-gaming and justification of violence are related to the perpetration of CPV against both mothers and fathers.

However, exposure to violent video games and violence on TV are not associated with CPV rates.

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Parental abuse by children, or child-parent violence (CPV), is a phenomenon of great social importance that is generating interest among researchers and professionals due to its notable increase and impact on family dynamics. At present, CPV is an emerging phenomenon, with an increase in cases in recent years (Cortina & Martín, 2021 ). The Spanish Society for the Study of Child-Parent Violence (Spanish acronym, SEVIFIP) defines it as:

“Repeated behaviors of physical, psychological (verbal or non-verbal), or economic violence, directed at the parents, or those who take their place. Specific aggressions are excluded, those that occur in a state of decreased consciousness which disappear when it is recovered (intoxications, withdrawal syndromes, delusional states, or hallucinations), those caused by psychological alterations (transient or stable), and parricide without a history of previous aggressions” (Pereira et al., 2017 , p. 6).

Despite research conducted to establish the prevalence rate of CPV, studies show controversial results. This discrepancy is due to the different definitions of CPV, as well as differences in data collection methods (Gallego et al., 2019 ). In addition, estimating the prevalence of CPV is challenging due to underreporting, with only a small number of cases ever being reported. This may occur because parents often experience feelings of guilt and shame when considering reporting their child’s behavior (Loinaz & de Sousa, 2019 ). Moreover, prevalence figures vary depending on the sample studied. Clinical samples tend to exhibit similar prevalence figures to those found in the general population, whereas judicial samples demonstrate higher rates of physical and psychological violence (Calvete et al., 2013 ; Ibabe et al., 2014 ).

International prevalence rates of CPV vary depending on economic status, sociodemographic variables or family structure. Previous research indicates that CPV occurs in a range between 5 and 22% of the population (Holt, 2016 ; Lyons et al. ( 2015 ); O’Hara et al., 2017 ). Studies involving specialized samples, such as young people referred from clinics, justice centers or from homes where domestic violence is present, suggest rates near the upper end of this range. Longitudinal studies carried out with community samples in the United States and Canada have shown that the prevalence of physical CPV ranges between 11% and 22%, while psychological CPV ranges between 51% and 75% (Margolin & Baucom, 2014 ). In Canada, a study by Pagani et al. ( 2004 ) reported prevalence rates of 12% for physical aggression and 60% for verbal aggression, over a 6-month period. In Spain, where most field studies have been conducted, the prevalence rate ranged from 21% for physical violence and 46% for emotional abuse (Jaureguizar & Ibabe, 2013 ). On the other hand, research on this phenomenon in countries such as Latin America is very limited. However, in Chile, recent studies shown a prevalence of psychological CPV towards both parents of 76.4%, 7.4% of physical violence, and 40.8% of economic violence (Jiménez-García et al., 2020 ). This lack of knowledge about the prevalence of this phenomenon and its frequency indicates a need for further research.

CPV is recognized as a growing phenomenon. Consequently, recent research has focused on identifying the risk factors for its occurrence. Regarding individual factors, studies suggest that variables such as alcohol and drug use, symptoms of depression in offenders, and the presence of dysfunctional components of social-cognitive processing in aggressors are associated with a higher risk for CPV (Calvete et al., 2012 ; Contreras et al., 2020 ). Other studies have identified family variables as risk factors for CPV. These variables include childhood abuse from parents to children, which supports the hypothesis of bidirectionality of violence, as well as exposure to violence at home and the use of punitive strategies (Beckmann et al., 2021 ; Calvete et al., 2015 ; Cano-Lozano et al., 2021 ). Social factors have been less extensively studied to date, but research suggests that negative social influence or experiencing intimate partner violence during adolescence may increase the risk of engaging in CPV (Del Hoyo-Bilbao et al. ( 2018 ); Izaguirre & Calvete, 2017 ).

Along these lines, some authors have proposed theoretical frameworks to explain CPV, with the aim of guiding professional intervention and legislative guidelines. The General Strain Theory (Agnew, 1992 ) proposes that CPV is an aggressive response to the stress and problems faced by young people in their social environment. Furthermore, the Social Learning Theory (Bandura ( 1973 )) posits that CPV is a behavior that can be learned by young people through modeling by parents, siblings, or other peers. Similarly, Cottrell and Monk ( 2004 ) attempted to apply the Nested Ecological Theory to explain CPV, concluding that it can occur as a result of a combination of psychological, sociological, and cultural factors. Subsequently, Hong et al. ( 2012 ) generated the Social Ecology Theory, according to which CPV is produced by factors pertaining to the youth’s microsystem (child maltreatment, parenting styles); mesosystem (influence of conflicting peers); exosystem (influence of media); macrosystem (socialization); and chronosystem (change in family structure). The present research focuses on the analysis of some risk factors that could lead to an increase in CPV rates, such as the use of violent video games, the pathological gaming or the justification of violence.

The theoretical underpinning for this research will be based on social learning theory, as it can explain how young people can learn violent behavior through social media, such as violent video games (Bandura ( 1973 )). Social learning theory can also explain how the justification of violence, as a cognitive variable, may mediate the relationship between exposure to violent video games or pathological gaming and CPV. According to social learning theory, children may imitate the behaviors they observe from others, but they may also make cognitive inferences that lead to generalizing the behaviors they observe. Several authors have related the development of CPV to social learning theory (Contreras & Cano, 2014 ; Ibabe et al. ( 2013 )). These authors indicate that children can learn violent behavior through modeling, not only from their parents but also from peers and social influences. Additionally, other authors suggest that this learning can become internalized as a part of the identity in adolescence (Papamichail & Bates, 2022 ). Per social cognitive theory, there are three interacting components that determine how behavioral learning can occur: contextual variables, personal cognitive variables, and behavioral outcomes. In the present research, the contextual variables studied will be exposure to violent video games and pathological gaming, the cognitive variable will be the justification of violence, and the behavioral outcome will be CPV.

Exposure to violence in video games and television

Previous research has shown an association between CPV and exposure to violence. Martín and Hernández ( 2020 ), for example, conducted a study to investigate the relationship between exposure to violence and CPV in juvenile offenders. These authors found a relationship between the two variables, concluding that exposure to violence could occur in various settings, such as at home or in school. Similarly, Pereira and Bertino ( 2009 ), from the review of other studies, concluded that the multitude of violent messages in the media leads to the normalization of violence and its use to resolve conflicts, which could make up a social factor for the perpetration of CPV. On another hand, Brockmyer ( 2013 ) stated that exposure to violence in the media and video games can lead to the development of beliefs, attitudes, and aggressive behaviors, as well as to a greater desensitization to violence in general, with its consequent justification.

Today, scholars are engaged in a central discussion concerning the effects of violent video games and whether their use is linked to aggressive behavior. The General Aggression Model by Anderson and Bushman ( 2002 ) was one of the first theories arguing that repeated exposure to violent video games may lead to changes in aggression-related beliefs, attitudes, and behaviors. Their research concluded that violent video games increase physiological arousal, aggressive thoughts and feelings and aggressive behaviors, while decreasing prosocial behaviors. However, other authors hold a different perspective, arguing that violent video games do not actually increase aggression in young people (Ferguson et al., 2015 ; Przybylski & Weinstein, 2019 ). In support of this idea, Johannes et al. ( 2021 ) reported that young people who play video games for longer periods of time in the past few weeks tend to have a higher well-being. This finding is consistent with other authors who have identified a correlation between video game use and positive effects on mental health (Granic et al., 2014 ).

The significance of this discussion led the American Psychological Association (APA) to establish a Working Group on Violent Media in 2015, with the goal of investigating the association between violent video game and aggression. Their study concluded that violent video games indeed increase aggression while reducing prosocial behavior (American Psychological Association ( 2015 )). However, more recently, Ferguson et al. ( 2020 ) re-examined this research and found that the evidence for the effects of violent video games on aggression was weak, with the exception of desensitization. The authors pointed out that recent meta-analyses show small effects on the relationship between violent video game use and aggression or reduced prosocial behavior, and the interpretation of these results as significant is questionable. In fact, they state that the results of many of the studies linking these variables may be explained by publication bias or questionable researcher practices. In the same vein, Drummond et al. ( 2020 ) conducted a meta-analysis involving 28 independent samples. The authors reported smaller effect sizes over longer longitudinal periods regarding the relationship between aggressive play content and aggression. Additionally, effects sizes were smaller in better-designed studies. Therefore, these authors reveal that longitudinal studies do not seem to find significant long-term relationships between aggressive game content and aggression in young people.

At the theoretical level, approaches to the effects of video games are very different. For example, there is research that relies on the displacement hypothesis to explain media effects and other studies that rely on theories of human motivation. These different approaches and contradictory findings make it difficult to build evidence. Second, previous research also raises methodological limitations in research on the negative effect of video games. The operationalization of video games is one of them. It is based on experiments that are designed to mimic game play but are not accurate in how game play occurs naturally. Moreover, studies on this topic are based on the use of self-reports, which are not objective measures of actual behavior. Also, studies tend to be cross-sectional, not addressing possible causal relationship. Finally, research usually uses a limited set of games, compromising generalizability to video games in general (Johannes et al., 2021 ; Przybylski & Weinstein, 2019 ; Vuorre et al., 2022 ). An example of the need for caution in such research is the study by Hilgard et al. ( 2017 ), who re-analysed meta-analytical data on this issue, bringing together results on GAM research. In their study they noted the existence of a publication bias. When adjusting for bias, the observed effect sizes were smaller than the original ones.

To date, despite growing interest in the relationship between violent video game consumption and violence, only the study of Ruiz-Fernández et al. ( 2021 ) has analyzed the relationship between video game consumption and CPV, finding that to the extent that the consumption of video games causes engagement in the player, then it was associated with higher levels of CPV. The ongoing controversy surrounding the relationship between the use of violent video games and violent behavior indicates a clear need for further research in this field.

Pathological gaming

Problematic gaming has typically been defined in the literature based on measures of pathological gambling. However, a variety of definitions and criteria have been used, leading to inconsistent estimates of the prevalence of problematic gaming (Desai et al., 2020 ). Following Lemmens et al. ( 2009 ), pathological gaming can be defined as excessive and compulsive use of computer or video games that causes social or emotional problems to the extent that game users cannot control their use of the game.

Previous research has investigated the consequences of pathological gaming, finding a relationship with anxiety disorders, low self-esteem, decreased school performance, increased hostility, or decreased empathy and social skills (Desai et al., 2020 ; Lloret et al., 2013 ; Rehbein et al., 2010 ). In fact, Desai et al. ( 2020 ) found that adolescents with problematic gaming were more likely to be engaging in risk behaviors such as smoking, drug use, and violence, as well as more likely to report depression.

On the contrary, some research has noted that some previous research has made it is unclear whether there is a relationship between self-difficulties and pathological gaming (e.g., Van Rooij et al., 2018 ). In fact, some authors suggest the need to exercise caution when approaching any diagnostic assessment related to pathological gaming, as the quality of previous research in this area is considered to be low and there is still no consensus on the symptomatology and assessment of pathological gaming (Aarseth et al., 2017 ). Vuorre et al. ( 2022 ) state that current evidence on the negative effects of violent video game use may be inadequate.

However, in spite of the potential role of pathological gaming on adolescent psychological adjustment, to date no study has analyzed its potential relationship with the commission of child-to-parent violence. Thus, due to the controversial results of previous literature on the relationship of pathological gambling and pathological video-gaming with violence, the association between the two variables needs to be further investigated (Aarseth et al., 2017 ; Di Blasi et al., 2019 ; Johannes et al., 2021 ; Przybylski and Weinstein ( 2019 ); Rehbein et al., 2010 ).

Justification of violence

Continuing with social learning theory, one of the components that influence behavioral learning are personal cognitive variables. In the area of CPV, a cognitive risk factor that contributes to its development is the justification of violence, this is, the belief in the acceptance of violent behavior. Galán ( 2018 ) indicated that young people who are exposed to violence in different contexts may become desensitized to violence, and, therefore, normalize violent behavior.

In this line, Orue et al. ( 2019 ) state that CPV could be predicted by the social information processing components of aggressive response and anger, for example, the justification of violence. More recent studies find that exposure to domestic violence is positively associated with the justification of violence, and this, in turn, with CPV (Contreras et al., 2020 ; Junco-Guerrero et al., 2021 ). This implies that adolescents who commit CPV could normalize the use of violence, so they can more easily access aggressive responses and they consider aggression to be an appropriate conflict resolution strategy.

On the other hand, social cognitive theories, such as the General Aggression Model (Anderson & Bushman, 2002 ), emphasize the significance of cognitive components, including normative beliefs about aggression or aggressive scripts, which may contribute to an increase in aggressive behavior. In this context, Gilbert et al. ( 2013 ) examined the influence of three cognitive structures related to aggression (behavioral scripts, early maladaptive schemas, and normative beliefs), and found a positive association of violence-accepting beliefs with increased aggressive behavior.

To date, numerous studies have tried to analyze the relationship between the use of violent video games and the development of violent behaviors, their results not being conclusive though. Conversely, some research has tried to study the relationship between pathological gaming and aggressive behavior. However, despite that violent video games have consistently been identified as the most popular among consumers (Dill et al. ( 2005 )), to date no study has analyzed the influence of violence in video games and pathological gaming on CPV. On another hand, although some studies have found a relationship between the justification of violence and CPV perpetration, to date, no research has analyzed the role of video games in this context.

Therefore, the main objective of this study was to analyze, in a sample of secondary education students, the relationship of the exposure to violent video games, pathological video-gaming and justification of violence with the perpetration of Child-to-Parent Violence (CPV), controlling for the sex, educational level and violent TV exposure of the participant. All these relationships were analyzed both in the case of CPV against the mother and the father.

Based on prior research, we propose the following hypotheses:

Hypothesis 1 (H1). Regarding exposition to violence in videogames and CPV no specific hypothesis was made, due to the incongruent results in previous studies results regarding the association with aggressive behavior.

Hypothesis 2 (H2). Pathological gaming would be associated with higher levels of CPV.

Hypothesis 3 (H3). Justification of violence would be associated with higher levels of CPV.

Hypothesis 4 (H4). The exposure to violence on television would be associated with higher levels of CPV.

Sampling method and study population

The current study follows a correlational and cross-sectional design and has been conducted in Málaga (Spain). The sample of this study consisted of 439 participants, 238 males, and 201 females, from 7 different centers of Secondary Education. All the participating centers were located in neighborhoods with a medium socioeconomic level, except for two of them, which belonged to a neighborhood with a medium-high socioeconomic level. Three centers were private subsidized schools, and four centers were public schools. Convenience sampling was employed because it provides easier access to the sample and implies a greater willingness of the participants to take part in the study.

Participants’ ages ranged from 13 to 18 years ( M  = 15.30, SD  = 1.17), with 147 of them (33.5%) aged 13 to 14, 205 (46.7%) aged 15 to 16, and 87 (19.8%) aged 17 to 18. Regarding how often they play video games, 121 adolescents (27.6%) play less than once a month, 62 (14.1%) play between once or 3 times a month, 92 (21%) play once or twice a week, 70 (15.9%) play three or four times a week, 27 (6.2%) play five or six times a week, and 67 (15.3%) play at least once a day. With respect to the marital status of the parents, most of them were married (69.4%), followed by those who were separated or divorced (21.9%). A smaller percentage cohabited without being married (4.8%), while in some cases, one or both parents were deceased (3.1%). Additionally, a small percentage represented single parents (0.5%) or adoptive parents (0.4%).

To obtain the sociodemographic data of the participants, a set of questions regarding the city of origin, sex, age, and school grade was included. A question on the marital status of the parents was also included. The measures used to evaluate the variables of interest for the study are described below:

Exposure or use of violent video games

This questionnaire was designed based on the items elaborated by Przybylski and Weinstein ( 2019 ). Participants had to indicate, on the one hand, the frequency with which they play video games, the names of the video games they have played in the last 6 months, and the number of hours played. On the other hand, they had to indicate the names of the three video games they have played the most in their whole life. In order to categorize these video games as non-violent or violent, the classification proposed by the European PEGI (Pan European Game Information; https://pegi.info ) system was used. PEGI is a rating system used in more than 35 European countries, developed by the Interactive Software Federation of Europe (ISFE). The criteria followed to consider a participant as a violent video game player were as follows: (1) one of the video games described as the most played in their lifetime is either a video game suitable for over-18-year-olds or two video games suitable for over-16-year-olds; or (2) participants indicate that they have played violent video games for more than 50 h in the last 6 months, taking into account the age rating of the games (multiplying by 1 the number of hours in the case of games suitable for over-16-year-olds, and by 2 if the game is suitable for over-18-year-olds).

Cuestionario de Exposición a la Violencia (CEV, Exposure to Violence Questionnaire; Orue & Calvete, 2010 )

This questionnaire has a total of 21 items, which evaluate exposure to violent behaviors in different contexts. Participants indicate the frequency with which violent actions have occurred in the different contexts. Each item is scored on a 5-point Likert-type scale ranging from 0 ( never ) to 4 ( every day ). In this case, only scores for violence exposure on television (e.g., “How often have you seen a person insult someone on TV?”) were taken into account. In this study, Cronbach’s alpha internal consistency coefficient for the Television Violence Exposure scale was 0.82.

Justification of Violence Subscale from the “Escala de Creencias Irracionales para Adolescentes” (ECIA; Adolescents’ Irrational Belief Scale; Cardeñoso & Calvete, 2004 )

This subscale consists of 9 items that evaluate the justification of the use of violence, that is, adolescents’ approval of aggression in certain circumstances (e.g., “Sometimes they may hit us for our own good”). The items are rated on a 5-point Likert scale ranging from 1 ( not at all ) to 5 ( very much ). In the present study, Cronbach’s alpha coefficient was 0.80.

Assessment of Pathological Computer-Gaming (AICA-S; Wölfling et al., 2010 )

This 15-item scale assesses addicted video gaming behavior not quantified with the criteria of pure time spent playing, which is considered an important but not sufficient criterion, but also by means of further criteria such as craving, tolerance, and continued consumption. The items on the scale represent all the established criteria of pathological computer-gaming. Using patterns (e.g., “How many hours do you spend playing on a day of the weekend?”) and aspects of emotion regulation of video game behavior (“How often do you play to avoid negative feelings such as boredom and grief?”) were included. The items are rated on a 5-point Likert scale or in an open answering pattern. For the purpose of the study, the 2 open-answer items (“How many hours do you play on an average weekday? ”and “How many hours do you play on a day of the weekend?”) were codified in a 1- to 4-point scale.

Child-to-Parent Aggression Questionnaire (CPAQ; Calvete et al., 2013 )

This instrument assesses violence performed by adolescents against their parents. It consists of 20 parallel items: 10 referring to the mother, and 10 to the father. In each block of 10 items, 7 of them refer to psychological violence (e.g., “You yelled at your mother/father when you were angry”), and 3 to physical aggression (e.g., “You have pushed or hit your mother/father in a fight”). In addition to the items in the original questionnaire, an item was included to assess financial violence (“You have taken money from your father/mother without permission”). Participants should indicate how often they have committed these types of aggressions against their parents in the past year on a Likert scale ranging from 0 ( never, this has not happened in my relationship with my mother or father ) to 3 ( very often, it has occurred 6 times or more ). In the present study, Cronbach’s alpha coefficients were 0.72 and 0.68 for physical violence against fathers and mothers, and 0.71 and 0.73 for psychological violence against fathers and mothers, respectively.

First, the approval of the Ethical Committee of Experimentation of the University of Málaga was obtained, with registration number 44-2020-H. Permission was sought from the different schools to administer the survey within them. Thus, at each school, the first contact was held with the School Board and the Department of Educational Guidance, explaining the nature and objective of the research to obtain their consent. All the center Managers we contacted were willing to participate in the research. The questionnaire was applied in 7 centers in southern Spain.

To collect data, a self-administered questionnaire was distributed to the students after providing them with general information about the survey. To ensure student privacy, the participation was anonymous and voluntary. The participants were requested to give their informed consent and were informed that the completion of the questionnaire was strictly confidential and voluntary, so none of them should specify data that could identify them. All the students who were requested to participate were willing to do so. Parents were notified and given the option of refusing to allow their child’s participation. None of the parents refused to allow their child to participate. The administration of the questionnaire was carried out in groups, in school classrooms or the assembly hall, leaving a space between the participants to avoid influence between classmates. The survey was conducted in the presence of a teacher, with two trained researchers administering it. They remained present in the classroom throughout the survey and readily addressed any doubts or queries that the participants had.

Data analysis

The statistical analyzes of the present ex post facto study were carried out using the statistical package SPSS (Statistical Package for Social Sciences), version 26. Multiple hierarchical linear regression analyses were used (with a probability for input F of p  = 0.05 and output of p  = 0.10), in order to analyze the relationship of violent video games, pathological video-gaming, justification of violence, sex, educational level, and violent TV exposure of the participant with CPV. Following the usual protocol (Cohen & Cohen, 1983 ), centered scores were used in order to avoid multicollinearity problems. Previously, a partial correlation matrix between the variables in the study, controlling for participants sex and academic level, was calculated to verify the pattern of relationships and to identify excessively high correlations between variables.

Data was made openly available at the repository osf.io: https://osf.io/6cb2y/?view_only=4c947e8ab61340b6ba556b591df71e23 .

Table 1 shows descriptive data on exposure to video games and television violence, pathological video-gaming, justification of violence, and CPV (psychological, physical, and economic, against both parents).

For this study, the CPV variables (psychological, physical, and financial) were combined into the variables total CPV against the mother and total CPV against the father. The partial correlation matrix between the variables in the study, controlling for participants sex and academic level, was calculated to verify the pattern of relationships, and to identify excessively high correlations between variables ( r  > 0.90; Kline, 2015 ), which indicate collinearity. As can be seen in Table 2 , collinearity was not a problem. The pattern of correlations was as expected, -with a global relationship between pathological video-gaming, exposure to television violence, justification of violence, and violence against the mother and the father- with the exception of the exposure to violent videogames, which was not related to CPV towards mother nor father.

In order to analyze the proportion of variance explained by each variable, an analysis of the CPV predictor variables was performed using 2 linear multi-step regressions for total CPV, towards the father and total CPV towards the mother. In a first step, the control variables (sex, the academic level of the participant, and exposure to violent TV) were introduced and, in a second step, the violent videogames exposure, pathological video-gaming and violence justification variables Tables 3 , 4 .

In relation to the total CPV towards the mother, results yielded a multiple linear regression model with R² = 0.23, F (6, 419) = 21.10, p  < 0.001. This model shows a relationship of participant sex ( β  = 0.14, p  < 0.01), academic level ( β  = 0.13, p  < 0.01), violence justification ( β  = 0.39, p  < 0.001), and pathological video-gaming ( β  = 0.12, p  < 0.01) with the total CPV towards the mother. However, a relationship between violent videogames exposure and CPV towards mother wasn´t found ( β  = −0.04, p  < 0.403). Although the relationship with violent TV exposure was statiscally significant, its effect size was too small ( β  = 0.10, p  < 0.05) (Ferguson & Heene, 2021 ).

In relation to the total CPV towards the mother, results yielded a multiple linear regression model with R² = 0.15, F (6, 414) = 12.20, p  < 0.001. This model shows a relationship of violence justification ( β  = 0.30, p  < 0.001) and pathological video-gaming ( β  = 0.16, p  < 0.001) with the total CPV towards the father. However, the relationships of participants sex ( β  = 0.04, p  < 0.423), academic level ( β  = 0.04, p  < 0.360) and violent videogames exposure ( β  = −0.07, p  < 0.191) with CPV towards father weren´t significant. Again, in spite of the relationship with violent TV exposure being statiscally significant, its effect size was too small ( β  = 0.10, p  < 0.05).

The present study contributes to increase the knowledge about CPV, a growing type of intrafamilial violence in our society, analyzing the relationship between this type of violence and various variables that could be as risk factors for its development. The main objective of the study was to analyze the associations of the exposure to violent video games, pathological video-gaming, and justification of violence with the perpetration of Child-to-Parent Violence (CPV) against the father and the mother, controlling for the sex, educational level, and violent TV exposure of the participant.

Regarding the first hypothesis proposed in the study, the results do not suggest the existence of a relationship between exposure to violence in video games and levels of CPV. These results are in line with previous research, which suggests that exposure to violent video games does not lead to an increasement of violence behavior in young people, and even link such exposure to increased well-being (Ferguson et al., 2015 ; Johannes et al., 2021 ; Przybylski & Weinstein, 2019 ). In fact, a research of Beerthuizen et al. ( 2017 ) in which they analyzed the effects of the launching of a specific video game ( Grand Theft Auto V ), found a decrease in juvenile delinquency records in the Netherlands between 2012 and 2014, obtained from the Dutch Offenders Index (DOI) and the Public Prosecutor’s Services (PPS). However, other studies have found that exposure to violent video games can be associated with an increase of aggressive thoughts and feelings and aggressive behaviors while decreasing prosocial behaviors (Anderson & Bushman, 2001 ; Romanchych ( 2018 ); Shao and Wang ( 2019 )). Therefore, we are facing a little-explored topic in which contradictory data are found, in addition to a shortage of studies referring to the effects on CPV in particular. This emphasizes the necessity for additional research on the relationship between exposure to violent video games and violent behavior, as well as the requirement for longitudinal studies that can establish causal relationships.

With regard to the second hypothesis (H2. Pathological gaming would be associated with higher levels of CPV), the results show a significant relationship of pathological gaming with CPV committed against both the mother and the father. However, the fact that the effect sizes found were small ( β  = 0.12 and β  = 0.16 regarding CPV towards mother and father respectively) requires interpreting these results with caution. These findings align with those found by authors such as Vara ( 2017 ) regarding general aggressiveness. Vara ( 2017 ), for example, confirmed the hypothesis of the relationship between pathological gaming and aggressiveness in secondary school students in Peru. However, due to the controversial results of previous literature on the relationship between pathological gambling and violence, the association between the two variables needs to be further investigated (Aarseth et al., 2017 ; Di Blasi et al., 2019 ; Johannes et al., 2021 ; Przybylski & Weinstein, 2019 ; Rehbein et al., 2010 ).

With regard to the third hypothesis of the study (H3: The justification of violence would be associated with higher levels of CPV), this relationship is suggested by results. A significant relationship was found with CPV against both the mother and the father. These data are consistent with the research of Junco-Guerrero et al. ( 2021 ) in which children who justified hostile behaviors were found to commit higher rates of CPV. In this line, some studies suggest that CPV could be predicted by the social information processing components, for example, the justification of violence (Orue et al., 2019 ).

Finally, regarding the fourth hypothesis (H4: The exposure to violence on television would be associated with higher levels of CPV), the existence of a relationship of TV exposure with CPV committed against the mother and father wasn´t supported by our data. This finding contradicts several studies showing that television violence has a direct effect on the learning and acquisition of hostile behaviors, as well as desensitization to violence, which is perceived as being socially accepted and habitual (Orue & Calvete, 2012 ). Fitzpatrick et al. ( 2016 ) also suggest that exposure to violence, especially in the case of television, during the preschool years is a risk factor for the development of aggressive behaviors.

This research presents some limitations that should be taken into account. The main limitation is the correlational nature of the study. The findings of the present study should be replicated through longitudinal designs, which would allow examining the directions and strength of causal relationships. In addition, the sample is limited to a single informant from the Andalusian region, which could compromise the generalization of the results. It would also be important to carry out future studies that include other informants, such as parents or educators. Finally, in this research, we make inferences about the consequences of video game playing on the adolescent population as a whole. But specific groups of players who share factors associated with the use of technology, such as material deprivation, may be influenced differently by video game use.

Conclusions and Implications

Despite the previous limitations, this study contributes to increasing knowledge about CPV in general and, specifically, the variables that could be associated with this phenomenon. Therefore, it provides valuable information for the prevention of this type of violence. Although much research has analyzed the influence of video games, almost no study had done so to date in the context of CPV. In this research, we found that the exposure to violent in video games is not associated with CPV rates. However, we found a significant relationship between pathological gaming and CPV committed against both parents. This could imply that the impact of exposure to video games on CPV varies depending on the presence of pathological gaming, but not on violent video games consumption per se. However, the fact that the strength of the relationships found between pathological gaming and CPV is not very high suggests the existence of other variables that undoubtedly also play a role in the origin of CPV. For example, recent studies have shown that violent behavior has significant biological, evolutionary, and genetic origins (Ferguson & Beaver, 2009 ).

Therefore, considering the ongoing debate about the relationship between exposure to general and violent video games with violent behavior, it becomes essential to conduct research that can test causal relationships between these variables. As this study is of a correlational nature, it is not possible to draw such conclusions. In addition, the results also show a significant relationship of justification of violence and CPV committed against both parents.

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This research was funded by Spanish Ministry of Science and Malaga University. Funding for open access publishing: Malaga University/CBUA.

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Junco-Guerrero, M., Ruiz-Fernández, A. & Cantón-Cortés, D. Video Games, Violence Justification and Child-to-Parent Violence. J Child Fam Stud (2024). https://doi.org/10.1007/s10826-024-02864-5

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