research important life

2.1 Why Is Research Important?

Learning objectives.

By the end of this section, you will be able to:

• Explain how scientific research addresses questions about behavior
• Discuss how scientific research guides public policy
• Appreciate how scientific research can be important in making personal decisions

Scientific research is a critical tool for successfully navigating our complex world. Without it, we would be forced to rely solely on intuition, other people’s authority, and blind luck. While many of us feel confident in our abilities to decipher and interact with the world around us, history is filled with examples of how very wrong we can be when we fail to recognize the need for evidence in supporting claims. At various times in history, we would have been certain that the sun revolved around a flat earth, that the earth’s continents did not move, and that mental illness was caused by possession ( Figure 2.2 ). It is through systematic scientific research that we divest ourselves of our preconceived notions and superstitions and gain an objective understanding of ourselves and our world.

The goal of all scientists is to better understand the world around them. Psychologists focus their attention on understanding behavior, as well as the cognitive (mental) and physiological (body) processes that underlie behavior. In contrast to other methods that people use to understand the behavior of others, such as intuition and personal experience, the hallmark of scientific research is that there is evidence to support a claim. Scientific knowledge is empirical : It is grounded in objective, tangible evidence that can be observed time and time again, regardless of who is observing.

While behavior is observable, the mind is not. If someone is crying, we can see behavior. However, the reason for the behavior is more difficult to determine. Is the person crying due to being sad, in pain, or happy? Sometimes we can learn the reason for someone’s behavior by simply asking a question, like “Why are you crying?” However, there are situations in which an individual is either uncomfortable or unwilling to answer the question honestly, or is incapable of answering. For example, infants would not be able to explain why they are crying. In such circumstances, the psychologist must be creative in finding ways to better understand behavior. This chapter explores how scientific knowledge is generated, and how important that knowledge is in forming decisions in our personal lives and in the public domain.

Use of Research Information

Trying to determine which theories are and are not accepted by the scientific community can be difficult, especially in an area of research as broad as psychology. More than ever before, we have an incredible amount of information at our fingertips, and a simple internet search on any given research topic might result in a number of contradictory studies. In these cases, we are witnessing the scientific community going through the process of reaching a consensus, and it could be quite some time before a consensus emerges. For example, the explosion in our use of technology has led researchers to question whether this ultimately helps or hinders us. The use and implementation of technology in educational settings has become widespread over the last few decades. Researchers are coming to different conclusions regarding the use of technology. To illustrate this point, a study investigating a smartphone app targeting surgery residents (graduate students in surgery training) found that the use of this app can increase student engagement and raise test scores (Shaw & Tan, 2015). Conversely, another study found that the use of technology in undergraduate student populations had negative impacts on sleep, communication, and time management skills (Massimini & Peterson, 2009). Until sufficient amounts of research have been conducted, there will be no clear consensus on the effects that technology has on a student's acquisition of knowledge, study skills, and mental health.

In the meantime, we should strive to think critically about the information we encounter by exercising a degree of healthy skepticism. When someone makes a claim, we should examine the claim from a number of different perspectives: what is the expertise of the person making the claim, what might they gain if the claim is valid, does the claim seem justified given the evidence, and what do other researchers think of the claim? This is especially important when we consider how much information in advertising campaigns and on the internet claims to be based on “scientific evidence” when in actuality it is a belief or perspective of just a few individuals trying to sell a product or draw attention to their perspectives.

We should be informed consumers of the information made available to us because decisions based on this information have significant consequences. One such consequence can be seen in politics and public policy. Imagine that you have been elected as the governor of your state. One of your responsibilities is to manage the state budget and determine how to best spend your constituents’ tax dollars. As the new governor, you need to decide whether to continue funding early intervention programs. These programs are designed to help children who come from low-income backgrounds, have special needs, or face other disadvantages. These programs may involve providing a wide variety of services to maximize the children's development and position them for optimal levels of success in school and later in life (Blann, 2005). While such programs sound appealing, you would want to be sure that they also proved effective before investing additional money in these programs. Fortunately, psychologists and other scientists have conducted vast amounts of research on such programs and, in general, the programs are found to be effective (Neil & Christensen, 2009; Peters-Scheffer, Didden, Korzilius, & Sturmey, 2011). While not all programs are equally effective, and the short-term effects of many such programs are more pronounced, there is reason to believe that many of these programs produce long-term benefits for participants (Barnett, 2011). If you are committed to being a good steward of taxpayer money, you would want to look at research. Which programs are most effective? What characteristics of these programs make them effective? Which programs promote the best outcomes? After examining the research, you would be best equipped to make decisions about which programs to fund.

Link to Learning

Watch this video about early childhood program effectiveness to learn how scientists evaluate effectiveness and how best to invest money into programs that are most effective.

Ultimately, it is not just politicians who can benefit from using research in guiding their decisions. We all might look to research from time to time when making decisions in our lives. Imagine that your sister, Maria, expresses concern about her two-year-old child, Umberto. Umberto does not speak as much or as clearly as the other children in his daycare or others in the family. Umberto's pediatrician undertakes some screening and recommends an evaluation by a speech pathologist, but does not refer Maria to any other specialists. Maria is concerned that Umberto's speech delays are signs of a developmental disorder, but Umberto's pediatrician does not; she sees indications of differences in Umberto's jaw and facial muscles. Hearing this, you do some internet searches, but you are overwhelmed by the breadth of information and the wide array of sources. You see blog posts, top-ten lists, advertisements from healthcare providers, and recommendations from several advocacy organizations. Why are there so many sites? Which are based in research, and which are not?

In the end, research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

NOTABLE RESEARCHERS

Psychological research has a long history involving important figures from diverse backgrounds. While the introductory chapter discussed several researchers who made significant contributions to the discipline, there are many more individuals who deserve attention in considering how psychology has advanced as a science through their work ( Figure 2.3 ). For instance, Margaret Floy Washburn (1871–1939) was the first woman to earn a PhD in psychology. Her research focused on animal behavior and cognition (Margaret Floy Washburn, PhD, n.d.). Mary Whiton Calkins (1863–1930) was a preeminent first-generation American psychologist who opposed the behaviorist movement, conducted significant research into memory, and established one of the earliest experimental psychology labs in the United States (Mary Whiton Calkins, n.d.).

Francis Sumner (1895–1954) was the first African American to receive a PhD in psychology in 1920. His dissertation focused on issues related to psychoanalysis. Sumner also had research interests in racial bias and educational justice. Sumner was one of the founders of Howard University’s department of psychology, and because of his accomplishments, he is sometimes referred to as the “Father of Black Psychology.” Thirteen years later, Inez Beverly Prosser (1895–1934) became the first African American woman to receive a PhD in psychology. Prosser’s research highlighted issues related to education in segregated versus integrated schools, and ultimately, her work was very influential in the hallmark Brown v. Board of Education Supreme Court ruling that segregation of public schools was unconstitutional (Ethnicity and Health in America Series: Featured Psychologists, n.d.).

Although the establishment of psychology’s scientific roots occurred first in Europe and the United States, it did not take much time until researchers from around the world began to establish their own laboratories and research programs. For example, some of the first experimental psychology laboratories in South America were founded by Horatio Piñero (1869–1919) at two institutions in Buenos Aires, Argentina (Godoy & Brussino, 2010). In India, Gunamudian David Boaz (1908–1965) and Narendra Nath Sen Gupta (1889–1944) established the first independent departments of psychology at the University of Madras and the University of Calcutta, respectively. These developments provided an opportunity for Indian researchers to make important contributions to the field (Gunamudian David Boaz, n.d.; Narendra Nath Sen Gupta, n.d.).

When the American Psychological Association (APA) was first founded in 1892, all of the members were White males (Women and Minorities in Psychology, n.d.). However, by 1905, Mary Whiton Calkins was elected as the first female president of the APA, and by 1946, nearly one-quarter of American psychologists were female. Psychology became a popular degree option for students enrolled in the nation’s historically Black higher education institutions, increasing the number of Black Americans who went on to become psychologists. Given demographic shifts occurring in the United States and increased access to higher educational opportunities among historically underrepresented populations, there is reason to hope that the diversity of the field will increasingly match the larger population, and that the research contributions made by the psychologists of the future will better serve people of all backgrounds (Women and Minorities in Psychology, n.d.).

The Process of Scientific Research

Scientific knowledge is advanced through a process known as the scientific method . Basically, ideas (in the form of theories and hypotheses) are tested against the real world (in the form of empirical observations), and those empirical observations lead to more ideas that are tested against the real world, and so on. In this sense, the scientific process is circular. The types of reasoning within the circle are called deductive and inductive. In deductive reasoning , ideas are tested in the real world; in inductive reasoning , real-world observations lead to new ideas ( Figure 2.4 ). These processes are inseparable, like inhaling and exhaling, but different research approaches place different emphasis on the deductive and inductive aspects.

In the scientific context, deductive reasoning begins with a generalization—one hypothesis—that is then used to reach logical conclusions about the real world. If the hypothesis is correct, then the logical conclusions reached through deductive reasoning should also be correct. A deductive reasoning argument might go something like this: All living things require energy to survive (this would be your hypothesis). Ducks are living things. Therefore, ducks require energy to survive (logical conclusion). In this example, the hypothesis is correct; therefore, the conclusion is correct as well. Sometimes, however, an incorrect hypothesis may lead to a logical but incorrect conclusion. Consider this argument: all ducks are born with the ability to see. Quackers is a duck. Therefore, Quackers was born with the ability to see. Scientists use deductive reasoning to empirically test their hypotheses. Returning to the example of the ducks, researchers might design a study to test the hypothesis that if all living things require energy to survive, then ducks will be found to require energy to survive.

Deductive reasoning starts with a generalization that is tested against real-world observations; however, inductive reasoning moves in the opposite direction. Inductive reasoning uses empirical observations to construct broad generalizations. Unlike deductive reasoning, conclusions drawn from inductive reasoning may or may not be correct, regardless of the observations on which they are based. For instance, you may notice that your favorite fruits—apples, bananas, and oranges—all grow on trees; therefore, you assume that all fruit must grow on trees. This would be an example of inductive reasoning, and, clearly, the existence of strawberries, blueberries, and kiwi demonstrate that this generalization is not correct despite it being based on a number of direct observations. Scientists use inductive reasoning to formulate theories, which in turn generate hypotheses that are tested with deductive reasoning. In the end, science involves both deductive and inductive processes.

For example, case studies, which you will read about in the next section, are heavily weighted on the side of empirical observations. Thus, case studies are closely associated with inductive processes as researchers gather massive amounts of observations and seek interesting patterns (new ideas) in the data. Experimental research, on the other hand, puts great emphasis on deductive reasoning.

We’ve stated that theories and hypotheses are ideas, but what sort of ideas are they, exactly? A theory is a well-developed set of ideas that propose an explanation for observed phenomena. Theories are repeatedly checked against the world, but they tend to be too complex to be tested all at once; instead, researchers create hypotheses to test specific aspects of a theory.

A hypothesis is a testable prediction about how the world will behave if our idea is correct, and it is often worded as an if-then statement (e.g., if I study all night, I will get a passing grade on the test). The hypothesis is extremely important because it bridges the gap between the realm of ideas and the real world. As specific hypotheses are tested, theories are modified and refined to reflect and incorporate the result of these tests Figure 2.5 .

To see how this process works, let’s consider a specific theory and a hypothesis that might be generated from that theory. As you’ll learn in a later chapter, the James-Lange theory of emotion asserts that emotional experience relies on the physiological arousal associated with the emotional state. If you walked out of your home and discovered a very aggressive snake waiting on your doorstep, your heart would begin to race and your stomach churn. According to the James-Lange theory, these physiological changes would result in your feeling of fear. A hypothesis that could be derived from this theory might be that a person who is unaware of the physiological arousal that the sight of the snake elicits will not feel fear.

A scientific hypothesis is also falsifiable , or capable of being shown to be incorrect. Recall from the introductory chapter that Sigmund Freud had lots of interesting ideas to explain various human behaviors ( Figure 2.6 ). However, a major criticism of Freud’s theories is that many of his ideas are not falsifiable; for example, it is impossible to imagine empirical observations that would disprove the existence of the id, the ego, and the superego—the three elements of personality described in Freud’s theories. Despite this, Freud’s theories are widely taught in introductory psychology texts because of their historical significance for personality psychology and psychotherapy, and these remain the root of all modern forms of therapy.

In contrast, the James-Lange theory does generate falsifiable hypotheses, such as the one described above. Some individuals who suffer significant injuries to their spinal columns are unable to feel the bodily changes that often accompany emotional experiences. Therefore, we could test the hypothesis by determining how emotional experiences differ between individuals who have the ability to detect these changes in their physiological arousal and those who do not. In fact, this research has been conducted and while the emotional experiences of people deprived of an awareness of their physiological arousal may be less intense, they still experience emotion (Chwalisz, Diener, & Gallagher, 1988).

Scientific research’s dependence on falsifiability allows for great confidence in the information that it produces. Typically, by the time information is accepted by the scientific community, it has been tested repeatedly.

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7 Why Is Research Important?

[latexpage]

Learning Objectives

By the end of this section, you will be able to:

• Explain how scientific research addresses questions about behavior
• Discuss how scientific research guides public policy
• Appreciate how scientific research can be important in making personal decisions

Scientific research is a critical tool for successfully navigating our complex world. Without it, we would be forced to rely solely on intuition, other people’s authority, and blind luck. While many of us feel confident in our abilities to decipher and interact with the world around us, history is filled with examples of how very wrong we can be when we fail to recognize the need for evidence in supporting claims. At various times in history, we would have been certain that the sun revolved around a flat earth, that the earth’s continents did not move, and that mental illness was caused by possession ( [link] ). It is through systematic scientific research that we divest ourselves of our preconceived notions and superstitions and gain an objective understanding of ourselves and our world.

The goal of all scientists is to better understand the world around them. Psychologists focus their attention on understanding behavior, as well as the cognitive (mental) and physiological (body) processes that underlie behavior. In contrast to other methods that people use to understand the behavior of others, such as intuition and personal experience, the hallmark of scientific research is that there is evidence to support a claim. Scientific knowledge is empirical : It is grounded in objective, tangible evidence that can be observed time and time again, regardless of who is observing.

While behavior is observable, the mind is not. If someone is crying, we can see behavior. However, the reason for the behavior is more difficult to determine. Is the person crying due to being sad, in pain, or happy? Sometimes we can learn the reason for someone’s behavior by simply asking a question, like “Why are you crying?” However, there are situations in which an individual is either uncomfortable or unwilling to answer the question honestly, or is incapable of answering. For example, infants would not be able to explain why they are crying. In such circumstances, the psychologist must be creative in finding ways to better understand behavior. This chapter explores how scientific knowledge is generated, and how important that knowledge is in forming decisions in our personal lives and in the public domain.

USE OF RESEARCH INFORMATION

Trying to determine which theories are and are not accepted by the scientific community can be difficult, especially in an area of research as broad as psychology. More than ever before, we have an incredible amount of information at our fingertips, and a simple internet search on any given research topic might result in a number of contradictory studies. In these cases, we are witnessing the scientific community going through the process of reaching a consensus, and it could be quite some time before a consensus emerges. For example, the hypothesized link between exposure to media violence and subsequent aggression has been debated in the scientific community for roughly 60 years. Even today, we will find detractors, but a consensus is building. Several professional organizations view media violence exposure as a risk factor for actual violence, including the American Medical Association, the American Psychiatric Association, and the American Psychological Association (American Academy of Pediatrics, American Academy of Child & Adolescent Psychiatry, American Psychological Association, American Medical Association, American Academy of Family Physicians, American Psychiatric Association, 2000).

In the meantime, we should strive to think critically about the information we encounter by exercising a degree of healthy skepticism. When someone makes a claim, we should examine the claim from a number of different perspectives: what is the expertise of the person making the claim, what might they gain if the claim is valid, does the claim seem justified given the evidence, and what do other researchers think of the claim? This is especially important when we consider how much information in advertising campaigns and on the internet claims to be based on “scientific evidence” when in actuality it is a belief or perspective of just a few individuals trying to sell a product or draw attention to their perspectives.

We should be informed consumers of the information made available to us because decisions based on this information have significant consequences. One such consequence can be seen in politics and public policy. Imagine that you have been elected as the governor of your state. One of your responsibilities is to manage the state budget and determine how to best spend your constituents’ tax dollars. As the new governor, you need to decide whether to continue funding the D.A.R.E. (Drug Abuse Resistance Education) program in public schools ( [link] ). This program typically involves police officers coming into the classroom to educate students about the dangers of becoming involved with alcohol and other drugs. According to the D.A.R.E. website (www.dare.org), this program has been very popular since its inception in 1983, and it is currently operating in 75% of school districts in the United States and in more than 40 countries worldwide. Sounds like an easy decision, right? However, on closer review, you discover that the vast majority of research into this program consistently suggests that participation has little, if any, effect on whether or not someone uses alcohol or other drugs (Clayton, Cattarello, & Johnstone, 1996; Ennett, Tobler, Ringwalt, & Flewelling, 1994; Lynam et al., 1999; Ringwalt, Ennett, & Holt, 1991). If you are committed to being a good steward of taxpayer money, will you fund this particular program, or will you try to find other programs that research has consistently demonstrated to be effective?

Watch this news report to learn more about some of the controversial issues surrounding the D.A.R.E. program.

Ultimately, it is not just politicians who can benefit from using research in guiding their decisions. We all might look to research from time to time when making decisions in our lives. Imagine you just found out that a close friend has breast cancer or that one of your young relatives has recently been diagnosed with autism. In either case, you want to know which treatment options are most successful with the fewest side effects. How would you find that out? You would probably talk with your doctor and personally review the research that has been done on various treatment options—always with a critical eye to ensure that you are as informed as possible.

In the end, research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

THE PROCESS OF SCIENTIFIC RESEARCH

Scientific knowledge is advanced through a process known as the scientific method . Basically, ideas (in the form of theories and hypotheses) are tested against the real world (in the form of empirical observations), and those empirical observations lead to more ideas that are tested against the real world, and so on. In this sense, the scientific process is circular. The types of reasoning within the circle are called deductive and inductive. In deductive reasoning , ideas are tested against the empirical world; in inductive reasoning , empirical observations lead to new ideas ( [link] ). These processes are inseparable, like inhaling and exhaling, but different research approaches place different emphasis on the deductive and inductive aspects.

In the scientific context, deductive reasoning begins with a generalization—one hypothesis—that is then used to reach logical conclusions about the real world. If the hypothesis is correct, then the logical conclusions reached through deductive reasoning should also be correct. A deductive reasoning argument might go something like this: All living things require energy to survive (this would be your hypothesis). Ducks are living things. Therefore, ducks require energy to survive (logical conclusion). In this example, the hypothesis is correct; therefore, the conclusion is correct as well. Sometimes, however, an incorrect hypothesis may lead to a logical but incorrect conclusion. Consider this argument: all ducks are born with the ability to see. Quackers is a duck. Therefore, Quackers was born with the ability to see. Scientists use deductive reasoning to empirically test their hypotheses. Returning to the example of the ducks, researchers might design a study to test the hypothesis that if all living things require energy to survive, then ducks will be found to require energy to survive.

Deductive reasoning starts with a generalization that is tested against real-world observations; however, inductive reasoning moves in the opposite direction. Inductive reasoning uses empirical observations to construct broad generalizations. Unlike deductive reasoning, conclusions drawn from inductive reasoning may or may not be correct, regardless of the observations on which they are based. For instance, you may notice that your favorite fruits—apples, bananas, and oranges—all grow on trees; therefore, you assume that all fruit must grow on trees. This would be an example of inductive reasoning, and, clearly, the existence of strawberries, blueberries, and kiwi demonstrate that this generalization is not correct despite it being based on a number of direct observations. Scientists use inductive reasoning to formulate theories, which in turn generate hypotheses that are tested with deductive reasoning. In the end, science involves both deductive and inductive processes.

For example, case studies, which you will read about in the next section, are heavily weighted on the side of empirical observations. Thus, case studies are closely associated with inductive processes as researchers gather massive amounts of observations and seek interesting patterns (new ideas) in the data. Experimental research, on the other hand, puts great emphasis on deductive reasoning.

Play this “Deal Me In” interactive card game to practice using inductive reasoning.

We’ve stated that theories and hypotheses are ideas, but what sort of ideas are they, exactly? A theory is a well-developed set of ideas that propose an explanation for observed phenomena. Theories are repeatedly checked against the world, but they tend to be too complex to be tested all at once; instead, researchers create hypotheses to test specific aspects of a theory.

A hypothesis is a testable prediction about how the world will behave if our idea is correct, and it is often worded as an if-then statement (e.g., if I study all night, I will get a passing grade on the test). The hypothesis is extremely important because it bridges the gap between the realm of ideas and the real world. As specific hypotheses are tested, theories are modified and refined to reflect and incorporate the result of these tests [link] .

To see how this process works, let’s consider a specific theory and a hypothesis that might be generated from that theory. As you’ll learn in a later chapter, the James-Lange theory of emotion asserts that emotional experience relies on the physiological arousal associated with the emotional state. If you walked out of your home and discovered a very aggressive snake waiting on your doorstep, your heart would begin to race and your stomach churn. According to the James-Lange theory, these physiological changes would result in your feeling of fear. A hypothesis that could be derived from this theory might be that a person who is unaware of the physiological arousal that the sight of the snake elicits will not feel fear.

A scientific hypothesis is also falsifiable , or capable of being shown to be incorrect. Recall from the introductory chapter that Sigmund Freud had lots of interesting ideas to explain various human behaviors ( [link] ). However, a major criticism of Freud’s theories is that many of his ideas are not falsifiable; for example, it is impossible to imagine empirical observations that would disprove the existence of the id, the ego, and the superego—the three elements of personality described in Freud’s theories. Despite this, Freud’s theories are widely taught in introductory psychology texts because of their historical significance for personality psychology and psychotherapy, and these remain the root of all modern forms of therapy.

In contrast, the James-Lange theory does generate falsifiable hypotheses, such as the one described above. Some individuals who suffer significant injuries to their spinal columns are unable to feel the bodily changes that often accompany emotional experiences. Therefore, we could test the hypothesis by determining how emotional experiences differ between individuals who have the ability to detect these changes in their physiological arousal and those who do not. In fact, this research has been conducted and while the emotional experiences of people deprived of an awareness of their physiological arousal may be less intense, they still experience emotion (Chwalisz, Diener, & Gallagher, 1988).

Scientific research’s dependence on falsifiability allows for great confidence in the information that it produces. Typically, by the time information is accepted by the scientific community, it has been tested repeatedly.

Visit this website to apply the scientific method and practice its steps by using them to solve a murder mystery, determine why a student is in trouble, and design an experiment to test house paint.

Scientists are engaged in explaining and understanding how the world around them works, and they are able to do so by coming up with theories that generate hypotheses that are testable and falsifiable. Theories that stand up to their tests are retained and refined, while those that do not are discarded or modified. In this way, research enables scientists to separate fact from simple opinion. Having good information generated from research aids in making wise decisions both in public policy and in our personal lives.

Review Questions

Scientific hypotheses are ________ and falsifiable.

________ are defined as observable realities.

Scientific knowledge is ________.

A major criticism of Freud’s early theories involves the fact that his theories ________.

• were too limited in scope
• were too outrageous
• were too broad
• were not testable

Critical Thinking Questions

In this section, the D.A.R.E. program was described as an incredibly popular program in schools across the United States despite the fact that research consistently suggests that this program is largely ineffective. How might one explain this discrepancy?

There is probably tremendous political pressure to appear to be hard on drugs. Therefore, even though D.A.R.E. might be ineffective, it is a well-known program with which voters are familiar.

The scientific method is often described as self-correcting and cyclical. Briefly describe your understanding of the scientific method with regard to these concepts.

This cyclical, self-correcting process is primarily a function of the empirical nature of science. Theories are generated as explanations of real-world phenomena. From theories, specific hypotheses are developed and tested. As a function of this testing, theories will be revisited and modified or refined to generate new hypotheses that are again tested. This cyclical process ultimately allows for more and more precise (and presumably accurate) information to be collected.

Personal Application Questions

Healthcare professionals cite an enormous number of health problems related to obesity, and many people have an understandable desire to attain a healthy weight. There are many diet programs, services, and products on the market to aid those who wish to lose weight. If a close friend was considering purchasing or participating in one of these products, programs, or services, how would you make sure your friend was fully aware of the potential consequences of this decision? What sort of information would you want to review before making such an investment or lifestyle change yourself?

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September 8, 2021

Explaining How Research Works

We’ve heard “follow the science” a lot during the pandemic. But it seems science has taken us on a long and winding road filled with twists and turns, even changing directions at times. That’s led some people to feel they can’t trust science. But when what we know changes, it often means science is working.

Explaining the scientific process may be one way that science communicators can help maintain public trust in science. Placing research in the bigger context of its field and where it fits into the scientific process can help people better understand and interpret new findings as they emerge. A single study usually uncovers only a piece of a larger puzzle.

Questions about how the world works are often investigated on many different levels. For example, scientists can look at the different atoms in a molecule, cells in a tissue, or how different tissues or systems affect each other. Researchers often must choose one or a finite number of ways to investigate a question. It can take many different studies using different approaches to start piecing the whole picture together.

Sometimes it might seem like research results contradict each other. But often, studies are just looking at different aspects of the same problem. Researchers can also investigate a question using different techniques or timeframes. That may lead them to arrive at different conclusions from the same data.

Using the data available at the time of their study, scientists develop different explanations, or models. New information may mean that a novel model needs to be developed to account for it. The models that prevail are those that can withstand the test of time and incorporate new information. Science is a constantly evolving and self-correcting process.

Scientists gain more confidence about a model through the scientific process. They replicate each other’s work. They present at conferences. And papers undergo peer review, in which experts in the field review the work before it can be published in scientific journals. This helps ensure that the study is up to current scientific standards and maintains a level of integrity. Peer reviewers may find problems with the experiments or think different experiments are needed to justify the conclusions. They might even offer new ways to interpret the data.

It’s important for science communicators to consider which stage a study is at in the scientific process when deciding whether to cover it. Some studies are posted on preprint servers for other scientists to start weighing in on and haven’t yet been fully vetted. Results that haven't yet been subjected to scientific scrutiny should be reported on with care and context to avoid confusion or frustration from readers.

We’ve developed a one-page guide, "How Research Works: Understanding the Process of Science" to help communicators put the process of science into perspective. We hope it can serve as a useful resource to help explain why science changes—and why it’s important to expect that change. Please take a look and share your thoughts with us by sending an email to  [email protected].

Below are some additional resources:

• Discoveries in Basic Science: A Perfectly Imperfect Process
• When Clinical Research Is in the News
• What is Basic Science and Why is it Important?
• ​ What is a Research Organism?
• What Are Clinical Trials and Studies?
• Basic Research – Digital Media Kit
• Decoding Science: How Does Science Know What It Knows? (NAS)
• Can Science Help People Make Decisions ? (NAS)

Connect with Us

• More Social Media from NIH

What is the importance of research in everyday life?

Chemotherapy. Browsing the internet. Predicting hurricanes and storms. What do these things have in common? For one, they all exhibit the importance of research in everyday life; we would not be able to do these today without preceding decades of trial and error. Here are three top reasons we recognise the importance of research in everyday life, and why it is such an integral part of higher education today.

Research increases the quality of life

According to Universities Canada , “Basic research has led to some of the most commercially successful and life-saving discoveries of the past century, including the laser, vaccines and drugs, and the development of radio and television.” Canadian universities, for example, are currently studying how technology can help breed healthier livestock, how dance can provide long-term benefits to people living with Parkinson’s, and how to tackle affordable student housing in Toronto.

We know now that modern problems require modern solutions. Research is a catalyst for solving the world’s most pressing issues, the complexity of which evolves over time. The entire wealth of research findings throughout history has led us to this very point in civilisation, which brings us to the next reason why research matters.

What does a university’s research prowess mean for you as a student? Source: Shutterstock

Research empowers us with knowledge

Though scientists carry out research, the rest of the world benefits from their findings. We get to know the way of nature, and how our actions affect it. We gain a deeper understanding of people, and why they do the things they do. Best of all, we get to enrich our lives with the latest knowledge of health, nutrition, technology, and business, among others.

On top of that, reading and keeping up with scientific findings sharpen our own analytical skills and judgment. It compels us to apply critical thinking and exercise objective judgment based on evidence, instead of opinions or rumours. All throughout this process, we are picking up new bits of information and establishing new neural connections, which keeps us alert and up-to-date.

Research drives progress forward

Thanks to scientific research, modern medicine can cure diseases like tuberculosis and malaria. We’ve been able to simplify vaccines, diagnosis, and treatment across the board. Even COVID-19 — a novel disease — could be studied based on what is known about the SARS coronavirus. Now, the vaccine Pfizer and BioNTech have been working on has proven 90% effective at preventing COVID-19 infection.

Mankind has charted such progress thanks to the scientific method. Beyond improving healthcare, it is also responsible for the evolution of technology, which in turn guides the development of almost every other industry in the automation age. The world is the way it is today because academics throughout history have relentlessly sought answers in their laboratories and faculties; our future depends on what we do with all this newfound information.

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What Is the Importance of Research? 5 Reasons Why Research is Critical

by Logan Bessant | Nov 16, 2021 | Science

Most of us appreciate that research is a crucial part of medical advancement. But what exactly is the importance of research? In short, it is critical in the development of new medicines as well as ensuring that existing treatments are used to their full potential. 

Research can bridge knowledge gaps and change the way healthcare practitioners work by providing solutions to previously unknown questions.

In this post, we’ll discuss the importance of research and its impact on medical breakthroughs.  

The Importance Of Health Research

The purpose of studying is to gather information and evidence, inform actions, and contribute to the overall knowledge of a certain field. None of this is possible without research. 

Understanding how to conduct research and the importance of it may seem like a very simple idea to some, but in reality, it’s more than conducting a quick browser search and reading a few chapters in a textbook. 

No matter what career field you are in, there is always more to learn. Even for people who hold a Doctor of Philosophy (PhD) in their field of study, there is always some sort of unknown that can be researched. Delving into this unlocks the unknowns, letting you explore the world from different perspectives and fueling a deeper understanding of how the universe works.

To make things a little more specific, this concept can be clearly applied in any healthcare scenario. Health research has an incredibly high value to society as it provides important information about disease trends and risk factors, outcomes of treatments, patterns of care, and health care costs and use. All of these factors as well as many more are usually researched through a clinical trial. 

What Is The Importance Of Clinical Research?

Clinical trials are a type of research that provides information about a new test or treatment. They are usually carried out to find out what, or if, there are any effects of these procedures or drugs on the human body. 

All legitimate clinical trials are carefully designed, reviewed and completed, and need to be approved by professionals before they can begin. They also play a vital part in the advancement of medical research including:

• Providing new and good information on which types of drugs are more effective.  
• Bringing new treatments such as medicines, vaccines and devices into the field. 
• Testing the safety and efficacy of a new drug before it is brought to market and used in clinical practice.
• Giving the opportunity for more effective treatments to benefit millions of lives both now and in the future. 
• Enhancing health, lengthening life, and reducing the burdens of illness and disability. 

This all plays back to clinical research as it opens doors to advancing prevention, as well as providing treatments and cures for diseases and disabilities. Clinical trial volunteer participants are essential to this progress which further supports the need for the importance of research to be well-known amongst healthcare professionals, students and the general public. 

Five Reasons Why Research is Critical

Research is vital for almost everyone irrespective of their career field. From doctors to lawyers to students to scientists, research is the key to better work. 

• Increases quality of life

 Research is the backbone of any major scientific or medical breakthrough. None of the advanced treatments or life-saving discoveries used to treat patients today would be available if it wasn’t for the detailed and intricate work carried out by scientists, doctors and healthcare professionals over the past decade. 

This improves quality of life because it can help us find out important facts connected to the researched subject. For example, universities across the globe are now studying a wide variety of things from how technology can help breed healthier livestock, to how dance can provide long-term benefits to people living with Parkinson’s. 

For both of these studies, quality of life is improved. Farmers can use technology to breed healthier livestock which in turn provides them with a better turnover, and people who suffer from Parkinson’s disease can find a way to reduce their symptoms and ease their stress. 

Research is a catalyst for solving the world’s most pressing issues. Even though the complexity of these issues evolves over time, they always provide a glimmer of hope to improving lives and making processes simpler. 

• Builds up credibility 

People are willing to listen and trust someone with new information on one condition – it’s backed up. And that’s exactly where research comes in. Conducting studies on new and unfamiliar subjects, and achieving the desired or expected outcome, can help people accept the unknown.

However, this goes without saying that your research should be focused on the best sources. It is easy for people to poke holes in your findings if your studies have not been carried out correctly, or there is no reliable data to back them up. 

This way once you have done completed your research, you can speak with confidence about your findings within your field of study. 

• Drives progress forward 

It is with thanks to scientific research that many diseases once thought incurable, now have treatments. For example, before the 1930s, anyone who contracted a bacterial infection had a high probability of death. There simply was no treatment for even the mildest of infections as, at the time, it was thought that nothing could kill bacteria in the gut.

When antibiotics were discovered and researched in 1928, it was considered one of the biggest breakthroughs in the medical field. This goes to show how much research drives progress forward, and how it is also responsible for the evolution of technology . 

Today vaccines, diagnoses and treatments can all be simplified with the progression of medical research, making us question just what research can achieve in the future. 

• Engages curiosity 

The acts of searching for information and thinking critically serve as food for the brain, allowing our inherent creativity and logic to remain active. Aside from the fact that this curiosity plays such a huge part within research, it is also proven that exercising our minds can reduce anxiety and our chances of developing mental illnesses in the future. 

Without our natural thirst and our constant need to ask ‘why?’ and ‘how?’ many important theories would not have been put forward and life-changing discoveries would not have been made. The best part is that the research process itself rewards this curiosity. 

Research opens you up to different opinions and new ideas which can take a proposed question and turn into a real-life concept. It also builds discerning and analytical skills which are always beneficial in many career fields – not just scientific ones. 

• Increases awareness 

The main goal of any research study is to increase awareness, whether it’s contemplating new concepts with peers from work or attracting the attention of the general public surrounding a certain issue. 

Around the globe, research is used to help raise awareness of issues like climate change, racial discrimination, and gender inequality. Without consistent and reliable studies to back up these issues, it would be hard to convenience people that there is a problem that needs to be solved in the first place. 

The problem is that social media has become a place where fake news spreads like a wildfire, and with so many incorrect facts out there it can be hard to know who to trust. Assessing the integrity of the news source and checking for similar news on legitimate media outlets can help prove right from wrong. 

This can pinpoint fake research articles and raises awareness of just how important fact-checking can be. 

The Importance Of Research To Students

It is not a hidden fact that research can be mentally draining, which is why most students avoid it like the plague. But the matter of fact is that no matter which career path you choose to go down, research will inevitably be a part of it. 

But why is research so important to students ? The truth is without research, any intellectual growth is pretty much impossible. It acts as a knowledge-building tool that can guide you up to the different levels of learning. Even if you are an expert in your field, there is always more to uncover, or if you are studying an entirely new topic, research can help you build a unique perspective about it.

For example, if you are looking into a topic for the first time, it might be confusing knowing where to begin. Most of the time you have an overwhelming amount of information to sort through whether that be reading through scientific journals online or getting through a pile of textbooks. Research helps to narrow down to the most important points you need so you are able to find what you need to succeed quickly and easily. 

It can also open up great doors in the working world. Employers, especially those in the scientific and medical fields, are always looking for skilled people to hire. Undertaking research and completing studies within your academic phase can show just how multi-skilled you are and give you the resources to tackle any tasks given to you in the workplace. 

The Importance Of Research Methodology

There are many different types of research that can be done, each one with its unique methodology and features that have been designed to use in specific settings. 

When showing your research to others, they will want to be guaranteed that your proposed inquiry needs asking, and that your methodology is equipt to answer your inquiry and will convey the results you’re looking for.

That’s why it’s so important to choose the right methodology for your study. Knowing what the different types of research are and what each of them focuses on can allow you to plan your project to better utilise the most appropriate methodologies and techniques available. Here are some of the most common types:

• Theoretical Research: This attempts to answer a question based on the unknown. This could include studying phenomena or ideas whose conclusions may not have any immediate real-world application. Commonly used in physics and astronomy applications.
• Applied Research: Mainly for development purposes, this seeks to solve a practical problem that draws on theory to generate practical scientific knowledge. Commonly used in STEM and medical fields. 
• Exploratory Research: Used to investigate a problem that is not clearly defined, this type of research can be used to establish cause-and-effect relationships. It can be applied in a wide range of fields from business to literature. 
• Correlational Research: This identifies the relationship between two or more variables to see if and how they interact with each other. Very commonly used in psychological and statistical applications. 

The Importance Of Qualitative Research

This type of research is most commonly used in scientific and social applications. It collects, compares and interprets information to specifically address the “how” and “why” research questions. 

Qualitative research allows you to ask questions that cannot be easily put into numbers to understand human experience because you’re not limited by survey instruments with a fixed set of possible responses.

Information can be gathered in numerous ways including interviews, focus groups and ethnographic research which is then all reported in the language of the informant instead of statistical analyses. 

This type of research is important because they do not usually require a hypothesis to be carried out. Instead, it is an open-ended research approach that can be adapted and changed while the study is ongoing. This enhances the quality of the data and insights generated and creates a much more unique set of data to analyse. 

The Process Of Scientific Research

No matter the type of research completed, it will be shared and read by others. Whether this is with colleagues at work, peers at university, or whilst it’s being reviewed and repeated during secondary analysis.

A reliable procedure is necessary in order to obtain the best information which is why it’s important to have a plan. Here are the six basic steps that apply in any research process. 

• Observation and asking questions: Seeing a phenomenon and asking yourself ‘How, What, When, Who, Which, Why, or Where?’. It is best that these questions are measurable and answerable through experimentation. 
• Gathering information: Doing some background research to learn what is already known about the topic, and what you need to find out. 
• Forming a hypothesis: Constructing a tentative statement to study.
• Testing the hypothesis: Conducting an experiment to test the accuracy of your statement. This is a way to gather data about your predictions and should be easy to repeat. 
• Making conclusions: Analysing the data from the experiment(s) and drawing conclusions about whether they support or contradict your hypothesis. 
• Reporting: Presenting your findings in a clear way to communicate with others. This could include making a video, writing a report or giving a presentation to illustrate your findings. 

Although most scientists and researchers use this method, it may be tweaked between one study and another. Skipping or repeating steps is common within, however the core principles of the research process still apply.

By clearly explaining the steps and procedures used throughout the study, other researchers can then replicate the results. This is especially beneficial for peer reviews that try to replicate the results to ensure that the study is sound. 

What Is The Importance Of Research In Everyday Life?

Conducting a research study and comparing it to how important it is in everyday life are two very different things.

Carrying out research allows you to gain a deeper understanding of science and medicine by developing research questions and letting your curiosity blossom. You can experience what it is like to work in a lab and learn about the whole reasoning behind the scientific process. But how does that impact everyday life? 

Simply put, it allows us to disprove lies and support truths. This can help society to develop a confident attitude and not believe everything as easily, especially with the rise of fake news.

Research is the best and reliable way to understand and act on the complexities of various issues that we as humans are facing. From technology to healthcare to defence to climate change, carrying out studies is the only safe and reliable way to face our future.

Not only does research sharpen our brains, but also helps us to understand various issues of life in a much larger manner, always leaving us questioning everything and fuelling our need for answers. 

Logan Bessant is a dedicated science educator and the founder of Science Resource Online, launched in 2020. With a background in science education and a passion for accessible learning, Logan has built a platform that offers free, high-quality educational resources to learners of all ages and backgrounds.

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10 Reasons Why Research is Important

No matter what career field you’re in or how high up you are, there’s always more to learn . The same applies to your personal life. No matter how many experiences you have or how diverse your social circle, there are things you don’t know. Research unlocks the unknowns, lets you explore the world from different perspectives, and fuels a deeper understanding. In some areas, research is an essential part of success. In others, it may not be absolutely necessary, but it has many benefits. Here are ten reasons why research is important:

#1. Research expands your knowledge base

#2. research gives you the latest information.

Research encourages you to find the most recent information available . In certain fields, especially scientific ones, there’s always new information and discoveries being made. Staying updated prevents you from falling behind and giving info that’s inaccurate or doesn’t paint the whole picture. With the latest info, you’ll be better equipped to talk about a subject and build on ideas.

#3. Research helps you know what you’re up against

In business, you’ll have competition. Researching your competitors and what they’re up to helps you formulate your plans and strategies. You can figure out what sets you apart. In other types of research, like medicine, your research might identify diseases, classify symptoms, and come up with ways to tackle them. Even if your “enemy” isn’t an actual person or competitor, there’s always some kind of antagonist force or problem that research can help you deal with.

#4. Research builds your credibility

People will take what you have to say more seriously when they can tell you’re informed. Doing research gives you a solid foundation on which you can build your ideas and opinions. You can speak with confidence about what you know is accurate. When you’ve done the research, it’s much harder for someone to poke holes in what you’re saying. Your research should be focused on the best sources. If your “research” consists of opinions from non-experts, you won’t be very credible. When your research is good, though, people are more likely to pay attention.

#5. Research helps you narrow your scope

When you’re circling a topic for the first time, you might not be exactly sure where to start. Most of the time, the amount of work ahead of you is overwhelming. Whether you’re writing a paper or formulating a business plan, it’s important to narrow the scope at some point. Research helps you identify the most unique and/or important themes. You can choose the themes that fit best with the project and its goals.

#6. Research teaches you better discernment

Doing a lot of research helps you sift through low-quality and high-quality information. The more research you do on a topic, the better you’ll get at discerning what’s accurate and what’s not. You’ll also get better at discerning the gray areas where information may be technically correct but used to draw questionable conclusions.

#7. Research introduces you to new ideas

You may already have opinions and ideas about a topic when you start researching. The more you research, the more viewpoints you’ll come across. This encourages you to entertain new ideas and perhaps take a closer look at yours. You might change your mind about something or, at least, figure out how to position your ideas as the best ones.

#8. Research helps with problem-solving

Whether it’s a personal or professional problem, it helps to look outside yourself for help. Depending on what the issue is, your research can focus on what others have done before. You might just need more information, so you can make an informed plan of attack and an informed decision. When you know you’ve collected good information, you’ll feel much more confident in your solution.

#9. Research helps you reach people

Research is used to help raise awareness of issues like climate change , racial discrimination, gender inequality , and more. Without hard facts, it’s very difficult to prove that climate change is getting worse or that gender inequality isn’t progressing as quickly as it should. The public needs to know what the facts are, so they have a clear idea of what “getting worse” or “not progressing” actually means. Research also entails going beyond the raw data and sharing real-life stories that have a more personal impact on people.

#10. Research encourages curiosity

Having curiosity and a love of learning take you far in life. Research opens you up to different opinions and new ideas. It also builds discerning and analytical skills. The research process rewards curiosity. When you’re committed to learning, you’re always in a place of growth. Curiosity is also good for your health. Studies show curiosity is associated with higher levels of positivity, better satisfaction with life, and lower anxiety.

Jacks Of Science

Simple Answers to Scientific Questions

Importance Of Research In Daily Life

Whether we are students, professionals, or stay-at-home parents, we all need to do research on a daily basis.

The reason?

Research helps us make informed decisions.

It allows us to learn about new things, and it teaches us how to think critically.

There is an importance of research in daily life.

Let’s discuss the importance of research in our daily lives and how it can help us achieve our goals!

6 ways research plays an important role in our daily lives.

• It leads to new discoveries and innovations that improve our lives. Many of the technologies we rely on today are the result of research in fields like medicine, computer science, engineering, etc. Things like smartphones, wifi, GPS, and medical treatments were made possible by research.
• It informs policy making. Research provides data and evidence that allows policymakers to make more informed decisions on issues that impact society, whether it’s related to health, education, the economy, or other areas. Research gives insights into problems.
• It spreads knowledge and awareness. The research contributes new information and facts to various fields and disciplines. The sharing of research educates people on new topics, ideas, social issues, etc. It provides context for understanding the world.
• It drives progress and change. Research challenges existing notions, tests new theories and hypotheses, and pushes boundaries of what’s known. Pushing the frontiers of knowledge through research is key for advancement. Even when research invalidates ideas, it leads to progress.
• It develops critical thinking skills. The research process itself – asking questions, collecting data, analyzing results, drawing conclusions – builds logic, problem-solving, and cognitive skills that benefit individuals in their professional and personal lives.
• It fuels innovation and the economy. Research leads to the development of new products and services that create jobs and improve productivity in the marketplace. Private sector research drives economic growth.

So while not always visible, research underlies much of our technological, social, economic, and human progress. It’s a building block for society.

Conducting quality research and using it to maximum benefit is key.

Research is important in everyday life because it allows us to make informed decisions about the things that matter most to us.

Whether we’re researching a new car before making a purchase, studying for an important test, or looking into different treatment options for a health issue, research allows us to get the facts and make the best choices for ourselves and our families.

• In today’s world, there’s so much information available at our fingertips, and research is more accessible than ever.
• The internet has made it possible for anyone with an interest in doing research to access vast amounts of information in a short amount of time.

This is both a blessing and a curse; while it’s great that we have so much information available to us, it can be overwhelming to try to sort through everything and find the most reliable sources.

What is the importance of research in our daily life?

Research is essential to our daily lives.

• It helps us to make informed decisions about everything from the food we eat to the medicines we take.
• It also allows us to better understand the world around us and find solutions to problems.

In short, research is essential for our health, safety, and well-being. Without it, we would be living in a world of ignorance and misinformation.

What is the importance of research in our daily lives as a student?

As a student, research plays an important role in our daily life. It helps us to gain knowledge and understanding of the world around us.

• It also allows us to develop new skills and perspectives.
• In addition, research helps us to innovate and create new things. 
• Research is essential for students because it helps us to learn about the world around us. Without research, we would be limited to our own personal experiences and observations.
• Research allows us to go beyond our personal bubble and explore new ideas and concepts.
• It also gives us the opportunity to develop new skills and perspectives. 
• In addition, research is important because it helps us to innovate and create new things. When we conduct research , we are constantly learning new information that can be used to create something new.

This could be anything from a new product or service to a new way of doing things.

Research is essential for students because it allows us to be innovative and create new things that can make a difference in the world.

Consequently, while each person’s daily life routine might differ based on their unique circumstances, the role that research plays in our lives as students is an integral one nonetheless.

Different though our routines might be, the value of research in our lives shines through brightly regardless.  And that importance cannot be overstated .

How does research affect your daily life?

Every day, we benefit from the countless hours of research that have been conducted by scientists and scholars around the world.

• From the moment we wake up in the morning to the time we go to bed at night, we rely on research to improve our lives in a variety of ways.
• For instance, many of the items we use every day, such as our phones and laptops, are the result of years of research and development.
• And when we see a news story about a new medical breakthrough or a natural disaster, it is often the result of research that has been conducted over a long period of time.

In short, research affects our daily lives in countless ways, both big and small. Without it, we would be living in a very different world.

What are the purposes of research?

The word “research” is used in a variety of ways. In its broadest sense, research includes any gathering of data, information, and facts for the advancement of knowledge.

Whether you are looking for a new recipe or trying to find a cure for cancer, the process of research is the same.

You start with a question or an area of interest and then use different sources to find information that will help you answer that question or learn more about that topic.

“The purpose of research is to find answers to questions, solve problems, or develop new knowledge.”

It is an essential tool in business , education, science, and many other fields. By conducting research, we can learn about the world around us and make it a better place.

How to do effective research 

Research is a process of uncovering facts and information about a subject.

It is usually done when preparing for an assignment or project and can be either primary research, which involves collecting data yourself, or secondary research, which involves finding existing data.

Regardless of the type of research you do, there are some effective strategies that will help you get the most out of your efforts:

• First, start by clearly defining your topic and what you hope to learn. This will help you to focus your search and find relevant information more quickly.
• Once you know what you’re looking for, try using keyword searches to find websites, articles, and other resources that are relevant to your topic.
• When evaluating each source, be sure to consider its reliability and biases.
• Finally, take good notes as you read, and make sure to keep track of where each piece of information came from so that you can easily cite it later.

By following these steps, you can ensure that your research is both thorough and accurate.

How to use research to achieve your goals.

Achieving your goals requires careful planning and a lot of hard work.

But even the best-laid plans can sometimes go awry.

That’s where research comes in.

By taking the time to do your homework, you can increase your chances of success while also learning more about your topic of interest.

When it comes to goal-setting, research can help you to identify realistic targets and develop a roadmap for achieving them.

It can also provide valuable insights into potential obstacles and how to overcome them.

In short, research is an essential tool for anyone who wants to achieve their goals.

So if you’re serious about reaching your target, be sure to do your homework first.

So the next time you are faced with a decision, don’t forget to do your research!

It could very well be the most important thing you do all day.

Jacks of Science sources the most authoritative, trustworthy, and highly recognized institutions for our article research. Learn more about our Editorial Teams process and diligence in verifying the accuracy of every article we publish.

What Is Research, and Why Do People Do It?

• Open Access
• First Online: 03 December 2022

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• James Hiebert 6 ,
• Jinfa Cai 7 ,
• Stephen Hwang 7 ,
• Anne K Morris 6 &
• Charles Hohensee 6  

Part of the book series: Research in Mathematics Education ((RME))

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Abstractspiepr Abs1

Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.

You have full access to this open access chapter,  Download chapter PDF

Part I. What Is Research?

Have you ever studied something carefully because you wanted to know more about it? Maybe you wanted to know more about your grandmother’s life when she was younger so you asked her to tell you stories from her childhood, or maybe you wanted to know more about a fertilizer you were about to use in your garden so you read the ingredients on the package and looked them up online. According to the dictionary definition, you were doing research.

Recall your high school assignments asking you to “research” a topic. The assignment likely included consulting a variety of sources that discussed the topic, perhaps including some “original” sources. Often, the teacher referred to your product as a “research paper.”

Were you conducting research when you interviewed your grandmother or wrote high school papers reviewing a particular topic? Our view is that you were engaged in part of the research process, but only a small part. In this book, we reserve the word “research” for what it means in the scientific world, that is, for scientific research or, more pointedly, for scientific inquiry .

Exercise 1.1

Before you read any further, write a definition of what you think scientific inquiry is. Keep it short—Two to three sentences. You will periodically update this definition as you read this chapter and the remainder of the book.

This book is about scientific inquiry—what it is and how to do it. For starters, scientific inquiry is a process, a particular way of finding out about something that involves a number of phases. Each phase of the process constitutes one aspect of scientific inquiry. You are doing scientific inquiry as you engage in each phase, but you have not done scientific inquiry until you complete the full process. Each phase is necessary but not sufficient.

In this chapter, we set the stage by defining scientific inquiry—describing what it is and what it is not—and by discussing what it is good for and why people do it. The remaining chapters build directly on the ideas presented in this chapter.

A first thing to know is that scientific inquiry is not all or nothing. “Scientificness” is a continuum. Inquiries can be more scientific or less scientific. What makes an inquiry more scientific? You might be surprised there is no universally agreed upon answer to this question. None of the descriptors we know of are sufficient by themselves to define scientific inquiry. But all of them give you a way of thinking about some aspects of the process of scientific inquiry. Each one gives you different insights.

Exercise 1.2

As you read about each descriptor below, think about what would make an inquiry more or less scientific. If you think a descriptor is important, use it to revise your definition of scientific inquiry.

Creating an Image of Scientific Inquiry

We will present three descriptors of scientific inquiry. Each provides a different perspective and emphasizes a different aspect of scientific inquiry. We will draw on all three descriptors to compose our definition of scientific inquiry.

Descriptor 1. Experience Carefully Planned in Advance

Sir Ronald Fisher, often called the father of modern statistical design, once referred to research as “experience carefully planned in advance” (1935, p. 8). He said that humans are always learning from experience, from interacting with the world around them. Usually, this learning is haphazard rather than the result of a deliberate process carried out over an extended period of time. Research, Fisher said, was learning from experience, but experience carefully planned in advance.

This phrase can be fully appreciated by looking at each word. The fact that scientific inquiry is based on experience means that it is based on interacting with the world. These interactions could be thought of as the stuff of scientific inquiry. In addition, it is not just any experience that counts. The experience must be carefully planned . The interactions with the world must be conducted with an explicit, describable purpose, and steps must be taken to make the intended learning as likely as possible. This planning is an integral part of scientific inquiry; it is not just a preparation phase. It is one of the things that distinguishes scientific inquiry from many everyday learning experiences. Finally, these steps must be taken beforehand and the purpose of the inquiry must be articulated in advance of the experience. Clearly, scientific inquiry does not happen by accident, by just stumbling into something. Stumbling into something unexpected and interesting can happen while engaged in scientific inquiry, but learning does not depend on it and serendipity does not make the inquiry scientific.

Descriptor 2. Observing Something and Trying to Explain Why It Is the Way It Is

When we were writing this chapter and googled “scientific inquiry,” the first entry was: “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work.” The emphasis is on studying, or observing, and then explaining . This descriptor takes the image of scientific inquiry beyond carefully planned experience and includes explaining what was experienced.

According to the Merriam-Webster dictionary, “explain” means “(a) to make known, (b) to make plain or understandable, (c) to give the reason or cause of, and (d) to show the logical development or relations of” (Merriam-Webster, n.d. ). We will use all these definitions. Taken together, they suggest that to explain an observation means to understand it by finding reasons (or causes) for why it is as it is. In this sense of scientific inquiry, the following are synonyms: explaining why, understanding why, and reasoning about causes and effects. Our image of scientific inquiry now includes planning, observing, and explaining why.

We need to add a final note about this descriptor. We have phrased it in a way that suggests “observing something” means you are observing something in real time—observing the way things are or the way things are changing. This is often true. But, observing could mean observing data that already have been collected, maybe by someone else making the original observations (e.g., secondary analysis of NAEP data or analysis of existing video recordings of classroom instruction). We will address secondary analyses more fully in Chap. 4 . For now, what is important is that the process requires explaining why the data look like they do.

We must note that for us, the term “data” is not limited to numerical or quantitative data such as test scores. Data can also take many nonquantitative forms, including written survey responses, interview transcripts, journal entries, video recordings of students, teachers, and classrooms, text messages, and so forth.

Exercise 1.3

What are the implications of the statement that just “observing” is not enough to count as scientific inquiry? Does this mean that a detailed description of a phenomenon is not scientific inquiry?

Find sources that define research in education that differ with our position, that say description alone, without explanation, counts as scientific research. Identify the precise points where the opinions differ. What are the best arguments for each of the positions? Which do you prefer? Why?

Descriptor 3. Updating Everyone’s Thinking in Response to More and Better Information

This descriptor focuses on a third aspect of scientific inquiry: updating and advancing the field’s understanding of phenomena that are investigated. This descriptor foregrounds a powerful characteristic of scientific inquiry: the reliability (or trustworthiness) of what is learned and the ultimate inevitability of this learning to advance human understanding of phenomena. Humans might choose not to learn from scientific inquiry, but history suggests that scientific inquiry always has the potential to advance understanding and that, eventually, humans take advantage of these new understandings.

Before exploring these bold claims a bit further, note that this descriptor uses “information” in the same way the previous two descriptors used “experience” and “observations.” These are the stuff of scientific inquiry and we will use them often, sometimes interchangeably. Frequently, we will use the term “data” to stand for all these terms.

An overriding goal of scientific inquiry is for everyone to learn from what one scientist does. Much of this book is about the methods you need to use so others have faith in what you report and can learn the same things you learned. This aspect of scientific inquiry has many implications.

One implication is that scientific inquiry is not a private practice. It is a public practice available for others to see and learn from. Notice how different this is from everyday learning. When you happen to learn something from your everyday experience, often only you gain from the experience. The fact that research is a public practice means it is also a social one. It is best conducted by interacting with others along the way: soliciting feedback at each phase, taking opportunities to present work-in-progress, and benefitting from the advice of others.

A second implication is that you, as the researcher, must be committed to sharing what you are doing and what you are learning in an open and transparent way. This allows all phases of your work to be scrutinized and critiqued. This is what gives your work credibility. The reliability or trustworthiness of your findings depends on your colleagues recognizing that you have used all appropriate methods to maximize the chances that your claims are justified by the data.

A third implication of viewing scientific inquiry as a collective enterprise is the reverse of the second—you must be committed to receiving comments from others. You must treat your colleagues as fair and honest critics even though it might sometimes feel otherwise. You must appreciate their job, which is to remain skeptical while scrutinizing what you have done in considerable detail. To provide the best help to you, they must remain skeptical about your conclusions (when, for example, the data are difficult for them to interpret) until you offer a convincing logical argument based on the information you share. A rather harsh but good-to-remember statement of the role of your friendly critics was voiced by Karl Popper, a well-known twentieth century philosopher of science: “. . . if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can” (Popper, 1968, p. 27).

A final implication of this third descriptor is that, as someone engaged in scientific inquiry, you have no choice but to update your thinking when the data support a different conclusion. This applies to your own data as well as to those of others. When data clearly point to a specific claim, even one that is quite different than you expected, you must reconsider your position. If the outcome is replicated multiple times, you need to adjust your thinking accordingly. Scientific inquiry does not let you pick and choose which data to believe; it mandates that everyone update their thinking when the data warrant an update.

Doing Scientific Inquiry

We define scientific inquiry in an operational sense—what does it mean to do scientific inquiry? What kind of process would satisfy all three descriptors: carefully planning an experience in advance; observing and trying to explain what you see; and, contributing to updating everyone’s thinking about an important phenomenon?

We define scientific inquiry as formulating , testing , and revising hypotheses about phenomena of interest.

Of course, we are not the only ones who define it in this way. The definition for the scientific method posted by the editors of Britannica is: “a researcher develops a hypothesis, tests it through various means, and then modifies the hypothesis on the basis of the outcome of the tests and experiments” (Britannica, n.d. ).

Notice how defining scientific inquiry this way satisfies each of the descriptors. “Carefully planning an experience in advance” is exactly what happens when formulating a hypothesis about a phenomenon of interest and thinking about how to test it. “ Observing a phenomenon” occurs when testing a hypothesis, and “ explaining ” what is found is required when revising a hypothesis based on the data. Finally, “updating everyone’s thinking” comes from comparing publicly the original with the revised hypothesis.

Doing scientific inquiry, as we have defined it, underscores the value of accumulating knowledge rather than generating random bits of knowledge. Formulating, testing, and revising hypotheses is an ongoing process, with each revised hypothesis begging for another test, whether by the same researcher or by new researchers. The editors of Britannica signaled this cyclic process by adding the following phrase to their definition of the scientific method: “The modified hypothesis is then retested, further modified, and tested again.” Scientific inquiry creates a process that encourages each study to build on the studies that have gone before. Through collective engagement in this process of building study on top of study, the scientific community works together to update its thinking.

Before exploring more fully the meaning of “formulating, testing, and revising hypotheses,” we need to acknowledge that this is not the only way researchers define research. Some researchers prefer a less formal definition, one that includes more serendipity, less planning, less explanation. You might have come across more open definitions such as “research is finding out about something.” We prefer the tighter hypothesis formulation, testing, and revision definition because we believe it provides a single, coherent map for conducting research that addresses many of the thorny problems educational researchers encounter. We believe it is the most useful orientation toward research and the most helpful to learn as a beginning researcher.

A final clarification of our definition is that it applies equally to qualitative and quantitative research. This is a familiar distinction in education that has generated much discussion. You might think our definition favors quantitative methods over qualitative methods because the language of hypothesis formulation and testing is often associated with quantitative methods. In fact, we do not favor one method over another. In Chap. 4 , we will illustrate how our definition fits research using a range of quantitative and qualitative methods.

Exercise 1.4

Look for ways to extend what the field knows in an area that has already received attention by other researchers. Specifically, you can search for a program of research carried out by more experienced researchers that has some revised hypotheses that remain untested. Identify a revised hypothesis that you might like to test.

Unpacking the Terms Formulating, Testing, and Revising Hypotheses

To get a full sense of the definition of scientific inquiry we will use throughout this book, it is helpful to spend a little time with each of the key terms.

We first want to make clear that we use the term “hypothesis” as it is defined in most dictionaries and as it used in many scientific fields rather than as it is usually defined in educational statistics courses. By “hypothesis,” we do not mean a null hypothesis that is accepted or rejected by statistical analysis. Rather, we use “hypothesis” in the sense conveyed by the following definitions: “An idea or explanation for something that is based on known facts but has not yet been proved” (Cambridge University Press, n.d. ), and “An unproved theory, proposition, or supposition, tentatively accepted to explain certain facts and to provide a basis for further investigation or argument” (Agnes & Guralnik, 2008 ).

We distinguish two parts to “hypotheses.” Hypotheses consist of predictions and rationales . Predictions are statements about what you expect to find when you inquire about something. Rationales are explanations for why you made the predictions you did, why you believe your predictions are correct. So, for us “formulating hypotheses” means making explicit predictions and developing rationales for the predictions.

“Testing hypotheses” means making observations that allow you to assess in what ways your predictions were correct and in what ways they were incorrect. In education research, it is rarely useful to think of your predictions as either right or wrong. Because of the complexity of most issues you will investigate, most predictions will be right in some ways and wrong in others.

By studying the observations you make (data you collect) to test your hypotheses, you can revise your hypotheses to better align with the observations. This means revising your predictions plus revising your rationales to justify your adjusted predictions. Even though you might not run another test, formulating revised hypotheses is an essential part of conducting a research study. Comparing your original and revised hypotheses informs everyone of what you learned by conducting your study. In addition, a revised hypothesis sets the stage for you or someone else to extend your study and accumulate more knowledge of the phenomenon.

We should note that not everyone makes a clear distinction between predictions and rationales as two aspects of hypotheses. In fact, common, non-scientific uses of the word “hypothesis” may limit it to only a prediction or only an explanation (or rationale). We choose to explicitly include both prediction and rationale in our definition of hypothesis, not because we assert this should be the universal definition, but because we want to foreground the importance of both parts acting in concert. Using “hypothesis” to represent both prediction and rationale could hide the two aspects, but we make them explicit because they provide different kinds of information. It is usually easier to make predictions than develop rationales because predictions can be guesses, hunches, or gut feelings about which you have little confidence. Developing a compelling rationale requires careful thought plus reading what other researchers have found plus talking with your colleagues. Often, while you are developing your rationale you will find good reasons to change your predictions. Developing good rationales is the engine that drives scientific inquiry. Rationales are essentially descriptions of how much you know about the phenomenon you are studying. Throughout this guide, we will elaborate on how developing good rationales drives scientific inquiry. For now, we simply note that it can sharpen your predictions and help you to interpret your data as you test your hypotheses.

Hypotheses in education research take a variety of forms or types. This is because there are a variety of phenomena that can be investigated. Investigating educational phenomena is sometimes best done using qualitative methods, sometimes using quantitative methods, and most often using mixed methods (e.g., Hay, 2016 ; Weis et al. 2019a ; Weisner, 2005 ). This means that, given our definition, hypotheses are equally applicable to qualitative and quantitative investigations.

Hypotheses take different forms when they are used to investigate different kinds of phenomena. Two very different activities in education could be labeled conducting experiments and descriptions. In an experiment, a hypothesis makes a prediction about anticipated changes, say the changes that occur when a treatment or intervention is applied. You might investigate how students’ thinking changes during a particular kind of instruction.

A second type of hypothesis, relevant for descriptive research, makes a prediction about what you will find when you investigate and describe the nature of a situation. The goal is to understand a situation as it exists rather than to understand a change from one situation to another. In this case, your prediction is what you expect to observe. Your rationale is the set of reasons for making this prediction; it is your current explanation for why the situation will look like it does.

You will probably read, if you have not already, that some researchers say you do not need a prediction to conduct a descriptive study. We will discuss this point of view in Chap. 2 . For now, we simply claim that scientific inquiry, as we have defined it, applies to all kinds of research studies. Descriptive studies, like others, not only benefit from formulating, testing, and revising hypotheses, but also need hypothesis formulating, testing, and revising.

One reason we define research as formulating, testing, and revising hypotheses is that if you think of research in this way you are less likely to go wrong. It is a useful guide for the entire process, as we will describe in detail in the chapters ahead. For example, as you build the rationale for your predictions, you are constructing the theoretical framework for your study (Chap. 3 ). As you work out the methods you will use to test your hypothesis, every decision you make will be based on asking, “Will this help me formulate or test or revise my hypothesis?” (Chap. 4 ). As you interpret the results of testing your predictions, you will compare them to what you predicted and examine the differences, focusing on how you must revise your hypotheses (Chap. 5 ). By anchoring the process to formulating, testing, and revising hypotheses, you will make smart decisions that yield a coherent and well-designed study.

Exercise 1.5

Compare the concept of formulating, testing, and revising hypotheses with the descriptions of scientific inquiry contained in Scientific Research in Education (NRC, 2002 ). How are they similar or different?

Exercise 1.6

Provide an example to illustrate and emphasize the differences between everyday learning/thinking and scientific inquiry.

Learning from Doing Scientific Inquiry

We noted earlier that a measure of what you have learned by conducting a research study is found in the differences between your original hypothesis and your revised hypothesis based on the data you collected to test your hypothesis. We will elaborate this statement in later chapters, but we preview our argument here.

Even before collecting data, scientific inquiry requires cycles of making a prediction, developing a rationale, refining your predictions, reading and studying more to strengthen your rationale, refining your predictions again, and so forth. And, even if you have run through several such cycles, you still will likely find that when you test your prediction you will be partly right and partly wrong. The results will support some parts of your predictions but not others, or the results will “kind of” support your predictions. A critical part of scientific inquiry is making sense of your results by interpreting them against your predictions. Carefully describing what aspects of your data supported your predictions, what aspects did not, and what data fell outside of any predictions is not an easy task, but you cannot learn from your study without doing this analysis.

Analyzing the matches and mismatches between your predictions and your data allows you to formulate different rationales that would have accounted for more of the data. The best revised rationale is the one that accounts for the most data. Once you have revised your rationales, you can think about the predictions they best justify or explain. It is by comparing your original rationales to your new rationales that you can sort out what you learned from your study.

Suppose your study was an experiment. Maybe you were investigating the effects of a new instructional intervention on students’ learning. Your original rationale was your explanation for why the intervention would change the learning outcomes in a particular way. Your revised rationale explained why the changes that you observed occurred like they did and why your revised predictions are better. Maybe your original rationale focused on the potential of the activities if they were implemented in ideal ways and your revised rationale included the factors that are likely to affect how teachers implement them. By comparing the before and after rationales, you are describing what you learned—what you can explain now that you could not before. Another way of saying this is that you are describing how much more you understand now than before you conducted your study.

Revised predictions based on carefully planned and collected data usually exhibit some of the following features compared with the originals: more precision, more completeness, and broader scope. Revised rationales have more explanatory power and become more complete, more aligned with the new predictions, sharper, and overall more convincing.

Part II. Why Do Educators Do Research?

Doing scientific inquiry is a lot of work. Each phase of the process takes time, and you will often cycle back to improve earlier phases as you engage in later phases. Because of the significant effort required, you should make sure your study is worth it. So, from the beginning, you should think about the purpose of your study. Why do you want to do it? And, because research is a social practice, you should also think about whether the results of your study are likely to be important and significant to the education community.

If you are doing research in the way we have described—as scientific inquiry—then one purpose of your study is to understand , not just to describe or evaluate or report. As we noted earlier, when you formulate hypotheses, you are developing rationales that explain why things might be like they are. In our view, trying to understand and explain is what separates research from other kinds of activities, like evaluating or describing.

One reason understanding is so important is that it allows researchers to see how or why something works like it does. When you see how something works, you are better able to predict how it might work in other contexts, under other conditions. And, because conditions, or contextual factors, matter a lot in education, gaining insights into applying your findings to other contexts increases the contributions of your work and its importance to the broader education community.

Consequently, the purposes of research studies in education often include the more specific aim of identifying and understanding the conditions under which the phenomena being studied work like the observations suggest. A classic example of this kind of study in mathematics education was reported by William Brownell and Harold Moser in 1949 . They were trying to establish which method of subtracting whole numbers could be taught most effectively—the regrouping method or the equal additions method. However, they realized that effectiveness might depend on the conditions under which the methods were taught—“meaningfully” versus “mechanically.” So, they designed a study that crossed the two instructional approaches with the two different methods (regrouping and equal additions). Among other results, they found that these conditions did matter. The regrouping method was more effective under the meaningful condition than the mechanical condition, but the same was not true for the equal additions algorithm.

What do education researchers want to understand? In our view, the ultimate goal of education is to offer all students the best possible learning opportunities. So, we believe the ultimate purpose of scientific inquiry in education is to develop understanding that supports the improvement of learning opportunities for all students. We say “ultimate” because there are lots of issues that must be understood to improve learning opportunities for all students. Hypotheses about many aspects of education are connected, ultimately, to students’ learning. For example, formulating and testing a hypothesis that preservice teachers need to engage in particular kinds of activities in their coursework in order to teach particular topics well is, ultimately, connected to improving students’ learning opportunities. So is hypothesizing that school districts often devote relatively few resources to instructional leadership training or hypothesizing that positioning mathematics as a tool students can use to combat social injustice can help students see the relevance of mathematics to their lives.

We do not exclude the importance of research on educational issues more removed from improving students’ learning opportunities, but we do think the argument for their importance will be more difficult to make. If there is no way to imagine a connection between your hypothesis and improving learning opportunities for students, even a distant connection, we recommend you reconsider whether it is an important hypothesis within the education community.

Notice that we said the ultimate goal of education is to offer all students the best possible learning opportunities. For too long, educators have been satisfied with a goal of offering rich learning opportunities for lots of students, sometimes even for just the majority of students, but not necessarily for all students. Evaluations of success often are based on outcomes that show high averages. In other words, if many students have learned something, or even a smaller number have learned a lot, educators may have been satisfied. The problem is that there is usually a pattern in the groups of students who receive lower quality opportunities—students of color and students who live in poor areas, urban and rural. This is not acceptable. Consequently, we emphasize the premise that the purpose of education research is to offer rich learning opportunities to all students.

One way to make sure you will be able to convince others of the importance of your study is to consider investigating some aspect of teachers’ shared instructional problems. Historically, researchers in education have set their own research agendas, regardless of the problems teachers are facing in schools. It is increasingly recognized that teachers have had trouble applying to their own classrooms what researchers find. To address this problem, a researcher could partner with a teacher—better yet, a small group of teachers—and talk with them about instructional problems they all share. These discussions can create a rich pool of problems researchers can consider. If researchers pursued one of these problems (preferably alongside teachers), the connection to improving learning opportunities for all students could be direct and immediate. “Grounding a research question in instructional problems that are experienced across multiple teachers’ classrooms helps to ensure that the answer to the question will be of sufficient scope to be relevant and significant beyond the local context” (Cai et al., 2019b , p. 115).

As a beginning researcher, determining the relevance and importance of a research problem is especially challenging. We recommend talking with advisors, other experienced researchers, and peers to test the educational importance of possible research problems and topics of study. You will also learn much more about the issue of research importance when you read Chap. 5 .

Exercise 1.7

Identify a problem in education that is closely connected to improving learning opportunities and a problem that has a less close connection. For each problem, write a brief argument (like a logical sequence of if-then statements) that connects the problem to all students’ learning opportunities.

Part III. Conducting Research as a Practice of Failing Productively

Scientific inquiry involves formulating hypotheses about phenomena that are not fully understood—by you or anyone else. Even if you are able to inform your hypotheses with lots of knowledge that has already been accumulated, you are likely to find that your prediction is not entirely accurate. This is normal. Remember, scientific inquiry is a process of constantly updating your thinking. More and better information means revising your thinking, again, and again, and again. Because you never fully understand a complicated phenomenon and your hypotheses never produce completely accurate predictions, it is easy to believe you are somehow failing.

The trick is to fail upward, to fail to predict accurately in ways that inform your next hypothesis so you can make a better prediction. Some of the best-known researchers in education have been open and honest about the many times their predictions were wrong and, based on the results of their studies and those of others, they continuously updated their thinking and changed their hypotheses.

A striking example of publicly revising (actually reversing) hypotheses due to incorrect predictions is found in the work of Lee J. Cronbach, one of the most distinguished educational psychologists of the twentieth century. In 1955, Cronbach delivered his presidential address to the American Psychological Association. Titling it “Two Disciplines of Scientific Psychology,” Cronbach proposed a rapprochement between two research approaches—correlational studies that focused on individual differences and experimental studies that focused on instructional treatments controlling for individual differences. (We will examine different research approaches in Chap. 4 ). If these approaches could be brought together, reasoned Cronbach ( 1957 ), researchers could find interactions between individual characteristics and treatments (aptitude-treatment interactions or ATIs), fitting the best treatments to different individuals.

In 1975, after years of research by many researchers looking for ATIs, Cronbach acknowledged the evidence for simple, useful ATIs had not been found. Even when trying to find interactions between a few variables that could provide instructional guidance, the analysis, said Cronbach, creates “a hall of mirrors that extends to infinity, tormenting even the boldest investigators and defeating even ambitious designs” (Cronbach, 1975 , p. 119).

As he was reflecting back on his work, Cronbach ( 1986 ) recommended moving away from documenting instructional effects through statistical inference (an approach he had championed for much of his career) and toward approaches that probe the reasons for these effects, approaches that provide a “full account of events in a time, place, and context” (Cronbach, 1986 , p. 104). This is a remarkable change in hypotheses, a change based on data and made fully transparent. Cronbach understood the value of failing productively.

Closer to home, in a less dramatic example, one of us began a line of scientific inquiry into how to prepare elementary preservice teachers to teach early algebra. Teaching early algebra meant engaging elementary students in early forms of algebraic reasoning. Such reasoning should help them transition from arithmetic to algebra. To begin this line of inquiry, a set of activities for preservice teachers were developed. Even though the activities were based on well-supported hypotheses, they largely failed to engage preservice teachers as predicted because of unanticipated challenges the preservice teachers faced. To capitalize on this failure, follow-up studies were conducted, first to better understand elementary preservice teachers’ challenges with preparing to teach early algebra, and then to better support preservice teachers in navigating these challenges. In this example, the initial failure was a necessary step in the researchers’ scientific inquiry and furthered the researchers’ understanding of this issue.

We present another example of failing productively in Chap. 2 . That example emerges from recounting the history of a well-known research program in mathematics education.

Making mistakes is an inherent part of doing scientific research. Conducting a study is rarely a smooth path from beginning to end. We recommend that you keep the following things in mind as you begin a career of conducting research in education.

First, do not get discouraged when you make mistakes; do not fall into the trap of feeling like you are not capable of doing research because you make too many errors.

Second, learn from your mistakes. Do not ignore your mistakes or treat them as errors that you simply need to forget and move past. Mistakes are rich sites for learning—in research just as in other fields of study.

Third, by reflecting on your mistakes, you can learn to make better mistakes, mistakes that inform you about a productive next step. You will not be able to eliminate your mistakes, but you can set a goal of making better and better mistakes.

Exercise 1.8

How does scientific inquiry differ from everyday learning in giving you the tools to fail upward? You may find helpful perspectives on this question in other resources on science and scientific inquiry (e.g., Failure: Why Science is So Successful by Firestein, 2015).

Exercise 1.9

Use what you have learned in this chapter to write a new definition of scientific inquiry. Compare this definition with the one you wrote before reading this chapter. If you are reading this book as part of a course, compare your definition with your colleagues’ definitions. Develop a consensus definition with everyone in the course.

Part IV. Preview of Chap. 2

Now that you have a good idea of what research is, at least of what we believe research is, the next step is to think about how to actually begin doing research. This means how to begin formulating, testing, and revising hypotheses. As for all phases of scientific inquiry, there are lots of things to think about. Because it is critical to start well, we devote Chap. 2 to getting started with formulating hypotheses.

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Hiebert, J., Cai, J., Hwang, S., Morris, A.K., Hohensee, C. (2023). What Is Research, and Why Do People Do It?. In: Doing Research: A New Researcher’s Guide. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19078-0_1

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Taking a peek into the unknown is the job of professors. With their research, they ask the big, knotty questions, the questions at the limits of human understanding for which answers are not easily found.

“It is challenging,” says Joanna Carey , associate professor of environmental science and the Debi and Andy Butler Term Chair. “Basically, our job is to figure out knowledge that nobody knows yet.”

Babson College may not be a large research institution, but its professors still produce a sizable amount of research in a wide range of fields, from medicine and the environment, to history and culture, to technology and innovation, to business and entrepreneurship. In this article, five Babson professors discuss their diverse work, giving a greater appreciation of the breadth and significance of research at the College.

BABSON MAGAZINE : Read the complete Summer 2024 issue .

Their research, along with that of their colleagues, flourishes in a supportive environment. The College helps fund research endeavors and trips to academic conferences, while giving professors the freedom to pursue their scholarly interests.

Alumni donors, meanwhile, have funded numerous term chairs, which allow professors to spend more time on their research, and professors at the tight-knit school frequently collaborate across disciplines. “We challenge each other to solve problems in different ways,” says Dessislava Pachamanova , professor of analytics and computational finance and the Zwerling Family Endowed Term Chair.

The end result is research that influences and inspires, that makes an impact around the globe, that helps us understand the world and our place in it.

Professors’ research also makes its way into the classroom. “The research they’re doing outside of the classroom informs and strengthens their approach within it,” says Babson President Stephen Spinelli Jr. MBA’92, PhD . “That value proposition enhances our academic rigor and ensures Babson remains at the forefront of emerging trends in entrepreneurship and beyond.”

‘I Have Always Been Fascinated by Nature.’

Imagine a stream trickling down a mountain, as it makes its way to a river, which widens as it reaches the sea. That water is majestic and immense, and it carries with it many things on its journey. “Every time I see a river, I think, ‘That’s a lot of material being moved,’ ” says Joanna Carey, associate professor of environmental science and the Debi and Andy Butler Term Chair.

One of those things in the water is silicon, the second most abundant element in Earth’s crust and a frequent subject of Carey’s research. Silicon moves from the crust, into plants, into rivers, and finally, into the ocean.

Following that path and examining watery places such as rivers, marshes, and estuaries, Carey’s research demonstrates how human activity is causing drastic changes in the amount of silicon as it cycles through the world. Those changes have a story to tell about land use, about the food chain, about carbon dioxide levels, and about our planet as it warms.

Consider the microscopic but mighty diatoms, for instance, an abundant alga that requires silicon to grow. What will the changing levels of silicon mean for these organisms responsible for more than 20% of the oxygen produced every year on Earth?

“They are really important,” Carey says. “Their importance on a global scale can’t be overestimated.”

For the last few years, Carey has led a team that created and examined the largest data set in the world on river silicon chemistry with funding from the National Center for Ecological Analysis and Synthesis. She’ll soon be looking at data from all seven continents for a project funded by the United States Geological Survey.

To be a scientist now, trying to bring a clearer understanding of climate change’s formidable and far-reaching impact, is to perform critical work.

“It is very fundamental science,” Carey says. “There is an urgency in what we are doing.”

Much is at stake, including the future of the students she teaches in the classroom. “This is an issue they will deal with their whole lives,” Carey says.

‘Research Has Always Felt Natural to Me.’

Technology evolves fast. For those in the workplace, that speed can feel overwhelming. “There is a lot of risk of people falling behind,” says Ruben Mancha , associate professor of information systems.

Those workers falling behind are a major concern of Mancha’s research. He looks at how organizations can adopt technology and transform how they operate in a responsible way, by considering the many human implications of the changes they’re implementing. “What is different about my framing is that responsibility,” he says. “It’s focused on the human side. It’s a people-first approach.”

New tech, such as an artificial intelligence tool like ChatGPT, actually can have a positive effect on employees’ workdays, taking on tedious tasks and freeing them to focus on more essential matters.

This benefit only works, though, if workers are confident using these tools. The line between those who are tech literate and those who are not is a stark one. “Those who can work with the technology will use it,” Mancha says. “Those who can’t will be replaced.”

In his research, Mancha examines two ways that organizations can not only guide employees through technological changes but also empower them. One way is by introducing them to low-code development platforms, which offer a much easier way to code, thus enabling many more employees to become developers. The second way is to launch a sustained and effective program for upskilling, creating a workforce that is competent and confident with tech.

Such measures do more than train an employee in the latest and greatest. They also change a workforce’s mindset. Give employees a new program they know how to use, and suddenly they have greater power to transform and innovate. “It changes how people see themselves and how they use technology,” Mancha says. “It’s about bringing the innovation culture to the enterprise.”

Mancha hopes decision makers in business will take his research to heart, and he’s excited to share it with students in the classroom. Before becoming a professor, he worked as a lab scientist in biotech. Research is something that comes naturally to him.

“It is my way of thinking,” he says.

‘I Like to Solve Problems.’

Unfortunately, the work of the International Committee of the Red Cross is seemingly never-ending. The essential organization operates in war zones—in Ukraine, in the Gaza Strip, and in conflict areas far removed from the world’s spotlight. “There are fires everywhere,” says Dessislava Pachamanova, professor of analytics and computational finance and the Zwerling Family Endowed Term Chair.

The work is not only relentless, but it is also costly and logistically challenging. Because of the alarming number of conflicts around the world in recent years, the organization faced a substantial funding shortfall. As a result, a team composed of Pachamanova, other researchers, and supply chain coordinators within the organization sought to determine how to best allocate medical supplies for where they need to go.

This was a tricky thing to figure out. Ship too many supplies, and costly medications may sit unused and expire. Ship too little, and people may not receive the critical, lifesaving supplies they need. For more than a year, Pachamanova and the group looked at the issue.

Ultimately, they developed an inventory management decision support system that was rolled out across a dozen medical distribution centers in Africa, the Middle East, and Ukraine in 2023. By reducing the inventory levels of medical supplies by nearly a quarter with virtually no negative effect on service, the system saved the Red Cross a significant amount of money while facilitating a collaborative planning process across the organization. “The Red Cross considers it a great success,” Pachamanova says.

This is exactly the type of result she is seeking with her research. “I am looking for impact. That is the main thing that drives me,” says Pachamanova, who has applied her expertise in optimization, analytics, machine learning, and simulation to fields as diverse as finance, logistics, and health care.

Pachamanova wants to incorporate her experience working with the Red Cross in a new Babson class she is designing. “I want to introduce students to this kind of experience,” she says, “where you go in, you understand the big problem, but identifying how to start a solution is very hard, and you won’t know where you’ll end up.”

‘I Like Asking Questions and Looking for Answers.’

A company is not an island. Its actions are not secluded. Rather, they ripple outward. A company’s supply chain, its partners, its manufacturing, its customers—all of these relationships, all of these connections, operate within one intertwined system that has an impact on communities and the environment.

The research of Sinan Erzurumlu , professor of innovation and operations management, concerns itself with these systems in which organizations operate. Lying at the intersection of business, society, and the environment, his work focuses on how companies can make decisions that are both sustainable and innovative.

When looking at a company’s actions in his research, Erzurumlu typically asks a direct question: Who does this benefit? “It could benefit a community. It could benefit the planet,” he says. “That perspective drives me a lot.”

The goal is to build a more sustainable future, but talking and researching about sustainability, such an immense, complex, and daunting challenge, is not easy. “I think sustainability is a human mindset problem,” Erzurumlu says. “It’s not just reducing carbon emissions. It’s about changing that mindset. We need to make that transition to a sustainable future. Convincing people to do that is a hard job.”

Large organizations also can’t simply transition into sustainable businesses overnight. Making integral changes is like trying to turn a cargo ship. “It’s a process,” Erzurumlu says. “They can’t make the turn immediately.”

In one recent research article he co-authored, Erzurumlu looked at the systems-thinking approach that three companies—retailers of household products, fashion, and beverages, respectively—took to sustainability. The companies, among other measures, sought to limit the water they used in their operations, reduce the use of hazardous chemicals, and collect waste to recycle and remake into new products.

He hopes other companies can learn from their efforts. He also hopes such research will give his students real-world insights about sustainability. “I think teaching is as important as being a researcher,” he says. “I see the classroom as an outlet for my research. Teaching about my research is an extension of my scholarly identity.”

‘Research Is a Great Opportunity to Better Understand Hard Problems.’

Hospitals are full of caring, smart people striving to deliver the best treatment possible. Helping them with that mission is what Wiljeana Glover tries to achieve in her research. 

To conduct her research, Glover likes to leave her desk and work on site, embedded with those on the front lines of health care. “When I can, I am physically going into hospitals, observing, getting to know clinicians,” says the Stephen C. and Carmella R. Kletjian Foundation Distinguished Professor of Global Healthcare Entrepreneurship. 

“That is fun for me and helps me understand how they do the work they do.”  

Glover often works with hospitals and clinics to understand how they identify and implement improvements, whether a new procedure or innovation. The goal is to make sure that these improvements support patients equitably. Equity in care, for people of color, for women, can remain elusive.  

Clinicians typically see her as a partner. “In some cases, they see me as part of their innovation or improvement team,” Glover says. “They appreciate the insights they are receiving along the way.” 

In a recent research article she co-authored, Glover looked at quality improvement efforts at medical centers and how those organizations can make a sustained commitment to addressing equity. Data measurement, team composition, and the need for ongoing actions were all examined. “How do we not think of equity as a one off?” Glover says. “How do we build in equitable practice? How does it become part of the way we do things?” 

Glover also serves as the founding faculty director of Babson’s Kerry Murphy Healey Center for Health Innovation and Entrepreneurship. In addition to studying equity, the center’s affiliated faculty conducts research on healthcare startups, the impact of artificial intelligence and analytics, and entrepreneurial training for clinicians and scientists. 

Glover praises the spirit of collaboration she sees in her fellow faculty members, who share ideas with one another and work together on research. “It is one of my favorite things about doing research at Babson,” she says. “It really is a part of the secret sauce of research here.”

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Life Crafting as a Way to Find Purpose and Meaning in Life

Having a purpose in life is one of the most fundamental human needs. However, for most people, finding their purpose in life is not obvious. Modern life has a way of distracting people from their true goals and many people find it hard to define their purpose in life. Especially at younger ages, people are searching for meaning in life, but this has been found to be unrelated to actually finding meaning. Oftentimes, people experience pressure to have a “perfect” life and show the world how well they are doing, instead of following up on their deep-felt values and passions. Consequently, people may need a more structured way of finding meaning, e.g., via an intervention. In this paper, we discuss evidence-based ways of finding purpose, via a process that we call “life crafting.” This process fits within positive psychology and the salutogenesis framework – an approach focusing on factors that support human health and well-being, instead of factors that cause disease. This process ideally starts with an intervention that entails a combination of reflecting on one’s values, passions and goals, best possible self, goal attainment plans, and other positive psychology intervention techniques. Important elements of such an intervention are: (1) discovering values and passion, (2) reflecting on current and desired competencies and habits, (3) reflecting on present and future social life, (4) reflecting on a possible future career, (5) writing about the ideal future, (6) writing down specific goal attainment and “if-then” plans, and (7) making public commitments to the goals set. Prior research has shown that personal goal setting and goal attainment plans help people gain a direction or a sense of purpose in life. Research findings from the field of positive psychology, such as salutogenesis, implementation intentions, value congruence, broaden-and-build, and goal-setting literature, can help in building a comprehensive evidence-based life-crafting intervention. This intervention can aid individuals to find a purpose in life, while at the same time ensuring that they make concrete plans to work toward this purpose. The idea is that life crafting enables individuals to take control of their life in order to optimize performance and happiness.

The best day of your life is the one on which you decide your life is your own. No apologies or excuses. No one to lean on, rely on, or blame. The gift is yours – it is an amazing journey – and you alone are responsible for the quality of it. This is the day your life really begins . —Bob Moawad

Introduction

Whether you love him or hate him, Arnold Schwarzenegger is an example of a person who has been planning his life and setting goals throughout. Given that he came from a small town in Austria, the chances of him becoming the person he is today were very slim. Although even his parents thought that his ideas of becoming a great body builder were outrageous and his fellow cadets made fun of him when he put in extra hours of training while he was in the military, holding on to his vision and dreams paid off in the end (see Schwarzenegger and Hall, 2012 ). So even though it was not obvious that he would achieve the goals he had set for himself, he made a plan and stuck to his plan to achieve his goals.

Now consider this story: Brian is CEO of a large bank, and seems by all standards to be living a fulfilling live. Although he is overseeing 1,200 employees, earns a good salary, has a nice house at the beach, and a wife and kids, he feels very unhappy with his current life. One day he decides that he does not want to live this life anymore and quits his job. He becomes a consultant (and his wife divorces him) but still struggles to find his passion. As he knows that the job he is doing is not his passion, he starts exploring what he would like to do. Unfortunately, having done things for so long that have not brought him satisfaction, only status and money, he seems to have trouble connecting to his “inner self.” In his search for why he has ended up this way, he realizes that he has been living the life his father had in mind for him. This leads him to think that, if it had not been for his father, he would probably have studied psychology instead of management.

These two, seemingly unrelated anecdotes, tell something very important: no matter how successful a person is in life, self-endorsed goals will enhance well-being while the pursuit of heteronomous goals will not (for a review see Ryan and Deci, 2001 ). This is an important statement and key to self-determination theory (SDT, Ryan and Deci, 2000 ), a macro-theory of human motivation, stressing the importance of self-motivated and self-determined goals to guide behavior for well-being and happiness. Goal attainment from self-concordant goals, or goals that fulfill basic needs and are aligned with one’s values and passions, has been related to greater subjective well-being ( Sheldon, 2002 ), higher vitality ( Nix et al., 1999 ), higher levels of meaningfulness ( McGregor and Little, 1998 ), and lower symptoms of depression ( Sheldon and Kasser, 1998 ). Self-concordant goals satisfy basic psychological needs of autonomy, competence, and relatedness, key attributes of SDT ( Ryan and Deci, 2001 ), and have been found to be important across cultures (see Sheldon et al., 2004 ). With an increasing number of young people experiencing mental health problems, increasing health care costs and an aging society, the interest in cost-effective behavioral interventions that can improve mental and physical health is burgeoning (e.g., Oettingen, 2012 ; Fulmer et al., 2018 ; Chan et al., 2019 ; Wilson et al., 2019 ; for reviews see Wilson, 2011 ; Walton, 2014 ). Especially promising is the research on the topic of meaning and purpose in life ( Steger, 2012 ). People with a purpose in life are less likely to experience conflict when making health-related decisions and are more likely to self-regulate when making these decisions and consequently experience better (mental) health outcomes ( Kang et al., 2019 ). Furthermore, having a purpose in life can aid in overcoming stress, depression, anxiety, and other psychological problems (see Kim et al., 2014 ; Freedland, 2019 ). Finally, purpose in life has been related to a decrease in mortality across all ages ( Hill and Turiano, 2014 ). It thus appears that many benefits may be gained by enhancing meaning and purpose in life. However, even if people realize they are in need of a purpose, the search for meaning does not automatically lead to its presence, and people searching for meaning are no more or less likely to plan for and anticipate their future ( Steger et al., 2008b ). This somewhat counterintuitive finding, showing that among undergraduate students the search for meaning is even inversely related to presence of meaning, points to the fact that the strategies people use to find meaning may not be very effective ( Steger et al., 2008b ). Early in life, the search for meaning is not negatively related to well-being, but the relationship between search for meaning and well-being becomes increasingly negative in later life stages ( Steger et al., 2009 ). This means that even if people search for meaning, they may not find it, unless they are prompted to do so in an evidence-based manner, e.g., via a positive psychology intervention. Especially adolescents and young adults should be stimulated to search for meaning in an organized manner in order to experience higher levels of well-being early in life so that they can be more likely to have an upward cycle of positive experiences. An intervention to bring about purpose in life may be a promising way to achieve this. Recent research suggests that interventions aimed at enhancing purpose in life can be particularly effective if they are done early on, during adolescence and/or as part of the curriculum in schools ( Morisano et al., 2010 ; Bundick, 2011 ; Schippers et al., 2015 ).

These interventions address an important contemporary problem, as illustrated by the two anecdotes above, namely that, many people drift aimlessly through life or keep changing their goals, running around chasing “happiness” ( Donaldson et al., 2015 ). Others, as in the example of Brian above, live the life that their parents or significant others have in mind for them ( Kahl, 1953 ). Several authors have indeed noted that the role of parents in students’ study and career choices has been under-researched ( Jodl et al., 2001 ; Taylor et al., 2004 ), but choosing one’s study and career path according to one’s own preferences is likely to be more satisfying than living the life that others have in mind for one. Recently, it has been noted that especially “socially prescribed” perfectionism where people try to live up to the standards of other and also seek their approval is related to burn-out, depression and a lack of experienced meaning ( Suh et al., 2017 ; Garratt-Reed et al., 2018 ; Curran and Hill, 2019 ). In our society, education is highly valued, but less emphasis is placed on structured reflection about values, goals, and plans for what people want in life. Oftentimes, education fosters maladaptive forms of perfectionism, instead of adaptive forms ( Suh et al., 2017 ). Even if parents and educators do ask children what they want to become when they grow up, this most important question is not addressed in a consistent way that helps them to make an informed choice ( Rojewski, 2005 ). Parents and educators tend to look at the children’s competences, rather than what they want to become and what competences they would need to develop in order to become that person ( Nurra and Oyserman, 2018 ). Consequently, many people only occupy themselves with the daily events in their lives, while others try to keep every aspect of their lives under control and live the life that others have in mind for them. Some have an idea of what they want but have not thought about it carefully. Others may have too many goals, or conflicting goals, which is also detrimental to health and well-being ( Kelly et al., 2015 ). Finally, parents and others with the best of intentions sometimes have goals in mind for children to pursue ( Williams et al., 2000 ; Tamis-LeMonda et al., 2008 ).

A study by Nurra and Oyserman (2018) showed that children that were guided to experience connection between their current and adult future self, worked more and attained better school grades than children guided to experience low connection. Importantly, this was moderated to the extent that children saw school as the path to one’s adult future self. It seems important that people formulate and think about their (ideal) future self and that the present and future self are connected, e.g., by means of a goal-setting intervention. Studies among students also showed the importance of goal congruence. For instance, Sheldon and Kasser (1998) found that although students with stronger social and self-regulatory skills made more progress in their goals, and goal progress predicted subjective well-being (SWB), while the increase in well-being depended on the level of goal-congruence. Similarly, Sheldon and Houser-Marko (2001) found that entering freshman students with self-concordant motivation had an upward spiral of goal-attainment, increased adjustment, self-concordance, higher ego development, and academic performance after the first year. This points to the importance of making sure people reflect on and develop self-concordant goals ( Locke and Schippers, 2018 ). If people have not formulated their own goals, there is a chance that they will lose contact with their core values and passions,” ( Seto and Schlegel, 2018 ) as was the case in the anecdote of Brian. It may even feel as if they are living someone else’s life. For several reasons, it is important that people take matters into their own hands and reflect on and formulate their own goals in important areas of life ( Williams et al., 2000 ). Indeed, people may have more influence on their own life than they think. Studies have already shown the beneficial effects of both job crafting—where employees actively reframe their work physically, cognitively, and socially (e.g., Wrzesniewski and Dutton, 2001 ; Demerouti, 2014 ; Vogt et al., 2016 ; Wessels et al., 2019 )—and leisure crafting ( Petrou and Bakker, 2016 ; Vogel et al., 2016 ; Petrou et al., 2017 ). A recent study by Demerouti et al. (2019) suggested that the beneficial implications of job crafting transcend life boundaries, which the authors state have also consequences in terms of experiencing meaning in life.

Building on the above, we suggest that the conscious process of “life crafting” could be similarly beneficial in helping people to find fulfillment and happiness (see Berg et al., 2010 ; Schippers, 2017 ). Importantly, life crafting is related to the most important areas of life, and thus allows for a more holistic approach in terms of shaping one’s life. We formally define life crafting as: a process in which people actively reflect on their present and future life, set goals for important areas of life—social, career, and leisure time—and, if required, make concrete plans and undertake actions to change these areas in a way that is more congruent with their values and wishes.

The process of life crafting fits with positive psychology and specifically the salutogenesis framework, which states that the extent to which people view their life as having positive influence on their health, explains why people in stressful situations stay well and may even be able to improve adaptive coping ( Antonovsky, 1996 ). Salutogenesis focuses on factors that can support health, well-being, and happiness, as opposed to factors that cause disease (pathogenesis). The salutogenetic model with its’ central element “sense of coherence” is concerned with relationships around health, stress, and coping ( Johnson, 2004 ). In his approach, Antonovsky views health and illness as a continuum, rather than a dichotomy ( Langeland et al., 2007 ). Importantly, the framework assumes that people have resources available (biological, material, and psychosocial) that enable them to construct coherent life experiences ( Mittelmark et al., 2017 ). The idea of salutogenesis is also closely tied to the literature on human flourishing that states that health defined as the absence of illness or disease does not do justice to what it means to be well and thriving ( Ryff and Singer, 2000 ). Broaden-and-build theory can be used to make sense of how this may work out in practice: if people imagine a better future, they will be on the lookout for resources, because they have developed a more positive and optimistic mindset ( Fredrickson, 2001 ; Meevissen et al., 2011 ). Over time, this broader mindset helps them to acquire more skills and resources and this may in turn lead to better health, happiness, and performance ( Garland et al., 2010 ). When people have a purpose in life and are more balanced, this may have positive ripple effects on the people around them ( Barsade, 2002 ; Quinn, 2005 ; Quinn and Quinn, 2009 ). Recent research suggests that health benefits of having stronger purpose in life are attributable to focused attention to and engagement in healthier behaviors ( Kang et al., 2019 ). Indeed, stronger purpose in life is associated with greater likelihood of using preventative health services and better health outcomes ( Kim et al., 2014 ). Importantly, the process through which purpose leads to health outcomes seems to be that people with a purpose in life are better able to respond positively to health messages. They showed reduced conflict-related neural activity during health decision-making relevant to longer-term lifestyle changes. Thus, having a purpose in life makes it easier for people to self-regulate ( Kang et al., 2019 ). These results are very promising, as it seems that having a purpose in life can have both mental and physical health benefits, and behavioral interventions to increase purpose in life have been shown to be very cost-effective (e.g., Wilson et al., 2019 ). Importantly, purpose in life by writing about personal goals has been associated with improved academic performance ( Morisano et al., 2010 ; Schippers et al., 2015 , 2019 ; Travers et al., 2015 ; Schippers, 2017 ; Locke and Schippers, 2018 ).

Even so, thinking about how to attain a purpose in life via a process of life crafting can raise many questions. These include: what is the best way to set personal, self-congruent goals and start the process of life crafting? How does it work? Does the type of goal matter? Does the act of writing the goals down make a difference? Does it increase resourcefulness, self-efficacy, and self-regulation?

Research suggests that reflecting on and writing down personal goals is especially important in helping people to find purpose and live a fulfilling life ( King and Pennebaker, 1996 ; King, 2001 ), and that in general writing sessions longer than 15 min have larger effects ( Frattaroli, 2006 ). Indeed, the research on writing about life goals has been noted by Edwin Locke as a very important future development of goal-setting theory ( Locke, 2019 ). Recent research shows that goals need not be specific, as long as plans are, and that writing about life goals and plans in a structured way is especially effective ( Locke and Schippers, 2018 ; for a review see Morisano et al., 2010 ; Morisano, 2013 ; Schippers et al., 2015 ; Travers et al., 2015 ). As goal-relevant actions may be encouraged by embodied cognition, and embodied cognition has been related to (dynamic) self-regulation, this may be the process through which written goals lead to action (see Balcetis and Cole, 2009 ). Specifically, through the link between cognition and behavior, it can be seen as beneficial to write down intended actions as this will lay the path to act out the intended actions. The processing of the language facilitates the actions, as it consolidates the imagined actions ( Addis et al., 2007 ; Balcetis and Cole, 2009 ; Peters et al., 2010 ; Meevissen et al., 2011 ). It has been suggested that goal-relevant actions may be encouraged by embodied cognition, through the process of self-regulation ( Balcetis and Cole, 2009 ). Writing about actions one wants to take and very detailed experience in how it would feel to reach those goals, may make it much more likely for people to subtly change their behavior and actions into goal-relevant ones (e.g., looking for opportunities to reach ones goal, thinking more clearly if one wants to spend time on certain activities or not, etc.). Also, the writing can make sure that people realize the gap between actual and desired states regarding goals, and act as a starting point for self-regulatory actions (see King and Pennebaker, 1996 ). According to Karoly (1993 , p. 25), “The processes of self-regulation are initiated when routinized activity is impeded or when goal-directedness is otherwise made salient (e.g., the appearance of a challenge, the failure of habitual action patterns, etc.). Self-regulation may be said to encompass up to five interrelated and iterative component phases of (1) goal selection, (2) goal cognition, (3) directional maintenance, (4) directional change or reprioritization, and (5) goal termination.” We believe that the process of writing about self-concordant goals makes (1) the necessity of goal-directed action salient, (2) starts a process of embodied cognition and dynamic self-regulation, and (3) starts an upward spiral of goal-congruence, goal attainment, and (academic) performance. Dynamic self-regulation is needed in the context of multiple goal pursuits where people manage competing demands on time and resources ( Iran-Nejad and Chissom, 1992 ; Neal et al., 2017 ). In short, although goals are an important part of any intervention involving life crafting, the intervention and its effects are much broader. Such an intervention may be especially beneficial for college students, as it has been shown that students have lower goal-autonomy than their parents and parents reported higher levels of positive affect, lower levels of negative affect, as well as greater life-satisfaction ( Sheldon et al., 2006 ).

In the interventions to date, which have been mainly conducted with students, individuals write about their envisioned future life and describe how they think they can achieve this life, including their plans for how to overcome obstacles and monitor their goals (i.e., goal attainment plans or GAP; e.g., Schippers et al., 2015 ). Both goal setting and goal attainment plans have been shown to help people gain a direction or a sense of purpose in life. Research in the area of positive psychology explains that people with a purpose in life live longer, have a better immune system, and perform better, even when one controls for things such as lifestyle, personality, and other factors relating to longevity (for a review see Schippers, 2017 ). At the same time, it has been suggested that relatively small interventions can have a huge impact on people’s lives ( Walton, 2014 ). Writing about values, passion, and goals is an example of such an intervention, and we claim that having a purpose in life is fundamental and has ripple effects to all areas of life, including health, longevity, self-regulation, engagement, happiness, and performance ( Schippers, 2017 ).

In order to provide a stronger theoretical foundation for this claim, we will describe the development of a comprehensive evidence-based life-crafting intervention that can help people find a purpose in life. The intervention shows very specific actions people can take to fulfill that meaning. We start by assessing existing interventions aimed at setting personal goals and will explore the theoretical and evidence-based foundation for those interventions. After that, we describe what a life-crafting intervention should ideally look like. We end with various recommendations for to how to ensure that many people can profit from this intervention (see also Schippers et al., 2015 ).

Ikigai, Meaning in Life, and Life Crafting

The meaning of life used to be an elusive concept for scientists, but in the last couple of years much progress has been made in this area. According to Buettner and Skemp (2016) , ikigai—a Japanese term for purpose in life—was one of the reasons why people in certain areas of the world, known as “longevity hotspots,” had such long lives (see also Buettner, 2017 ). As our medical knowledge of longevity is increasing (e.g., Oeppen and Vaupel, 2002 ; Menec, 2003 ; Kontis et al., 2017 ), so too is our understanding of the associated psychological factors. These days, we have more knowledge of how people can live a meaningful life. Research has shown that ikigai, or purpose in life is related to increases in health and longevity across cultures, sexes, and age groups ( Sone et al., 2008 ; Boyle et al., 2009 ). This relationship has been found even when things such as lifestyle, positive relationships with others, and general affect were controlled for in the analyses ( Hill and Turiano, 2014 ). Note that, although a purpose in life sounds rather unclear or undefinable, people can derive a purpose in life from many different activities. It has been found that these activities can range from volunteering to giving social support to the elderly or even taking care of pets, and all of these have been shown to be related to an increase in happiness, better health outcomes, and greater longevity (for a review see McKnight and Kashdan, 2009 ). Indeed, in a study of 43,391 Japanese adults, it was found that, over a seven-year follow-up period, mortality was lower among those subjects who indicated that they had found a sense of ikigai or purpose in life (see also Sone et al., 2008 ; Schippers, 2017 ). Research among Japanese students has shown that enjoyable and effortful leisure pursuits can enhance student’s perception of ikigai. Ikigai was defined by the authors as “the subjective perceptions that one’s daily life is worth living and that it is full of energy and motivation” ( Kono et al., 2019 ). They also found that leisure activity participation, general satisfaction with leisure activities, and the positive evaluation of leisure experiences were related to higher perception of ikigai ( Kono, 2018 ; Kono and Walker, 2019 ). ( Martela and Steger, 2016 ) suggested that meaning in life has three components: coherence, purpose, and significance. They state that “meaning in life necessarily involves (1) people feeling that their lives matter, (2) making sense of their lives, and (3) determining a broader purpose for their lives” ( Martela and Steger, 2016 ). Also, Heintzelman et al. (2013) note that there are numerous positive physical and mental outcomes associated with self-reported meaning in life, such as health, occupational adjustment, adaptive coping, lower incidence of psychological disorders, slower age-related cognitive decline, and decreased mortality. Both the theory of ikigai and salutogenesis stress the coherence and purpose part, and other researchers have also picked up on these important elements (e.g., Urry et al., 2004 ; Martela and Steger, 2016 ). A review by Martela and Steger (2016) distinguished coherence, purpose, and significance as defining elements of meaning in life. Relatedly, theorizing around ikigai has shown that a sense of coherence develops around three distinct mechanisms, (1) valued experiences, (2) authentic relationships, and (3) directionality ( Kono, 2018 ).

Practically, the importance of happiness to cultures and nations across the world has been indicated clearly by the value placed on it by the United Nations (UN). In 2012, UN Secretary-General Ban Ki-moon commissioned the first World Happiness Report, ranking countries according to people’s level of happiness. The UN’s 2016 Sustainable Development Goals Report included the goal of ensuring sustainable social and economic progress worldwide. In the UN’s 2017 happiness report, “eudaimonia,” a sense of meaning or purpose in life similar to ikigai, is mentioned as an important factor. This is based on research showing the importance of eudaimonic well-being. Indeed a review of research on hedonic and eudaimonic well-being concluded that autonomy and the integration of goals are important predictors of vitality and health ( Ryan and Deci, 2001 ; Huppert et al., 2004 ) see also ( Ryff, 2014 ). Self-determination theory, a macro theory of human motivation and personality, proposes that only self-endorsed goals will enhance well-being ( Ryan and Deci, 2000 ). This pattern of findings is congruent with the examples we started with (i.e., the self-endorsed goals of Schwarzenegger and the heteronomous goals of Brian) and has also been supported in cross-cultural research, showing that the autonomy of goal pursuit matters in collectivistic and individualistic cultures, and for males and females ( Hayamizu, 1997 ; Vallerand et al., 1997 ; Chirkov and Ryan, 2001 ; Ryan and Deci, 2001 ). As Ryan and Deci (2001 , p. 161) conclude: “It is clear that, as individuals pursue aims they find satisfying or pleasurable, they may create conditions that make more formidable the attainment of well-being by others. An important issue, therefore, concerns the extent to which factors that foster individual well-being can be aligned or made congruent with factors that facilitate wellness at collective or global levels.”

The above shows that finding a purpose in life can have far-reaching consequences for individual happiness and performance but also for the well-being and happiness of people around them ( Ryan and Deci, 2001 ). However, finding a purpose in life often requires a lengthy search, and some people never manage to find purpose in life ( Schippers, 2017 ). The developments in terms of ensuring people find their true passion and at the same time help make the world a better place coincide with exciting developments in the area of social psychology. Positive psychology, or the scientific study of human flourishing that aims to optimize human functioning within communities and organizations, has become very influential both within and outside the scientific community ( Gable and Haidt, 2005 ; Donaldson et al., 2015 ; Al Taher, 2019 ). It should be noted, however, that this area of study has also faced some criticism, as positive psychology behaviors such as forgiveness may not be functional in all contexts and circumstances ( McNulty and Fincham, 2012 ). Nevertheless, several studies have shown that human flourishing is related to mental and physical health (e.g., Park et al., 2016 ), and reviews and meta-analyses have shown that positive psychology interventions work in terms of improving well-being and (academic) performance ( Sin and Lyubomirsky, 2009 ; Durlak et al., 2011 ; Mongrain and Anselmo-Matthews, 2012 ; Waters, 2012 ). Thus, making sure that people receive positive psychology interventions, especially those relating to purpose in life, seems a viable and inexpensive way to help millions of people to have a better and healthier life ( Menec, 2003 ; Seligman et al., 2005 ). Personal goal setting and life crafting seem the best way forward in this respect.

Values, Passion, and Personal Goal Setting

Life choices can be seen as crucial turning points in someone’s existence. Yet, most people find it difficult to make such important decisions. In particular, young adults struggle with the important life decisions they are expected to make as they move into early adulthood ( Sloan, 2018 ). Recent research has shown that people with a purpose in life are less likely to experience regulatory issues during health decision-making and find it easier to make positive health-related lifestyle decisions ( Kang et al., 2019 ), and it may be especially important to find a purpose in life for young adults ( Schippers, 2017 ). Without such a purpose in life, a lot of time and energy is often “fretted away” on social media and on “busyness,” for instance ( Bruch and Ghoshal, 2002 , 2004 ; for a review see Schippers and Hogenes, 2011 ). At the same time, many people complain of having a lack of time, and it seems that it is more and more important to make conscious decisions on what to spend time on ( Menzies, 2005 ). Life crafting using a personal goal setting intervention seems an important prerequisite in making these decisions. While in the past goal-setting theory has always stressed the importance of specific measurable goals ( Locke and Latham, 2002 ), the act of writing about personal goals seems to be effective by defining very broad goals and linking these to specific goal-attainment plans. Research on the act of writing about personal goals started with Pennebaker’s research on traumatic writing ( Pennebaker, 1997 ; Pennebaker and Chung, 2011 ). It was shown that writing about traumatic events was related to a decrease in depression and an increase in mental health ( Gortner et al., 2006 ; Pennebaker and Chung, 2011 ). King (2001) suggested that future-oriented writing about one’s “best possible self” has a similar positive effect on an individual’s well-being, without the short-lived negative effect on mood that occurred after writing about traumatic events. Indeed, it has been shown that imagining one’s best possible self increases optimism and lowers depression (for a meta-analysis see Peters et al., 2010 ; Malouff and Schutte, 2017 ). Oyserman et al. (2006) found that a brief intervention that connected the positive “academic possible selves” of low-income minority high-school students with specific goal-attainment strategies improved their grades, standardized test scores, and moods.

Viktor Frankl, an Austrian neurologist and psychiatrist who had survived the holocaust, used his experience to formulate a theory on the meaning of life. He concluded that life can have meaning even in the most impoverished circumstances ( Frankl, 1985 , 2014 ). This is interesting, since this also means that good conditions are not an absolute prerequisite for formulating a goal in life. In contrast, it seems that having a goal in life can make people more resilient in terms of surviving harsh conditions. Wong (2014) described the logotherapy developed by Frankl as consisting of five testable hypotheses, including the self-transcendence hypothesis, the ultimate meaning hypothesis, and the meaning mindset hypothesis. These predict among other things that belief in the intrinsic meaning and value of life, regardless of circumstances contributes to well-being, and that a “meaning mindset,” as compared to a “success mindset,” leads to greater eudaimonic happiness and resilience ( Wong, 2014 ). While this is important in terms of knowing what works for well-being and happiness, when people do not have a clear sense of purpose in life or know what they value in life and why, writing down their thoughts and formulating a strategy for their life is important. That does not have to be a lengthy process, but spending a few hours every couple of years might be enough (and is more than most people do).

People who keep searching for meaning without finding it, or who have conflicting goals, are often dissatisfied with themselves and their relationships ( Steger et al., 2009 ). It is quite natural that in earlier stages of their life, people are often still searching for a sense of purpose or meaning in life. However, as stated before, later in life the search for meaning is related to lower levels of well-being ( Steger et al., 2009 ). There is some evidence that having a sense of purpose is associated with organized goal structures and pursuit of goals and provides centrality in a person’s identity ( Emmons, 1999 ; McKnight and Kashdan, 2009 ). It is thus important that people start thinking about their purpose in life as early as possible and repeat this process at all stages of life when they feel they should readdress their goals, such as when going to college, starting a new job, etc.

Warding Off Anxiety and Having a Fulfilling Life—Two Side of the Same Coin?

Another line of research has focused on the role of purpose as a protective mechanism against various types of psychological threat, such as mortality salience, or the awareness of an individual that death is inevitable, causing existential anxiety (for a meta-analysis see Burke et al., 2010 ). These are anxiety-provoking experiences and are common for most people. Ways of coping include having a purpose in life and striving for and accomplishing goals as well as strengthening close relationships ( Pyszczynski et al., 2004 ; Hart, 2014 ). In line with this, research in the area of terror management has shown that self-esteem as well as a worldview that renders existence meaningful, coherent and permanent buffers against existential anxiety resulting from mortality salience ( Burke et al., 2010 ; Pyszczynski et al., 2015 ). Indeed, death reflection, a cognitive state in which people put their life in context and contemplate about meaning and purpose, as well as review how others will perceive them after they have passed ( Cozzolino et al., 2004 ), has been proposed as an important prerequisite for prosocial motivation sometimes influencing career decisions ( Grant and Wade-Benzoni, 2009 ). Reducing anxiety and living a fulfilling and meaningful life are two sides of the same coin, since having a purpose in life gives people the idea that their life will continue to have meaning, even after their death ( Ryan and Deci, 2004 ; McKnight and Kashdan, 2009 ).

The Science of Wise Interventions

Starting with the work of Kurt Lewin (e.g., Lewin, 1938 ), and after decades of research and testing, we now have a much better sense of what works and what does not in terms of psychological interventions. Most of these interventions aim to change behavior and improve people’s lives. In general, these work by changing people’s outlook on life: by giving them a sense of purpose. This is the basis of most interventions that also deal with coping with stressors and life transitions, for instance. Goal setting with the aim of formulating a purpose in life is one of the psychology’s most powerful interventions, and it has been shown that even a short and seemingly simple intervention can have profound effects ( Wilson, 2011 ; Walton, 2014 ). In his review, Walton (2014) describes the “new science of wise interventions”: precise interventions aimed at altering specific psychological processes that contribute to major social problems or prevent people from flourishing. These “wise” interventions are capable of producing significant benefits and do so over time ( Walton, 2014 ). These interventions are “psychologically precise, often brief, and often aim to alter self-reinforcing processes that unfold over time and, thus, to improve people’s outcomes in diverse circumstances and long into the future” ( Walton, 2014 , p. 74). Writing down personal goals in a guided writing exercise seems to constitute such an intervention.

How and Why Does It Work?

Narrative writing has been shown to help people in transition phases cope with life stressors ( Pennebaker et al., 1990 ). Students writing about their thoughts and feelings about entering college showed better health outcomes and improved their grades more significantly than students in a control condition. Also, the experimental group had less home-sickness and anxiety 2–3 months after the writing exercise.

Locke (2019) notes that “…writing about goals in an academic setting for two hours or more would connect with grade goals by implication even if the students did not mention them. The writing process would presumably have motivated them to generalize, to think about what they wanted to achieve in many aspects of their lives and encouraged commitment to purposeful action in more domains than were mentioned” (p. 3). On the same page, he also states that “The above issues could occupy interested researchers for many years.”

Broaden-and-build theory suggests that thinking about an idealized future will be associated with positive thoughts about this future, leading to increased levels of self-regulation, resilience, self-efficacy, and in turn engagement (e.g., Tugade et al., 2004 ; Tugade and Fredrickson, 2004 ; Ceja and Navarro, 2009 ; Fay and Sonnentag, 2012 ). Self-regulation is defined as “self-generated thoughts, feelings, and actions that are planned and cyclically related to the attainment of personal goals” ( Boekaerts et al., 2005 , p. 14). Many authors contend that goal setting enhances self-regulation and agree that this is the mechanism by which goals are related to action ( Latham and Locke, 1991 ; Oettingen et al., 2000 ; Hoyle and Sherrill, 2006 ).

Next to this, the intervention itself may be a form of embodied writing, an act of embodiment, entwining in words our senses with the senses of the world ( Anderson, 2001 ), stimulating what has been written down to act out in real life. However, theorizing around embodied writing and the act of writing as a form of embodied cognition is still in an embryonic stage. Especially research around the effect on writing on our daily actions is lacking in evidence. There is plenty of evidence that these small, written interventions have an effect and can even play a role in redirecting people (e.g., Wilson, 2011 ) and that these interventions can have a powerful effects in terms of behavioral change ( Yeager and Walton, 2011 ; Walton, 2014 ). At the same time, it should be noted that these psychological interventions are powerful but context-dependent tools that should not be seen as quick fixes ( Yeager and Walton, 2011 ). However, in the intervention described in the current paper, people are asked to think about their deepest feelings and motivations and write them down, and embodied cognition may very well play a role in the upward spiral resulting from such an intervention.

Goal Domain

An important discussion in the literature is whether having a self-serving purpose ( hedonistic , focused on attainment of pleasure and avoidance of pain) or one that is oriented toward helping others ( eudaimonic , focused on meaning and self-realization) is more beneficial for happiness ( Ryan and Deci, 2001 ; Keyes et al., 2002 ). Hedonistic and eudaimonic well-being seem to represent two different kinds of happiness ( Kashdan et al., 2008 ). Although recent research has confirmed that both are related to well-being ( Henderson et al., 2013 ), it is also conceivable that a purely hedonistic lifestyle may be unrelated to psychological well-being in the long run (see Huppert et al., 2004 ; Anić and Tončić, 2013 ; Baumeister et al., 2013 ). According to Schippers (2017 , p. 21), “prior research has shown that altruistic goals may be particularly helpful in terms of optimizing happiness. Studies on ‘random acts of kindness’—selfless acts to help or cheer up other people—have shown that these acts strengthen the well-being at least of the person performing that act ( Otake et al., 2006 ; Nelson et al., 2016 ).” Other research has shown that helping others is better for one’s well-being than giving oneself treats ( Nelson et al., 2016 ). A study by ( Steger et al., 2008a ) suggested that “doing good” may be an important avenue by which people create meaningful and satisfying lives. Also, it has been found that pursuing happiness through social engagement is related to higher well-being ( Ford et al., 2015 ).

Toward an Integrated Life-Crafting Intervention

The elements discussed above provide the context for developing a potentially effective life-crafting intervention. Although most agree that describing an ideal vision of the future would be a key element of such an intervention, below we identify other elements that should be included, whether the intervention is designed to improve well-being, happiness, performance, or all of these. According to McKnight and Kashdan (2009) , “the creation of goals consistent with one’s purpose may be critical to differentiating between real purpose and illusory purpose” (p. 249). Recent research also showed that it is better to have no calling than an unfulfilled calling (see Berg et al., 2010 ; Gazica and Spector, 2015 ), making it also a boundary condition that people follow through on this. The importance of following through was shown in a 15-week study aimed at finding out whether engaging in trait-typical behaviors predicted trait change ( Hudson et al., 2018 ). In this study, students provided self-report ratings of their personality and were required to complete weekly “challenges”—prewritten behavioral goals (e.g., “Before you go to bed, reflect on a positive social experience you had during the day and what you liked about it”). These challenges were aimed at aligning their thoughts, feelings, and behaviors with their desired traits (in case of the example this was extraversion). Importantly, results indicated that the mere acceptance of challenges was unrelated to trait changes. Only actually completing the challenges and performing these behaviors predicted trait change ( Hudson et al., 2018 ). This may also hold true for the intervention described below and may be an important boundary condition. Although we have not found any negative effects of the intervention so far, theoretically it is possible that students formulate an “unanswered calling” which may impact happiness, well-being, and performance negatively. So far, only one study did not find the positive effects of a goal-setting intervention on academic outcomes ( Dobronyi et al., 2019 ). This might indicate that for some groups (in this case economy students) the (brief) intervention is not effective in bringing about behavioral change and increasing academic achievement. Other studies showed a positive effect among management students ( Schippers et al., 2015 ) and self-nominated struggling students ( Morisano et al., 2010 ).

Below we provide broad outlines of one such evidence-based intervention, having first set out in brief the case for this particular intervention. Aligning itself to the UN’s sustainable development goals (SDGs), which relate to economic growth, social inclusion, and environmental protection ( Stafford-Smith et al., 2017 ), Rotterdam School of Management (RSM) changed its mission to being a force for positive change in the world ( Rood, 2019 ). As RSM is educating future leaders, in 2011, it introduced a goal-setting intervention so that first-year students could reflect on their personal goals and values. This is a three-stage intervention. In the first part, students write about their values and wishes as well as their ideal life and the life they wish to avoid, and in the second, they describe their specific goals and goal plans. The third part involves a photoshoot with a professional photographer, where students formulate a statement starting with “I WILL…,” (e.g., I WILL pursue my goal, I WILL inspire and facilitate sustainable development, I WILL create healthier businesses for a healthier world, and I WILL lead by example and inspire others to reach their goals). 1 This statement and the photo are then put on social media and displayed throughout the school.

The evidence-based goal-setting intervention has had a positive effect on study success, as has been shown by higher academic achievement and decreased dropout rates ( Locke et al., 2014 ; Locke and Schippers, 2018 ). This was particularly true for ethnic minority and male students, who had underperformed in previous years ( Schippers et al., 2015 ; for an elaborate description of the intervention see the supplementary material). In the meantime, plans have been made to make sure that the intervention is an integral part of the curriculum, so that students will develop skills for self-management and management of others and will consider what impact they can have on the world.

Elements of the Life-Crafting Intervention

Although developed for students, this intervention could also be useful for people who wish to discover a meaning in life and write down their goals. In the first part of this intervention, people discover what is important to them in all areas of life and write about what they feel passionate about. While this part is aimed at making sure they discover their values and passions, the second part is designed to enable them to put those values and passions into a number of goals and to ensure they formulate plans and back-up plans for achieving those goals ( Schippers et al., 2015 ). In terms of the intervention in this paper, the practical questions that address these issues are shown in section 3 of Table 1 .

Elements and description of a life-crafting intervention.

Discovering Values and Passion

Discovering one’s passion has two sides: Doing what you “like” is often said to be important, but it seems that discovering what you find “important” is more helpful in igniting passion, as this is more values-based and will contribute to self-concordance ( Sheldon and Houser-Marko, 2001 ; Ryff and Singer, 2008 ). Recent research (e.g., Jachimowicz et al., 2017 ) has shown that it is important that people pursue a career that is in line with what they find to be “important,” rather than engaging in activities that they “like”; it found that those who engaged in activities that they liked (feelings-oriented mindset) exhibited less passion than those who engaged in activities that they thought were important (values-oriented mindset). Thus, while it is important that people discover what they feel passionate about, ideally this passion should also be aligned with values that they hold dear, such as collaboration, equality, and honesty ( Sheldon, 2002 ).

There is, however, also a difference between harmonious and obsessive passion (for a meta-analysis, see Vallerand et al., 2003 ; Curran et al., 2015 ). People with an obsessive work passion experience more conflict between work and other areas of life, and work is more related to their self-worth ( Vallerand et al., 2003 ). Harmonious passion was shown to be related to positive outcomes such as flow and enhanced performance, whereas obsessive passion was related more to negative outcomes, such as excessive rumination and decreased vitality ( Curran et al., 2015 ). Discovering a (harmonious) passion is not always easy.

In a life-crafting intervention, questions on this area could be similar to those listed in section 1 of Table 1 , involving also life style choices. In particular, choosing a lifestyle that involves physical activity seems to be a powerful way not only to increase self-regulation and self-control (for a review see Baumeister et al., 2006 ; Oaten and Cheng, 2006 ), but also to prevent mental illness, foster positive emotions, buffer individuals against the stresses of life, and help people thrive when they have experienced adversity ( Faulkner et al., 2015 , p. 207).

Gap Between Current Versus Future State: Current and Desired Competencies and Habits

In order to achieve a match between values and passion, it is important to become aware of one’s current habits and competencies as a first step in changing/adapting (cf., Schippers et al., 2014 ). Being aware of the habits you would like to change is important in promoting positive behavioral change ( Holland et al., 2006 ; Graybiel and Smith, 2014 ). Since most of our daily behavior is habitual, and this is usually functional in that it allows us to perform many tasks with minimum cognitive effort, but this same mechanism also makes habits hard to break ( Jager, 2003 ). Being aware of our habits and reflecting on them can be a first step in breaking them ( Schippers and Hogenes, 2011 ; Schippers et al., 2014 ); implementation intentions (i.e., if-then plans: “If situation Y is encountered, then I will initiate goal-directed behavior X!”) have also been shown to help in breaking old habits and forming new ones ( Holland et al., 2006 ). Many people have habits they would like to change (relating, for example, to eating behaviors, physical health, or substance use). However, it has been shown that the effect of good intentions such as New Year’s resolutions is very minimal ( Marlatt and Kaplan, 1972 ; Pope et al., 2014 ) and that it is the extent to which people have self-concordant goals, coupled with implementation intentions, that leads to successful changes in behavior ( Mischel, 1996 ; Koestner et al., 2002 ). Self-concordant goals are personal goals that are pursued out of intrinsic interest and are also congruent with people’s identity. Research has shown that if people pursue goals because they align with their own values and interests, rather than because others urge them to pursue them, they typically exhibit greater well-being ( Sheldon and Houser-Marko, 2001 ). This was shown to be true across many cultures ( Sheldon et al., 2004 ). In a life-crafting intervention, questions on this area could be similar to those listed in section 2 of Table 1 .

Present and Future Social Life

Research shows that people with a strong social network live longer and are healthier and happier ( Demir et al., 2015 ; Haslam et al., 2016 ). This network does not necessarily have to be very big, and it seems that, as one grows older, the quality of the relationships in this network becomes more important than the quantity ( Carmichael et al., 2015 ). Recent research places more emphasis on the quality of relationships, specifically showing that quality in terms of the social and emotional dimensions of relationships is related to mental well-being ( Hyland et al., 2019 ). The quality of the network has also been shown to be helpful during a transition to college ( Pittman and Richmond, 2008 ). Although at first sight it may seem odd to think about what kind of acquaintances and friends one would like to have, it may pay off to think about this carefully. Certain kinds of relationships, so called high-maintenance relationships, require a lot of time and energy ( Schippers and Hogenes, 2011 ; Fedigan, 2017 ) and often are characterized by negative interactions that can even influence self-regulation ( Finkel et al., 2006 ). It seems important that in general people seek out interaction with others who are supportive and from which they receive energy rather than those that cost energy. In a life-crafting intervention, questions on this area could be similar to those listed in section 3 of Table 1 . Practical questions in the intervention in this respect could be: think about your current friends and acquaintances. What kind of relationships energize you? What kind of relationships require energy? Why is that? What kind of friends and acquaintances do you need? What kind of friends and acquaintances would you like to have in the future? What does your ideal family life and broader social life look like?

Future Life: Career

Work is an important part of life. For many it is important to have a job that suits them, and a job which they feel passionate about and from which they can get energy (see Werner et al., 2016 ; Downes et al., 2017 ). However, research on mental illness prevails the literature in occupational health psychology, despite a call for a shift toward more research into positive psychology as antipode for work-related health problems such as job burnout. Especially in times where employees are required to be proactive and responsible for their own professional development, and to commit to high quality performance standards, it is important to think about activities that energize people and make them feel engaged with their work ( Bakker et al., 2008 ; Schippers and Hogenes, 2011 ). Relatedly, research on job crafting shows that people can actively enhance the personal meaning of their work and make it more enjoyable by changing cognitive, task, or relational aspects to shape interactions and relationships with others at work ( Wrzesniewski and Dutton, 2001 ). Consequently, it is not always the job itself but the meaning you give to it that is important ( Demerouti et al., 2015 ). It is also important to think about when and where you do each particular task, in order to manage your daily energy ( Wessels et al., 2019 ).

It should be noted, however, that it is also important to see work in relation to other areas of life. Christensen (2010) noted that many of his contemporaries ended up working 70-h working weeks and also were often divorced and estranged from their children over time. They could not imagine that this end result was a deliberate choice, so it seems important to choose the kind of person you want to become not only in your career but also in other areas of life ( Christensen, 2010 ). This also means making strategic decisions about how to allocate your time and energy, instead of letting daily hassles make these decisions for you ( Christensen, 2017 ). In a life-crafting intervention, participants could be asked to think about what they would ideally like to do in their job, and what kinds of people they might be working with, either directly or indirectly. They could be asked to reflect on their education and their career, and to consider what they feel to be important in a job and what their ideal colleagues would be like. The questions would thus be similar in nature to those shown in section 4 of Table 1 .

Of course, some people choose a job that they do not necessarily like a lot but then make sure their leisure time is filled with meaningful activities ( Berg et al., 2010 ), and leisure crafting has been shown to make up to a certain extent for having few opportunities for job crafting. So weighing up the balance between work life and leisure activities and making conscious decisions in this respect seems very important.

Key Element: Ideal Future Versus Future If You Do Not Take Action

As people are able to think about and fantasize a future ( Oettingen et al., 2018 ), it is key that the future they envisage is one that is attractive to them. Likewise it is vital they formulate plans of how to achieve their desired future (implementation intentions) and contrast this in their minds with an undesired future ( Oettingen and Gollwitzer, 2010 ; Oettingen et al., 2013 ). In a university context, and more generally in order to stay engaged, it is important that people choose goals that are self-concordant. It has been shown that if people formulate such goals implicitly by visualizing their best possible self, this can be very powerful and has a stronger effect on well-being than exercises such as gratitude letters ( Sheldon and Lyubomirsky, 2006 ). Other research has shown that writing about the best possible self in three domains—personal, relational, and professional—leads to increased optimism ( Meevissen et al., 2011 ). A meta-analysis showed that best possible self was a particularly powerful intervention in terms of enhancing optimism ( Malouff and Schutte, 2017 ). If this optimism is also turned into concrete plans for the future, there is an increased chance that this positive envisioned future will become a reality (cf., Schippers et al., 2015 ).

Based on the theorizing above, it should be stressed that in the intervention students formulate goals that they find important, not ones that others (parents, peers, or friends) find important or that are pursued solely for reasons of status. In the instructions in the intervention, the students are advised to choose goals that they think are important and want to pursue and not to choose goals that others (parents, peers, and friends) think are important. Otherwise, they will live someone else’s life. In order to make sure that they do not choose goals that will be detrimental to themselves or others, they are also advised to not describe an ideal life that includes harming themselves or others.

Additionally, it is also important that people imagine the future they are likely to face if they do not do anything . This represents a goal-framing effect, or the finding that people are more likely to take action when they are confronted with the possible consequences of not doing so ( Tversky and Kahneman, 1981 ). It might be useful to ask participants to visualize both a desirable and an undesirable future and to get them to contrast the two (see Oettingen, 2012 ; Brodersen and Oettingen, 2017 ). This would be a form of “metacognitive self-regulatory strategy of goal pursuit” ( Duckworth et al., 2013 , p. 745; cf. Schippers et al., 2013 ; see also Schippers et al., 2015 ). Other research has shown that positive “deliberate mental time travel” (or MTT) was related to a significant increase in happiness but not when the MTT was negative or neutral. However, neutral MTT was related to a reduction in stress ( Quoidbach et al., 2009 ). In the intervention (see also Table 1 , section 5), participants are asked what their future would look like if they did not change anything. What would their life look like 5–10 years down the road?

Goal Attainment Plans

After finishing the elements as described above, it is important for intervention participants to formulate concrete goals and plans. In the meta-analysis undertaken by Koestner et al. (2002) , it was concluded that it is important for personal goal setting to be combined with if-then plans. Self-concordance—the feeling that people pursue goals because they fit with their own values and interests—and goal attainment plans are important for goal progress ( Locke and Schippers, 2018 ). Since the rewards that come from achieving a significant life goal are often attained in the future, it is important to formulate concrete goals and also to identify the small steps toward them (see Trope and Liberman, 2003 ). While the first part of the student intervention is aimed at discovering their passions and ideas about their ideal life, the second part is much more concrete and follows the steps set out in research on goal setting, SMART goals, and if-then plans ( Oettingen et al., 2013 , 2018 ). The idea is that by making concrete plans and identifying obstacles (if-then plans), people are better able to visualize their desired future and will be less tempted to engage in activities that distract them from their goal ( Mischel, 1996 ; Mischel and Ayduk, 2004 ).

In this part of the intervention, ideally any obstacles to the plans will also be identified. In addition to the research on mental contrasting, which generally indicates that one should visualize both the goal and the obstacles to it (e.g., Sevincer et al., 2017 ), it is important that one should also visualize a way of overcoming those obstacles. This may be a vital element, as research has shown that mental contrasting works best for people who are very confident about succeeding ( Sevincer et al., 2017 ). The elements are outlined in Table 1 , section 6. The idea is that, based on what participants write when describing their ideal future, they then identify a number of goals (usually about six to eight), which could be personal, career, and/or social goals (e.g., Morisano et al., 2010 ; Schippers et al., 2015 ; Locke and Schippers, 2018 ). As detailed implementation plans have been shown to aid progress toward goals ( Gollwitzer, 1996 ), it is vital for participants to set down a detailed strategy for how they will achieve their goals. This part of the intervention asks participants about their motivations for their goals and gets them to consider the personal and social impact of those goals. They should also be asked to identify potential obstacles and how to overcome them and monitor progress toward the goals they have set. Participants should be instructed to be specific and concrete—for instance, to write down things that they will do weekly or daily to further their goals ( Morisano et al., 2010 ; Schippers et al., 2015 ). It may also be useful to get participants to make a concrete plan of action for the upcoming week and to make them specify for each day the hours they will spend working on the goal they have in mind.

Public Commitment

In this part of the intervention, participants can either write down a number of goals and make them public (read them out to others) or have a photo taken to accompany a public (“I WILL…”) statement, as was the case in the RSM intervention (see the examples mentioned earlier). Prior research has found that public commitment can enhance goal attainment ( Hollenbeck et al., 1989 ). This part seems to be related to enhanced commitment to goals as a result of self-presentation ( Schienker et al., 1994 ). Shaun Tomson, a former surfing champion and inspirational speaker, invites audiences to come up with goals and 12 lines, all starting with: “I will…” These lines are spoken aloud in a group as a form of public commitment ( Tomson and Moser, 2013 ). This makes it more likely that people will be more self-regulating toward goal-attainment and will put more effort into reaching their goals, especially if they are highly committed to reaching this goal ( McCaul et al., 1987 ).

Formulating clear goals has been shown to contribute to student well-being and academic success ( Morisano et al., 2010 ; Schippers et al., 2015 , 2019 ; Locke and Schippers, 2018 ). However, this has been often neglected in education and work settings resulting in a lack of evidence based tools. The effects of goal setting on the well-being of students have hardly been tested. Recently, calls have been made for positive psychology interventions to be made part of the educational curriculum in order to teach students life skills and to combat the rising number of mental health problems such as depression (e.g., Clonan et al., 2004 ; Seligman et al., 2009 ; Schippers, 2017 ).

Informed by the theoretical frameworks of salutogenesis, embodied cognition, dynamic self-regulation, and goal-setting theory, in this paper, we outlined a life-crafting intervention in which participants complete a series of online writing exercises using expressive writing to shape their ideal future. Important elements of such an intervention that were covered are: (1) discovering values and passion, (2) reflecting on current and desired competencies and habits, (3) reflecting on present and future social life and (4) future career, (5) writing about the ideal future, (6) goal attainment plans, and finally (7) public commitment to goals.

The idea is to use the fantasized ideal future to deduce goals and formulate a strategy to reach these goals. Finally, participants commit to their intentions by having a photo taken to accompany their goal statement, which is then made public. We described the key elements of this intervention and outlined the theoretical rationale for each of these elements. As previous research has shown that developing life skills, such as being able to set goals and make plans to achieve them (i.e., goal setting), increases the resilience, well-being, and study success of students ( Schippers et al., 2015 , 2019 ; Locke and Schippers, 2018 ), it may be important to make this intervention available to a wider population.

Future Research and Developments

As research shows that students in higher education are increasingly experiencing psychological problems, such as depression, anxiety, and burn-out ( Gilchrist, 2003 ; Snyder et al., 2016 ), an add-on to the goal-setting program as described above is recommended. Rapid developments in the field of artificial intelligence (AI), especially areas such as emotion recognition, natural language processing, and machine learning have great potential to aid students experiencing study-related mental health problems ( Kavakli et al., 2012 ; Oh et al., 2017 ). For example, a goal-setting exercise could be enhanced by incorporating a digital coach in the form of a goal-setting chatbot. With this type of intervention, students are given immediate, personalized feedback after their writing assignments. After two longer writing assignments, which are part of the curriculum, the chatbot can help students to by asking questions on specific topics ( Fulmer et al., 2018 ). For instance, through personalized questions and feedback the chatbot could stimulate students to regularly reflect on their progress toward reaching a certain goal (“Did I invest enough time into my goals? What could I do to improve this? Which smaller sub-goals could help me to achieve my objective? What obstacles do I face? What ways do I see to overcome them?”). Depending on the answers the chatbot could also provide the students with different strategies. In addition, the chatbot can remind students of their goals and objectives during the year.

The expectation is that this addition to the intervention will allow students to reflect better on their own goals, so that a positive effect on student well-being can be expected and more serious problems can be prevented. What is also innovative is that the chatbot can ask additional questions about the students’ well-being. This gives the chatbot an important role in identifying possible problems. For students who have no problems or whose problems are minor, setting goals and receiving online feedback and coaching will be sufficient. In cases of more severe problems, the chatbot can offer more intensive coaching, or can refer them to the university’s psychological support or other professional services if necessary. In summary, the chatbot could provide a better connection between goal setting and the needs of the individual student and could help to integrate the life-crafting intervention into early stages of students’ academic career and can also deliver mental health care for students. Moreover, it could help integrate the life-crafting intervention with interactional forms of mental health care provided by the chatbot, thereby possibly increasing its effectiveness. In addition, goal diaries might form a way to provide insights into whether students are able to achieve important goals. Such diaries could also be used to assess their level of happiness and well-being and might be easily integrated into the interaction with the chatbot.

Next to examining how promising the intervention is in terms of its effects on students, future research could look at the effects of the life-crafting intervention in organizations. Prior research has shown that the effects from positive psychology interventions in organizations are promising ( Meyers et al., 2012 ). The relationship between different areas of life and decision making with regard to how to spend one’s time seems to be key ( Menzies, 2005 ; Schippers and Hogenes, 2011 ). Researchers could also examine what role life crafting might play at the team level.

Despite the obvious upside of experiencing meaning in life and having life goals as described in this paper, many people have difficulty choosing between the seemingly endless number of possibilities. The good news is that it is in principle never too late to find a purpose in life, although recent research suggests that it may be most beneficial to find a direction in life earlier rather than later (see Steger et al., 2009 ; Bundick, 2011 ; Hill and Turiano, 2014 ). It seems that interventions of the kind we have described above may be particularly helpful when one is entering into a new phase of life, such as when starting one’s study or just before entering the job market (see Kashdan and Steger, 2007 ).

The problem so far has been that most interventions are not easily taken to scale (for an exception see Schippers et al., 2015 ). Given the relatively low amount of costs and administrative work that the implementation of the outlined life crafting intervention entails, especially when compared to the potential benefits, we recommend its inclusion in student’s curriculums. Getting many (young) people to take part in an online life crafting intervention may be an important step in achieving not only higher academic performance, but also better well-being, happiness, health, and greater longevity (see Schippers et al., 2015 ). Using technology to assist with life crafting via a goal-setting intervention seems to be a particularly promising avenue as this is an approach that can be easily scaled up. Ideally then, these scalable and affordable interventions should not be regarded as an extra-curricular activity; it would be advisable to make them a formal part of the curriculum for all students. In a work context, employees could also benefit as this type of activity might be something that companies could easily offer. In short, life-crafting is about (1) finding out what you stand for (i.e., values and passions), (2) finding out how to make it happen (i.e., goal-attainment plans), and (3) telling someone about your plans (i.e., public commitment). Concluding, it seems that life crafting is about taking control of one’s life and finding purpose. Based on recent findings, it would be well-advised for many of us to carve out time to do an evidence-based life-crafting intervention.

Author Contributions

MS has written the draft of the manuscript. NZ provided important intellectual input at all stages and helped to develop, review, and revise the manuscript.

Conflict of Interest

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

Acknowledgments

The authors would like to thank the members of the Erasmus Centre for Study and Career Success ( https://www.erim.eur.nl/erasmus-centre-for-study-and-career-success/ ) and Christina Wessels for their useful comments on an earlier version of this paper.

1 see https://www.rsm.nl/iwilleveryone/ .

A student, participating in the intervention, described its effect on him as follows (see also Singeling, 2017 ).

“I studied, or at least I attempted to study, a lot of different things before I came here. But usually I stopped halfway through. And then I ended up here and I liked the courses well enough, but once again it was completely unplanned. I came here because, well, it was expected of me to finish some kind of university course.

When I got here, and all the “I WILL” stuff [life crafting/goal setting] happened, I thought it was a complete and utter joke. I thought: who needs this kind of stuff? Between the second and the third [trimester], so towards the end of the second really, I started to realize that: you know those silly goals I put down? I’m actually close to completing some of those. That got me inspired to apply for the position of mentor for the BA business skills course. And in the third year, for my minor, I took a teaching class. A few of my students who started off basically slacking through everything, they are taking their assignments more seriously. Instead of doing everything the evening beforehand, they are dedicating a week beforehand. It’s tiny steps, but they are tiny steps that would not have happened without the goal setting.

Quite simply, I’m proud of the things that I have been doing, such as teaching, and I’m proud that it came through goal setting. It’s why in the end I have changed my I WILL statement: “I will help the next generation to be better.”

From this extract, it can be seen that the intervention seemed to inspire the student to be clearer about his goals, to dedicate time to them, and also to use them to help other students. Furthermore, it serves to illustrate the concept of an upward spiral ( Sheldon and Houser-Marko, 2001 ; Sekerka et al., 2012 ), where trough tiny steps (starting to study for an exam earlier) goals are attained.

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Educational resources and simple solutions for your research journey

What is Research? Definition, Types, Methods, and Examples

Academic research is a methodical way of exploring new ideas or understanding things we already know. It involves gathering and studying information to answer questions or test ideas and requires careful thinking and persistence to reach meaningful conclusions. Let’s try to understand what research is.   

Table of Contents

Why is research important?    

Whether it’s doing experiments, analyzing data, or studying old documents, research helps us learn more about the world. Without it, we rely on guesswork and hearsay, often leading to mistakes and misconceptions. By using systematic methods, research helps us see things clearly, free from biases. (1)   

What is the purpose of research?  

In the real world, academic research is also a key driver of innovation. It brings many benefits, such as creating valuable opportunities and fostering partnerships between academia and industry. By turning research into products and services, science makes meaningful improvements to people’s lives and boosts the economy. (2)(3)  

What are the characteristics of research?    

The research process collects accurate information systematically. Logic is used to analyze the collected data and find insights. Checking the collected data thoroughly ensures accuracy. Research also leads to new questions using existing data.   

Accuracy is key in research, which requires precise data collection and analysis. In scientific research, laboratories ensure accuracy by carefully calibrating instruments and controlling experiments. Every step is checked to maintain integrity, from instruments to final results. Accuracy gives reliable insights, which in turn help advance knowledge.   

Types of research    

The different forms of research serve distinct purposes in expanding knowledge and understanding:    

• Exploratory research ventures into uncharted territories, exploring new questions or problem areas without aiming for conclusive answers. For instance, a study may delve into unexplored market segments to better understand consumer behaviour patterns.   
• Descriptive research delves into current issues by collecting and analyzing data to describe the behaviour of a sample population. For instance, a survey may investigate millennials’ spending habits to gain insights into their purchasing behaviours.   
• Explanatory research, also known as causal research, seeks to understand the impact of specific changes in existing procedures. An example might be a study examining how changes in drug dosage over some time improve patients’ health.   
• Correlational research examines connections between two sets of data to uncover meaningful relationships. For instance, a study may analyze the relationship between advertising spending and sales revenue.   
• Theoretical research deepens existing knowledge without attempting to solve specific problems. For example, a study may explore theoretical frameworks to understand the underlying principles of human behaviour.   
• Applied research focuses on real-world issues and aims to provide practical solutions. An example could be a study investigating the effectiveness of a new teaching method in improving student performance in schools.  (4)

Types of research methods

• Qualitative Method: Qualitative research gathers non-numerical data through interactions with participants. Methods include one-to-one interviews, focus groups, ethnographic studies, text analysis, and case studies. For example, a researcher interviews cancer patients to understand how different treatments impact their lives emotionally.    
• Quantitative Method: Quantitative methods deal with numbers and measurable data to understand relationships between variables. They use systematic methods to investigate events and aim to explain or predict outcomes. For example, Researchers study how exercise affects heart health by measuring variables like heart rate and blood pressure in a large group before and after an exercise program. (5)  

Basic steps involved in the research process    

Here are the basic steps to help you understand the research process:   

• Choose your topic: Decide the specific subject or area that you want to study and investigate. This decision is the foundation of your research journey.   
• Find information: Look for information related to your research topic. You can search in journals, books, online, or ask experts for help.   
• Assess your sources: Make sure the information you find is reliable and trustworthy. Check the author’s credentials and the publication date.   
• Take notes: Write down important information from your sources that you can use in your research.   
• Write your paper: Use your notes to write your research paper. Broadly, start with an introduction, then write the body of your paper, and finish with a conclusion.   
• Cite your sources: Give credit to the sources you used by including citations in your paper.   
• Proofread: Check your paper thoroughly for any errors in spelling, grammar, or punctuation before you submit it. (6)

How to ensure research accuracy?  

Ensuring accuracy in research is a mix of several essential steps:    

• Clarify goals: Start by defining clear objectives for your research. Identify your research question, hypothesis, and variables of interest. This clarity will help guide your data collection and analysis methods, ensuring that your research stays focused and purposeful.   
• Use reliable data: Select trustworthy sources for your information, whether they are primary data collected by you or secondary data obtained from other sources. For example, if you’re studying climate change, use data from reputable scientific organizations with transparent methodologies.   
• Validate data: Validate your data to ensure it meets the standards of your research project. Check for errors, outliers, and inconsistencies at different stages, such as during data collection, entry, cleaning, or analysis.    
• Document processes: Documenting your data collection and analysis processes is essential for transparency and reproducibility. Record details such as data collection methods, cleaning procedures, and analysis techniques used. This documentation not only helps you keep track of your research but also enables others to understand and replicate your work.   
• Review results: Finally, review and verify your research findings to confirm their accuracy and reliability. Double-check your analyses, cross-reference your data, and seek feedback from peers or supervisors. (7) 

Research is crucial for better understanding our world and for social and economic growth. By following ethical guidelines and ensuring accuracy, researchers play a critical role in driving this progress, whether through exploring new topics or deepening existing knowledge.   

References:  

• Why is Research Important – Introductory Psychology – Washington State University  
• The Role Of Scientific Research In Driving Business Innovation – Forbes  
• Innovation – Royal Society  
• Types of Research – Definition & Methods – Bachelor Print  
• What Is Qualitative vs. Quantitative Study? – National University  
• Basic Steps in the Research Process – North Hennepin Community College  
• Best Practices for Ensuring Data Accuracy in Research – LinkedIn  

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Harvard study, almost 80 years old, has proved that embracing community helps us live longer, and be happier

Part of the Tackling Issues of Aging series

A series on how Harvard researchers are tackling the problematic issues of aging.

W hen scientists began tracking the health of 268 Harvard sophomores in 1938 during the Great Depression, they hoped the longitudinal study would reveal clues to leading healthy and happy lives.

They got more than they wanted.

After following the surviving Crimson men for nearly 80 years as part of the Harvard Study of Adult Development , one of the world’s longest studies of adult life, researchers have collected a cornucopia of data on their physical and mental health.

Of the original Harvard cohort recruited as part of the Grant Study, only 19 are still alive, all in their mid-90s. Among the original recruits were eventual President John F. Kennedy and longtime Washington Post editor Ben Bradlee. (Women weren’t in the original study because the College was still all male.)

In addition, scientists eventually expanded their research to include the men’s offspring, who now number 1,300 and are in their 50s and 60s, to find out how early-life experiences affect health and aging over time. Some participants went on to become successful businessmen, doctors, lawyers, and others ended up as schizophrenics or alcoholics, but not on inevitable tracks.

“Loneliness kills. It’s as powerful as smoking or alcoholism.” Robert Waldinger, psychiatrist, Massachusetts General Hospital

During the intervening decades, the control groups have expanded. In the 1970s, 456 Boston inner-city residents were enlisted as part of the Glueck Study, and 40 of them are still alive. More than a decade ago, researchers began including wives in the Grant and Glueck studies.

Over the years, researchers have studied the participants’ health trajectories and their broader lives, including their triumphs and failures in careers and marriage, and the finding have produced startling lessons, and not only for the researchers.

“The surprising finding is that our relationships and how happy we are in our relationships has a powerful influence on our health,” said Robert Waldinger , director of the study, a psychiatrist at Massachusetts General Hospital and a professor of psychiatry at Harvard Medical School . “Taking care of your body is important, but tending to your relationships is a form of self-care too. That, I think, is the revelation.”

Close relationships, more than money or fame, are what keep people happy throughout their lives, the study revealed. Those ties protect people from life’s discontents, help to delay mental and physical decline, and are better predictors of long and happy lives than social class, IQ, or even genes. That finding proved true across the board among both the Harvard men and the inner-city participants.

“The people who were the most satisfied in their relationships at age 50 were the healthiest at age 80,” said Robert Waldinger with his wife Jennifer Stone.

Rose Lincoln/Harvard Staff Photographer

The long-term research has received funding from private foundations, but has been financed largely by grants from the National Institutes of Health, first through the National Institute of Mental Health, and more recently through the National Institute on Aging.

Researchers who have pored through data, including vast medical records and hundreds of in-person interviews and questionnaires, found a strong correlation between men’s flourishing lives and their relationships with family, friends, and community. Several studies found that people’s level of satisfaction with their relationships at age 50 was a better predictor of physical health than their cholesterol levels were.

“When we gathered together everything we knew about them about at age 50, it wasn’t their middle-age cholesterol levels that predicted how they were going to grow old,” said Waldinger in a popular TED Talk . “It was how satisfied they were in their relationships. The people who were the most satisfied in their relationships at age 50 were the healthiest at age 80.”

He recorded his TED talk, titled “What Makes a Good Life? Lessons from the Longest Study on Happiness,” in 2015, and it has been viewed 13,000,000 times.

The researchers also found that marital satisfaction has a protective effect on people’s mental health. Part of a study found that people who had happy marriages in their 80s reported that their moods didn’t suffer even on the days when they had more physical pain. Those who had unhappy marriages felt both more emotional and physical pain.

Those who kept warm relationships got to live longer and happier, said Waldinger, and the loners often died earlier. “Loneliness kills,” he said. “It’s as powerful as smoking or alcoholism.”

According to the study, those who lived longer and enjoyed sound health avoided smoking and alcohol in excess. Researchers also found that those with strong social support experienced less mental deterioration as they aged.

In part of a recent study , researchers found that women who felt securely attached to their partners were less depressed and more happy in their relationships two-and-a-half years later, and also had better memory functions than those with frequent marital conflicts.

“When the study began, nobody cared about empathy or attachment. But the key to healthy aging is relationships, relationships, relationships.” George Vaillant, psychiatrist

“Good relationships don’t just protect our bodies; they protect our brains,” said Waldinger in his TED talk. “And those good relationships, they don’t have to be smooth all the time. Some of our octogenarian couples could bicker with each other day in and day out, but as long as they felt that they could really count on the other when the going got tough, those arguments didn’t take a toll on their memories.”

Since aging starts at birth, people should start taking care of themselves at every stage of life, the researchers say.

“Aging is a continuous process,” Waldinger said. “You can see how people can start to differ in their health trajectory in their 30s, so that by taking good care of yourself early in life you can set yourself on a better course for aging. The best advice I can give is ‘Take care of your body as though you were going to need it for 100 years,’ because you might.”

The study, like its remaining original subjects, has had a long life, spanning four directors, whose tenures reflected their medical interests and views of the time.

Under the first director, Clark Heath, who stayed from 1938 until 1954, the study mirrored the era’s dominant view of genetics and biological determinism. Early researchers believed that physical constitution, intellectual ability, and personality traits determined adult development. They made detailed anthropometric measurements of skulls, brow bridges, and moles, wrote in-depth notes on the functioning of major organs, examined brain activity through electroencephalograms, and even analyzed the men’s handwriting.

Now, researchers draw men’s blood for DNA testing and put them into MRI scanners to examine organs and tissues in their bodies, procedures that would have sounded like science fiction back in 1938. In that sense, the study itself represents a history of the changes that life brings.

6 factors predicting healthy aging According to George Vaillant’s book “Aging Well,” from observations of Harvard men in long-term aging study

Physically active.

Absence of alcohol abuse and smoking

Having mature mechanisms to cope with life’s ups and downs

Healthy weight

Stable marriage.

Psychiatrist George Vaillant, who joined the team as a researcher in 1966, led the study from 1972 until 2004. Trained as a psychoanalyst, Vaillant emphasized the role of relationships, and came to recognize the crucial role they played in people living long and pleasant lives.

In a book called “Aging Well,” Vaillant wrote that six factors predicted healthy aging for the Harvard men: physical activity, absence of alcohol abuse and smoking, having mature mechanisms to cope with life’s ups and downs, and enjoying both a healthy weight and a stable marriage. For the inner-city men, education was an additional factor. “The more education the inner city men obtained,” wrote Vaillant, “the more likely they were to stop smoking, eat sensibly, and use alcohol in moderation.”

Vaillant’s research highlighted the role of these protective factors in healthy aging. The more factors the subjects had in place, the better the odds they had for longer, happier lives.

“When the study began, nobody cared about empathy or attachment,” said Vaillant. “But the key to healthy aging is relationships, relationships, relationships.”

“We want to find out how it is that a difficult childhood reaches across decades to break down the body in middle age and later.” Robert Waldinger

The study showed that the role of genetics and long-lived ancestors proved less important to longevity than the level of satisfaction with relationships in midlife, now recognized as a good predictor of healthy aging. The research also debunked the idea that people’s personalities “set like plaster” by age 30 and cannot be changed.

“Those who were clearly train wrecks when they were in their 20s or 25s turned out to be wonderful octogenarians,” he said. “On the other hand, alcoholism and major depression could take people who started life as stars and leave them at the end of their lives as train wrecks.”

The study’s fourth director, Waldinger has expanded research to the wives and children of the original men. That is the second-generation study, and Waldinger hopes to expand it into the third and fourth generations. “It will probably never be replicated,” he said of the lengthy research, adding that there is yet more to learn.

“We’re trying to see how people manage stress, whether their bodies are in a sort of chronic ‘fight or flight’ mode,” Waldinger said. “We want to find out how it is that a difficult childhood reaches across decades to break down the body in middle age and later.”

Lara Tang ’18, a human and evolutionary biology concentrator who recently joined the team as a research assistant, relishes the opportunity to help find some of those answers. She joined the effort after coming across Waldinger’s TED talk in one of her classes.

“That motivated me to do more research on adult development,” said Tang. “I want to see how childhood experiences affect developments of physical health, mental health, and happiness later in life.”

Asked what lessons he has learned from the study, Waldinger, who is a Zen priest, said he practices meditation daily and invests time and energy in his relationships, more than before.

“It’s easy to get isolated, to get caught up in work and not remembering, ‘Oh, I haven’t seen these friends in a long time,’ ” Waldinger said. “So I try to pay more attention to my relationships than I used to.”

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• What Makes Life Meaningful? Views From 17 Advanced Economies

Family is preeminent for most publics but work, material  well-being and health also play a key role

Table of contents.

• 1. Finding meaning in others
• 2. Finding meaning in the bigger picture
• 3. Finding meaning in what one does
• 4. The conditions that enable meaning
• 5. The pandemic and other difficulties
• 6. General – rather than specific – satisfaction
• Acknowledgments
• Appendix A: Coding methodology
• Appendix B: Survey methodology
• Appendix C: Codebook
• Appendix D: Political categorization

What do people value in life? How much of what gives people satisfaction in their lives is fundamental and shared across cultures, and how much is unique to a given society? To understand these and other issues, Pew Research Center posed an open-ended question about the meaning of life to nearly 19,000 adults across 17 advanced economies. 

For this report, we conducted nationally representative Pew Research Center surveys of 16,254 adults from March 12 to May 26, 2021, in 16 advanced economies. All surveys were conducted over the phone with adults in Canada, Belgium, France, Germany, Greece, Italy, the Netherlands, Spain, Sweden, the United Kingdom, Australia, Japan, New Zealand, Singapore, South Korea and Taiwan. Responses are weighted to be representative of the adult population in each public. Respondents in these publics were asked the following open-ended question: “We’re interested in exploring what it means to live a satisfying life. What aspects of your life do you currently find meaningful, fulfilling or satisfying?” Responses were transcribed by interviewers in the language in which the interviews were conducted.

In the United States, we surveyed 2,596 adults from Feb. 1 to 7, 2021. Everyone who took part in the U.S. survey is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. In the U.S., respondents were asked a slightly longer version of the same question: “We’re interested in exploring what it means to live a satisfying life. Please take a moment to reflect on your life and what makes it feel worthwhile – then answer the question below as thoughtfully as you can. What about your life do you currently find meaningful, fulfilling or satisfying? What keeps you going and why?”

Researchers examined random samples of English responses, machine-translated non-English responses and responses translated by a professional translation firm to inductively develop a codebook for the main sources of meaning mentioned across the 17 publics. The codebook was iteratively improved via practice coding and calculations of intercoder reliability until a final selection of 20 codes was formally adopted (see Appendix C ). 

To apply the codebook to the full collection of 18,850 responses, a team of Pew Research Center coders and professional translators were trained to code English and non-English responses, respectively. Coders in both groups coded random samples and were evaluated for consistency and accuracy. They were asked to independently code responses only after reaching an acceptable threshold for intercoder reliability. (For more on this, see Appendix A .) 

Here is the  question used for the report, along with the coded responses for each public. Open-ended responses have been lightly edited for clarity (and, in some cases, translated into English by a professional firm). More details about our international survey methodology and country-specific sample designs are  available here . For respondents in the U.S., read more about the ATP’s methodology  here .

From analyzing people’s answers, it is clear that one source of meaning is predominant: family. In 14 of the 17 advanced economies surveyed, more mention their family as a source of meaning in their lives than any other factor. Highlighting their relationships with parents, siblings, children and grandchildren, people frequently mention quality time spent with their kinfolk, the pride they get from the accomplishments of their relatives and even the desire to live a life that leaves an improved world for their offspring. In Australia, New Zealand, Greece and the United States, around half or more say their family is something that makes their lives fulfilling. 

“The most important thing for me is work. I think it is very important to build my career, to build my life, so that I’m doing better and better. And the way to do that is to take a lot of personal responsibility and work hard.” –Man, 25, Netherlands

Publics are also largely united in the relative emphasis placed on careers and occupations. Jobs are one of the top three sources of meaning for people in most places surveyed. Still, the emphasis placed on them can vary widely, from a high of 43% in Italy to a low of 6% in South Korea. And although in Italy as many cite their occupation as cite their family as a source of meaning, in places like the U.S., only around a third as many cite their careers. While some specifically describe their careers and what is meaningful about them – e.g., a cybersecurity worker who enjoys seeing his contributions in practice or a teacher who enjoys helping to inform children about history – others more generically mention enjoying their work or their colleagues or feeling intellectually challenged.

Many also highlight the importance of having one’s basic financial needs met – or even having some level of luxury – in order to lead a meaningful life. In nine of the 17 publics surveyed, material well-being is one of the top three factors people cited and, in most places, around one-in-five or more mention it. In South Korea, it even emerges as the  top source of meaning. Still, the lifestyle elements respondents cite run the gamut from “food on the table” and “a roof over my head” to “a decent income to support my family” and “no debt” to “enough money” to enjoy riding motorcycles or other activities like travel.

“Being comfortable and stable with basic needs (food, shelter, health care and public education for my child) and a little extra (maybe going out to dinner or a vacation).” –Woman, 51, U.S. 

Health, too, is relatively top of mind, coming up as one of the top three sources of meaning for people in around a third of the places surveyed. Still, the relative emphasis on health can vary widely, from 48% who mention it in Spain – making it the top source of meaning for Spaniards – to only 6% who say the same in Taiwan. For some, specific health problems cause them to value their health – such as one American woman who noted, “God gave me life, He pulled me through cancer. Life is precious and we only have one chance at it.” Others more generally note health as a prerequisite for other sources of meaning, emphasizing “being healthy” or “still breathing” as part of a list of things they value. Exercise and a healthy lifestyle are also touted as sources of meaning.

Notably, for most, this emphasis on health is not tied directly to the  COVID-19 pandemic . Although there is a widespread sense in most publics surveyed that the global pandemic has  changed people’s lives , in most places, people who mention health as something that gives them meaning are no more likely to mention COVID-19 than those who do not prioritize health. Some people who mention both do so because they have health problems that have been compounded by the disease, causing additional difficulty. One American described her situation in the following way: “Currently, being self-quarantined due to health issues and to keep away from COVID, God is what keeps me going,” while another described their predicament as “years of personal work to overcome anxiety and depression [that] took a hit with social distancing.” 

Still, others who mention both health and COVID-19 in their responses are largely appreciative of their health  because of the global pandemic. One American woman summarized her experience as: “I had COVID and it was the scariest thing and it really changed my outlook on life.” A Dutch man also emphasized the importance of healthy living even in a pandemic context: “What I find important for a fulfilling life are things like: to do sports, meaning active exercise 2 to 3 times a week; to eat a varied diet … now in this pandemic, you still have to make sure that you get enough exercise and try to bring structure into your life by making day or week schedules.”

In fact, how a topic like COVID-19 comes up – or doesn’t – highlights where the commonalities end and the differences between these 17 advanced economies emerge. Take Taiwan as an example. In Taiwan, society – or the institutions and attributes of where people live – is the  top  source of meaning, above family, occupation and material well-being. Two women in Taiwan emphasize ease of living on the island: “Food, clothing, housing, and transportation are all convenient. Life is safe and tranquil,” and “There are many convenient stores in Taiwan … The public health insurance system is good; medical service is convenient.” Others note their satisfaction with Taiwan’s political system. One woman claimed she is “fortunate to live in Taiwan, especially in the aspect of public health, democracy, and the rule of law and human rights, because it is very free.” A young man simply noted, “Living in Taiwan is very free, freer than China and Hong Kong.” Some specifically mentioned their government’s response to the COVID-19 pandemic, like a woman who listed the island’s “stable economy, well-controlled new COVID-19 pandemic, [and] easy access to medical care” as meaningful. Taiwan is one of the few societies – the others are also largely in the Asia-Pacific region – where references to COVID-19 do not tend to coincide with negativity; instead, most praise how well their government has handled things.

The topic of faith, religion and spirituality is also one where some societies notably differ. Outside of the U.S., religion is never one of the top 10 sources of meaning cited – and no more than 5% of any non-American public mention it. In the U.S., however, 15% mention religion or God as a source of meaning, making it the fifth most mentioned topic. For some, the emphasis on religion is about their personal relationship with Jesus: “I follow Jesus so my faith and hope is based on how he plays a role in my life. I don’t rely on any human to benefit my life.” Others note the benefits that come from being part of organized religion, such as camaraderie in a tough time: “My husband just died, so life is not very fulfilling right now. The support of family and friends, church, and his coworkers have helped me find meaning, as well as thinking about the good things we shared.” Evangelical Protestants in the U.S. are much more likely than mainline Protestants to mention faith as a source of meaning – 34% vs. 13%, respectively. Across all U.S. religious groups, those who attend religious services more often are much more likely to cite their religion in their answer than those who are less frequent attendees.

“I find [living] within [New Zealand] satisfying. We live in a country which has natural beauty and has a great deal of respect for nature which in turn helps us get a better connection to the country. I like going outside, going for a run every day, and seeing blue skies, forests and the wonderful people and it has a positive impact on my mental health, and especially compared to other countries I’ve been to.” –Man, 18, New Zealand

The United Kingdom, Australia, France, New Zealand and Sweden also stand apart for the relative emphasis they place on nature compared to many other places surveyed. In each of these countries, nature is one of the top eight sources of meaning. In the UK, too, hobbies and activities are revered by many: Around one-in-five mention their hobbies as something that gives them satisfaction in life, ranking only behind family and friends.  (To explore more about how each society is similar – or different – and to read about where people get meaning in their own words, please see “ What people around the world say about the meaning of life .”)

When discussing what makes life meaningful and fulfilling, a median of 10% across the 17 publics surveyed also mention challenges or difficulties that have interfered with their search for happiness. Once again, this varies substantially across the publics surveyed, with around one-in-five mentioning hardships in Italy, but only 5% or fewer saying the same in New Zealand and the UK. In some places surveyed – including Italy, the U.S. and Spain – those who mention their society, places and institutions are also more likely to mention challenges or difficulties. In South Korea and Taiwan, the opposite is true: In both of these publics, those who mention their society are  less  likely to mention negative things. People who find meaning in their family or their friends also tend to be less likely to mention difficulties or challenges, and the same is true of those who mention education and learning or their hobbies. 

Why this report focuses on topic rankings in addition to percentages

There is some variation in whether and how people respond to the open-ended question. In each public surveyed, some respondents said that they did not understand the question, did not know how to answer or did not want to answer. The share of adults that did so ranged from 23% in the U.S. to 1% in Spain. 

In some publics, people also tended to mention fewer things that make life meaningful in their response than did people surveyed elsewhere. For example, across the 17 publics surveyed, a median of 34% responded to the question about what gives them meaning in life by mentioning only one of the topics researchers coded (e.g., family). The shares in South Korea and Japan are much higher, with at least half only bringing up one source of meaning when providing a response.

These differences help explain why the share giving a particular answer in certain publics may appear much lower than others, even if the topic is the top mentioned source of meaning for that given public. To give a specific example, 19% of South Koreans mention material well-being while 42% say the same in Spain, but the topic is ranked first in South Korea and second in Spain. Given this, researchers have chosen to highlight not only the share of the public who mention a given topic but also its relative ranking among the topics coded, both in the text and in graphics. 

These are among the findings of a new analysis of an open-ended question about meaning in life, which was part of a Pew Research Center survey conducted Feb. 1 to May 26, 2021, among 18,850 adults in 17 advanced economies. 

In addition to similarities and differences between the publics surveyed, the analysis also reveals broader patterns in where people find meaning based on their age, gender, income and political ideology, among other factors. Some of these additional key findings include: 

• Younger people  tend to emphasize their friends, education and hobbies as sources of meaning more so than older people. For their part, older people are more likely to discuss retirement and health than younger ones. Older people are also somewhat more likely to discuss challenges and negative things when discussing what gives them meaning than younger ones. 
• In most respects,  men and women  are quite similar with regard to what gives them meaning. But women are somewhat more likely to mention family as a source of satisfaction in their lives than are men in most places surveyed. Women are also somewhat more likely to emphasize their health than are men. 
• People with higher levels of  education and higher  incomes  tend to be more likely to mention their family and career as things that give them meaning than are people with lower levels of education or lower incomes, respectively. 1 , 2 Mentions of service and civic engagement tend to be higher among those with more education. Those with lower incomes are also somewhat more likely to cite challenges in their lives when discussing what gives them meaning than those with higher incomes.
• Those who place themselves on the  left of the ideological spectrum  are more likely to cite nature as a source of meaning than those who place themselves on the right. They are also more likely to mention their friends and hobbies, whereas those on the ideological   right  mention religion more often. 

• In the U.S., partisanship also sometimes plays a role. For example, Republicans and Republican-leaning independents are about twice as likely than their Democratic counterparts to bring up freedom and independence. Americans today – and especially Republicans – have also become more likely to mention freedom and independence as a source of meaning in life since 2017. For more on this and other changes over time, see “ Where Americans find meaning in life has changed over the past four years .”
• For the purpose of comparing educational groups across countries, education levels are standardized based on the UN’s International Standard Classification of Education (ISCED). The “less education” category is secondary education or below and the “more education” category is postsecondary or above in Australia, Belgium, Canada, Denmark, France, Germany, Italy, Japan, Netherlands, New Zealand, Singapore, South Korea, Spain, Sweden, Taiwan, UK and U.S. ↩
• Respondents with a household income below the approximate country median are considered lower income. Those with an income at or above the approximate country median are considered higher income. ↩

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One in three dying people in England and Wales was severely or overwhelmingly affected by pain in the last week of life, with bereaved people reporting how difficult it was to get joined-up support from health and care professionals at home.

This report highlights the need for a radical repurposing of NHS funding to resource primary care for that ambition to be achieved Stephen Barclay

These are among the conclusions of Time to Care: findings from a nationally representative survey of experiences at the end of life in England and Wales , a new report funded by end-of-life charity Marie Curie and produced by King’s College London’s Cicely Saunders Institute, Hull York Medical School at University of Hull, and the University of Cambridge.

Time to Care aims to describe the outcomes, experiences, and use of care services by people affected by dying, death, and bereavement in England and Wales. It is the final report from the Marie Curie Better End of life programme.

The report found one in five dying people had no contact with their GP in the last three months of life.

Half of people surveyed (49%) said their dying loved one visited A&E at least once in their final three months of life, and one in eight people who died in hospital had been there less than 24 hours. 

Half of respondents (49%) in the study were also unhappy with at least one aspect of the care the person who died received and of those one in eight people made a formal complaint. Fewer than half of respondents said they had a key contact person to co-ordinate their care. This meant responsibility for care fell on informal carers (family and friends), who often felt unprepared and unsupported.

Professor Stephen Barclay, from the Department of Public Health & Primary Care at the University of Cambridge, a researcher on the project and a practicing GP, said: “GPs, Community Nurses and the wider Primary Care Team have a central and often under-recognised role in the care of people approaching and at the end of their lives. But they are under enormous pressure with increasing workloads, diminishing workforces and inadequate investment over recent years.

“Increasing numbers of people have been dying in the community during and following the COVID-19 pandemic, at home or in care homes. This important survey, undertaken at a time when the NHS was beginning to recover from the worst of the pandemic, reveals how clinical teams in all settings are struggling to meet the needs of this vulnerable patient group.

“The out-of-hours period, which comprises two-thirds of the week, is particularly difficult for patients and their families. Across the UK, GPs and Community Nurses want to provide excellent palliative and end of life care, but the necessary ‘time to care’ is currently often squeezed. The new UK Government’s focus on care close to home is welcome. This report highlights the need for a radical repurposing of NHS funding to resource primary care for that ambition to be achieved.”

The research report is based on a survey sent by the Office for National Statistics in 2023 to a nationally representative sample of people who had registered the death of a family member in the prior six to 10 months. Only non-sudden causes of death were included. Responses were received from 1179 people, making this the largest nationally representative post-bereavement survey in England and Wales for a decade.

Professor Katherine Sleeman, from King’s College London and lead researcher on the project, said:  “This study reveals patchy and inconsistent provision of care for people approaching the end of life. While there were examples of excellent care - including in the community, in care homes, and in hospitals - the overall picture is of services that are overstretched, and of health and care staff lacking the time they need to consistently provide high-quality care. This means that dying people miss out on treatment and care for their symptoms, and families are left feeling unprepared and unsupported which has lasting emotional repercussions into bereavement.

The researchers say the findings are concerning, considering the ageing population and the expected increase in palliative care needs across the UK. By 2048, there will be an additional 147,000 people in the UK who need palliative care before they die, an increase of 25%.

“Without a corresponding increase in capacity of primary and community care teams to support these people as they approach the end of life, the quality of care is likely to further suffer,” said Professor Sleeman. “It has never been more important to ensure high-quality palliative care for all who need it.”

Annette Weatherley, Marie Curie Chief Nursing Officer, added: “The findings are shocking.  Too many people are dying in avoidable pain, struggling with breathlessness and other debilitating symptoms because of the difficulties they face accessing the end-of-life care they need from overstretched GPs and other health and care workers.

“Without urgent action, gaps in access to palliative and end of life care will only grow.

“It is a critical time to improve palliative and end of life care. People at the end of life should be able to have the very best possible care. There is only one chance to get it right at the end of life.  Yet, as the evidence shows, too many people are being failed by a system faced with extreme financial and workforce pressures.  It’s time for Governments to step up and fix care of the dying.”

Professor Stephen Barclay is a fellow at Emmmanuel College, Cambridge.

Adapted from a press release by Marie Curie

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Healthier, happier, fairer: new research shows major life benefits from decarbonising transport

Associate Professor in Public Health, University of Otago

Disclosure statement

Caroline Shaw received funding from the Health Research Council of New Zealand for this work, which was also supported by the University of Otago.

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With walking and cycling funding halved in the government’s recently released National Land Transport Programme , and a weaker transport emissions reduction plan, the potential health benefits of a low-carbon transport system have hit a real speed bump.

This is a pity, because one of the great promises of low-carbon transport is the health improvements that can accompany certain policy choices. Health is tangible, while decarbonisation policy is often complex and highly technical. People care deeply about health, both physical and mental.

However, we are now faced with climate and transport policy options that will have radically different implications for health.

To explore this, we looked at two distinct future transport pathways described by the Climate Change Commission. We found the choices New Zealand makes now will be crucial to improving people’s lives in the near future.

Transport and health

We already know transport systems cause a lot of disease and harm from air and noise pollution, physical inactivity and injury. Cancer, asthma, heart disease, premature birth, depression and dementia have all been linked to the effects of transport emissions.

It is hard to precisely quantify the health impacts of New Zealand’s current transport system. But we know it has a greater effect than tobacco , causes thousands of premature deaths each year and adds avoidable burdens to strained health services.

These impacts do not fall equally on different parts of the population. People with low incomes, for example, are more likely to die from road traffic injury. We also know those who drive the most (and have the most environmental impact) tend to experience the least adverse transport-related health outcomes.

Reducing transport emissions involves a series of choices about how we decarbonise. For example, we can emphasise vehicle electrification, change urban design, or pursue combinations of both.

To explore the health implications of this, our new research quantifies two possible transport pathways outlined in the Climate Change Commission’s 2021 advice to the government, Ināia tonu nei: a low emissions future for Aotearoa .

Behaviour and technology

Focusing on population health, health system costs, health inequity and transport greenhouse gas emissions, we modelled household travel under the two most distinct pathways out to 2050. We then compared these to the current transport system (as of 2018).

The two pathways – “further behaviour change” and “further technology change” – both rely on increasing public transport and reducing vehicle travel per person by 2050. The behaviour pathway achieves the most in those areas and includes a large increase in cycling.

Both pathways require a transition to electric cars, but the technology pathway gets to a 100% electric light fleet by 2050 compared to 89% in the behaviour pathway.

Compared to the 2018 transport system, we found both pathways would save lives, reduce health system costs and reduce greenhouse gas emissions. However, the health gains were around two-and-half times greater in the behaviour pathway than the technology pathway (health savings were three times larger).

This was primarily because of the increased physical activity in this pathway. Lifecycle emissions reductions (for example, from the manufacture and destruction of a car, as well as driving it) were quite similar between the two pathways.

Similar impacts to tobacco reduction

We also modelled how the pathways would affect existing health inequities. We found the behaviour pathway could contribute to reducing healthy life expectancy differences between Māori and non-Māori.

This depended on how policies are implemented: the fairer the transport system, the better it is for health equity.

The potential health benefits of the behaviour pathway are of the same magnitude as those seen from tobacco market interventions such as a 10% tax increase and creation of a smoke-free generation.

These results are quite conservative, too. The Climate Change Commission assumed only minimal changes in walking. But the policies needed to deliver this pathway are all likely to increase walking substantially. And even the policies needed to achieve the technology pathway would increase walking.

Moreover, our health model itself is conservative. For example, we know the positive impacts of the behaviour pathway on mental health would be considerably larger than we were able to model.

Health and fairness

These findings also relate to the government’s emissions reduction plans, which were published after the Climate Change Commission delivered its advice.

The behaviour change pathway is similar to the approach taken in the first emissions reduction plan from 2022, so we can assume there would be comparable health impacts. In contrast, the approach in the draft second emissions reduction plan , published this year, is radically different.

This newer plan focuses on the emissions trading scheme (a pricing tool), increasing electric car charging infrastructure, and a few public transport projects (mainly in Auckland).

These policies are unlikely to have much impact on land transport emissions. Nor will they achieve the health benefits of even the technology pathway. Other transport policies – speed limit increases, expanded road building and weaker vehicle emissions standards – will likely counteract any potential benefits from the second emissions reduction plan, as well as make health worse.

This research illustrates how the way we choose to decarbonise transport is important. It adds to other local research showing that moving to a “planet-friendly” diet would result in large health, health equity and climate benefits.

Collectively these studies demonstrate how we can decarbonise in ways that meaningfully improve lives. And we can build support for climate policy by focusing on the things people truly value, such as health and fairness.

The author gratefully acknowledges her fellow researchers and co-authors on this project: Anja Mizdrak, Ryan Gage and Melissa McLeod, University of Otago; Rhys Jones and Alistair Woodward, University of Auckland; and Linda Cobiac, Griffith University.

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Developing one important life skill could increase longevity, new health study reveals

How mentally resilient you are could determine how long you'll live, according to new research, which comes as experts share concerns about a youth mental health crisis

• 12:57, 4 SEP 2024

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A recent study published in the BMJ Mental Health Journal suggests that mental resilience might be a significant factor in lifespan extension.

The collaborative research effort between the Karolinska Institute in Sweden and Sun Yat-sen University in China analysed data from 10,500 American adults with an average age of 66.

Participants were evaluated for their levels of mental resilience and divided into quartiles accordingly. The findings indicated that those with higher mental resilience scores tended to live longer.

Taking various factors into consideration, the research revealed that individuals with greater mental fortitude had a 38 percent lower risk of mortality.

The Times highlighted that the researchers believe "good coping skills can help offset the negative impact of long-term conditions and subsequent disability".

Nonetheless, the researchers acknowledge diversity in resilience: "However, individuals differ in their ability to overcome and adapt to adversity, with some exhibiting resilience while others struggle."

This research emerges amidst growing concern over the resilience of young people, particularly given recent warnings about notable increases in youth experiencing mental health issues.

Calls have intensified following a report by The Lancet Psychiatry Commission on youth mental health, demanding further efforts to support young people and address the escalating prevalence of mental health disorders.

The paper issued a stark warning that "mental ill health" has now "entered a dangerous phase" and represents "a major threat to the lives and futures of young people".

At the helm of the research, psychiatrist Professor Patrick McGorry voiced his concern about the escalating youth mental health crisis, stating it's "the most serious public health problem we've got". He argued forcefully: "If the rapid deterioration in health was happening in any other health area, like diabetes or cancer, there would be dramatic actions taken by governments."

Reporting on Professor McGorry's insights, The Guardian shared his reflections on the struggles faced by younger generations including Zillennials, Gen Z , and Gen Alpha . He observed: "It may appear on the surface that previous generations had it more difficult, given the Great Depression, world wars and nuclear threats."

He continued with a grave assessment, saying: "But actually, there's much less security and hope for the future surrounding the current generation than ever before. The challenges today's generation of young people face are unprecedented, they're devastating, and they're worse than they've ever been."

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Blood-based biomarkers for early detection of Alzheimer's disease

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New research has discovered a unique and promising avenue for diagnosing Alzheimer's disease (AD) earlier – by analyzing AD biomarkers in blood – so that the impacts of dementia can be reduced.

AD is the most common form of dementia, estimated to contribute to 60-70 percent of cases, or more than 33 million cases worldwide, according to the World Health Organisation. Currently incurable, AD is usually diagnosed when a person is having significant difficulties with memory and thinking that impact their daily life.

University of Melbourne researcher Dr Brandon Mahan leads a group of analytical geochemists from the Faculty of Science who are collaborating with neuroscientists in the Faculty of Medicine, Dentistry, and Health Sciences (based at The Florey) to develop a blood test for earlier diagnosis of AD, as described in a paper published in Metallomics .

In a world first, the researchers applied inorganic analytical geochemistry techniques, originally developed for cosmochemistry – for example, to study the formation and evolution of the Earth, the Moon, other planets, and asteroid samples – and adapted these highly sensitive techniques to search for early biomarkers of AD in human blood serum.

They compared the levels of potassium isotopes in blood serum in 20 samples – 10 healthy and 10 AD patients from the Australian Imaging, Biomarker , and Lifestyle study and biobank.

Our minimally invasive test assesses the relative levels of potassium isotopes in human blood serum and shows potential to diagnose AD before cognitive decline or other disease symptoms become apparent, so action can be taken to reduce the impacts." Dr. Brandon Mahan, Senior Lecturer, University of Melbourne

Dr Mahan added, "Our test is scalable and – unlike protein-based diagnostics that can break down during storage – it avoids sample stability issues because it assesses an inorganic biomarker."

Currently, clinical diagnosis of AD is based on medical history, neurological exams, cognitive, functional and behavioural assessments, brain imaging, and protein analysis of cerebrospinal fluid or blood samples.

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"Earlier diagnosis would enable earlier lifestyle changes and medication that can help slow disease progression and would allow more time for affected families to take action to reduce the social, emotional and financial impacts of dementia," Dr Mahan said. "It could also make patients eligible for a wider variety of clinical trials, which advance research and may provide further medical benefits.

"My research team – the Melbourne Analytical Geochemistry group – seeks partners and support to continue this important research and development."

Co-author Professor Ashley Bush from The Florey sees promise in the results from the small pilot study.

"Our blood test successfully identified AD and shows diagnostic power that could rival leading blood tests currently used in clinical diagnosis," Professor Bush said. "Significant further work is required to determine the ultimate utility of this promising technique."

With the world's population aging, the incidence of AD is rising. The number of dementia sufferers is anticipated to double every 20 years and the global cost of dementia is forecast to rise to US$2.8 trillion by 2030. In 2024, more than 421,000 Australians live with dementia. It is the second leading cause of death in Australia and the leading cause for Australian women.

University of Melbourne

Mahan, B., et al. (2024). Stable potassium isotope ratios in human blood serum towards biomarker development in Alzheimer's disease. Metallomics . doi.org/10.1093/mtomcs/mfae038

Posted in: Medical Science News | Medical Research News | Medical Condition News

Tags: Aging , Alzheimer's Disease , Biomarker , Blood , Blood Test , Brain , Clinical Trial , Dementia , Dentistry , Diagnostic , Diagnostics , Evolution , Imaging , Medicine , Potassium , Protein , Protein Analysis , Research

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More people now take an inclusive approach to who can call themselves British

• Publishing date: 3 September 2024

As Britain has become a more diverse society, people’s understanding of what it means to be British, an identity acknowledged by almost two-thirds of the population (64%), has shifted. 

The latest chapter of the 41st British Social Attitudes (BSA) report, published today by the National Centre for Social Research (NatCen), finds that over the last decade, there has been a sharp fall in the proportion who believe someone’s family background is important to them being ‘truly British’.

The proportion who think it is important that someone was born in Britain has fallen from 74% in 2013 to 55% today. Similarly, those who believe it is important to have British ancestry has dropped from 51% to 39%.

In contrast, as many as 86% believe it is important to ‘respect British political institutions and laws’, similar to the 85% who expressed that view in 2013.

Overall, two-thirds (68%) could be classified as primarily having a ‘civic’, inclusive understanding of British identity, while just under one in five (19%) think of Britishness primarily in ‘ethnic’, exclusive terms that focus on birth and ancestry.

However, these figures vary according to people’s demographic background: 

• Those aged 65 and over (26%) are nearly twice as likely as those aged less than 35 (14%) to have a primarily ethnic conception of British identity.
• Similarly, those with no educational qualifications (27%) are more than twice as likely as graduates (11%) to have an ethnic conception of British identity. 
• Those who voted Leave in the 2016 EU referendum (27%) were also twice as likely as those who voted Remain (13%) to have a primarily ethnic view of British identity.

Fall in National Pride

Over the last decade, there has been a sharp fall in the proportion who take pride in Britain’s achievements:

• Only 64% say they are proud of Britain’s history, down from 86% in 2013.
• Just 53% take pride in how Britain’s democracy works, compared with 69% in 2013.
• While 44% are proud of Britain’s economic achievements, the figure was 57% in 2013.

However, most people still take pride in the country’s cultural and sporting achievements. 79% say they are proud of Britain’s achievements in arts and literature, while 77% say the same of the country’s sporting achievements. 

Those with a civic understanding of what it means to be British (84%) are more likely than those with an ethnic one (74%) to express pride in Britain’s arts and literature. Conversely, they are less likely to be proud of Britain’s history (65% compared with 74%). Gillian Prior, Deputy Chief Executive at the National Centre for Social Research, says: “Our latest report finds Britain has become more inclusive in its attitudes towards what it means to be British. These research findings show that whilst we are less likely to take pride in British history and more critical about its politics, there is still a great deal of national pride in the country’s cultural and sporting achievements. This change in attitudes may have been influenced by the increased diversity and shared citizenship within Britain, presenting a portrait of a nation redefining itself.”  

Additional Information

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Study to Evaluate THC, CBD Benefits for Dementia-Related Agitation

September 3, 2024 · Baton Rouge, LA

Pennington Biomedical currently recruiting hospice-eligible dementia patients “LiBBY” research study 

Pennington Biomedical Research Center’s Dr. Jeff Keller is evaluating the potential for delta-9-tetrahydrocannabinol, or THC, and cannabidiol, or CBD, to reduce the behaviors indicating agitation, distress or anxiety in patients with Alzheimer’s disease or other forms of dementia. The study is designed for hospice-eligible patients who are either receiving hospice care or who are eligible for hospice, and who are exhibiting agitation concurrently with a diagnosis of dementia. There are currently no FDA-approved medications to treat agitation at the end-of-life stages in dementia patients.  

The “Life’s End Benefits of Cannabidiol and Tetrahydrocannabinol” or LiBBY, study is the first-of-its-kind national study funded by the National Institute of Aging. The placebo-controlled, double-blinded study is designed to help researchers further explore these compounds for their potential to ease the burden of patients and caregivers.  

“The restlessness, anxiety, and distress that frequently accompanies Alzheimer’s and dementia can be frustrating and frightening for both the patient and their caregivers,” said Dr. Keller, who is the director of Institute for Dementia Research & Prevention at Pennington Biomedical and a professor of aging and neurodegeneration. “The LiBBY study intends to explore whether THC and CBD can be safe and effective options for managing agitation in dementia patients. This landmark, multisite study will increase the pace of THC clinical research nationwide, and Pennington Biomedical’s participation makes it much easier to initiate THC research at this facility in the future.” 

Upon joining the study, participants will complete a baseline visit and will be randomly assigned to one of two study groups: one receiving the active study drug, and one receiving a placebo. The active study will last for 12 weeks and will include one screening visit, six in-person visits, and five evaluations by phone.  

Before the study concludes, all participants will have the opportunity to request to continue their participation in the “Open Label Extension” portion of the study. Though participants will not know if they are receiving the study drug or the placebo during the study, all participants will receive the active study drug in the “Open Label Extension” period. 

“Dementia, especially when coupled with agitation, can be frightening for patients and heartbreaking for caregivers, who frequently face burnout. As other studies have shown THC can help in treating post-chemotherapy nausea, the LiBBY study is a practical next step in exploring the benefits of these compounds and offering hope to those facing this difficult challenge,” said Dr. John Kirwan, Executive Director of Pennington Biomedical. “Dr. Keller and his colleagues have worked incredibly diligently to bring this study to Pennington Biomedical. We are proud to have this study here and to have it position the Center for similar studies in the future.” 

Pennington Biomedical is one of 11 research institutions to facilitate the LiBBY study and exploring the use of THC for dementia-related agitation. Pennington Biomedical, Georgetown University Medical Center, the University of Kentucky, and the Ralph H. Johnson VA Medical Center are currently recruiting participants.

The research facility is working with hospice care providers in Capital Region and beyond to share the details of this study with patients and their families. Carpenter Health network, a large Baton Rouge-based hospice group, is one of the care providers to help identify patients and caretakers who may be eligible for the study.

"The Carpenter Health Network is proud to join with other late-stage care facilities and networks to share this study with the families we work with daily," said Raoul Manalac, Medical Director at St. Joseph Hospice – Baton Rouge. "Dementia is accompanied by many challenges, with agitation and anxiety among the most frightening and frustrating for patients and families, and there are few options available to provide relief. This innovative study is driven by both the quest for new knowledge, as well as compassion for families dealing with dementia.”  

Hospice groups and end-of-life care providers in South Louisiana will be instrumental connecting eligible patients with the study. Those providers or groups who are interested can contact Dr. Jeff Keller at [email protected] . 

For more information contact:

Joe Coussan, Media Relations Manager, [email protected] , 225-763-3049 or Ernie Ballard, Senior Director of Communications & Marketing, [email protected] , 225-263-2677 .

About the Pennington Biomedical Research Center

The Pennington Biomedical Research Center is at the forefront of medical discovery as it relates to understanding the triggers of obesity, diabetes, cardiovascular disease, cancer and dementia. The Center conducts basic, clinical, and population research, and is a campus of the LSU System. The research enterprise at Pennington Biomedical includes over 530 employees within a network of 44 clinics and research laboratories, and 13 highly specialized core service facilities. Its scientists and physician/scientists are supported by research trainees, lab technicians, nurses, dietitians, and other support personnel. Pennington Biomedical is a state-of-the-art research facility on a 222-acre campus in Baton Rouge. For more information, see www.pbrc.edu .

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