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Social Psychology Research Topics

Choosing topics for social psychology research papers or projects for class can be challenging. It is a broad and fascinating field, which can make it challenging to figure out what you want to investigate in your research.

Social psychology explores how individual thoughts, feelings, and behaviors are affected by social influences. It explores how each person's behavior is affected by their social environment.

This article explores a few different social psychology topics and research questions you might want to study in greater depth. It covers how to start your search for a topic as well as specific ideas you might choose to explore.

How to Find a Social Psychology Research Topic

As you begin your search, think about the questions that you have. What topics interest you? Following your own interests and curiosities can often inspire great research questions.

Choose a Sub-Topic

Social psychologists are interested in all aspects of social behavior. Some of the main areas of interest within the field include social cognition, social influence, and social relationships investigating subtopics such as conformity, groupthink, attitude formation, obedience, prejudice, and so on.

Social cognition : How do we process and use information about social experiences? What kinds of biases influence how we engage with other people?
Social influence: What are the key social factors that influence our attitudes and behavior? What are group dynamics and how do we understand patterns of behavior in groups?
Social relationships : What are the different types of social relationships? How do they develop and change over time?

To help ensure that you select a topic that is specific enough, it can be helpful to start by confining your search to one of these main areas.

Browse Through Past Research

After narrowing down your choices, consider what questions you might have. Are there questions that haven't been fully answered by previous studies? At this point, it can be helpful to spend some time browsing through journal articles or books to see some examples of past findings and identify gaps in the literature.

You can also find inspiration and learn more about a topic by searching for keywords related to your topic in psychological databases such as PsycINFO or browsing through some professional psychology journals.

Narrow Down Your Specific Topic

Once you have a general topic, you'll need to narrow down your research. The goal is to choose a research question that is specific, measurable, and testable. Let's say you want to study conformity; An example of a good research question might be, “Are people more likely to conform when they are in a small group or a large group?” In this case, the specific topic of your paper would be how group size influences social conformity .

Review the Literature on Your Chosen Topic

After choosing a specific social psychology topic to research, the next step is to do a literature review. A literature review involves reading through the existing research findings related to a specific topic.

You are likely to encounter a great deal of information on your topic, which can seem overwhelming at times. You may find it helpful to start by reading review articles or meta-analysis studies. These are summaries of previous research on your topic or studies that incorporate a large pool of past research on the topic.

Talk to Your Instructor

Even if you are really excited to dive right in and start working on your project, there are some important preliminary steps you need to take.

Before you decide to tackle a project for your social psychology class, you should always clear your idea with your instructor. This initial step can save you a lot of time and hassle later on.

Your instructor can offer clear feedback on things you should and should not do while conducting your research and might be able to offer some helpful tips. Also, if you plan to implement your own social experiment, your school might require you to present to and gain permission from an institutional review board.

Thinking about the questions you have about social psychology can be a great way to discover topics for your own research. Once you have a general idea, explore the literature and refine your research question to make sure it is specific enough.

Examples of Social Psychology Research Topics

The following are some specific examples of different subjects you might want to investigate further as part of a social psychology research paper, experiment, or project:

Implicit Attitudes

How do implicit attitudes influence how people respond to others? This can involve exploring how people's attitudes towards different groups of people (e.g., men, women, ethnic minorities) influence their interactions with those groups. For example, one study found that 75% of people perceive men to be more intelligent than women .

In your own project, you might explore how implicit attitudes impact perceptions of qualities such as kindness, intelligence, leadership skills, or attractiveness.

Prosocial Behavior

You might also choose to focus on prosocial behavior in your research. This can involve investigating the reasons why people help others. Some questions you could explore further include:

What motivates people to help others?
When are people most likely to help others?
How does helping others cause people to feel?
What are the benefits of helping other people?

How do people change their attitudes in response to persuasion? What are the different techniques that can be used to persuade someone? What factors make some people more susceptible to persuasion than others?

One way to investigate this could be through collecting a wide variety of print advertisements and analyzing how persuasion is used. What types of cognitive and affective techniques are utilized? Do certain types of advertisements tend to use specific kinds of persuasive techniques ?

Another area of social psychology that you might research is aggression and violence. This can involve exploring the factors that lead to aggression and violence and the consequences of these behaviors. Some questions you might explore further include:

When is violence most likely to occur?
What factors influence violent behavior?
Do traumatic experiences in childhood lead to more aggressive behavior in adulthood?
Does viewing violent media content contribute to increased aggressive behavior in real life?

Prejudice and discrimination are areas that present a range of research opportunities. This can involve studying the different forms that prejudice takes (e.g., sexism, racism, ageism ), as well as the psychological effects of prejudice and discrimination. You might also want to investigate topics related to how prejudices form or strategies that can be used to reduce such discrimination.

Nonverbal Behavior

How do people respond when nonverbal communication does not match up to verbal behavior (for example, saying you feel great when your facial expressions and tone of voice indicate otherwise). Which signal do people respond to most strongly?

How good are people at detecting lies ? Have participants tell a group of people about themselves, but make sure some of the things are true while others are not. Ask members of the group which statements they thought were true and which they thought were false.

Social Norms

How do people react when social norms are violated? This might involve acting in a way that is outside the norm in a particular situation or enlisting friends to act out the behaviors while you observe.

Some examples that you might try include wearing unusual clothing, applauding inappropriately at the end of a class lecture, cutting in line in front of other people, or some other mildly inappropriate behavior. Keep track of your own thoughts as you perform the experiment and observe how people around you respond.

Online Social Behavior

Does online social networking make people more or less likely to interact with people in face-to-face or other offline settings? To investigate this further, you could create a questionnaire to assess how often people participate in social networking versus how much time they spend interacting with their friends in real-world settings.

Social Perception

How does our appearance impact how people respond to us? Ask some friends to help you by having two people dress up in dramatically different ways, one in a professional manner and one in a less conventional manner. Have each person engage in a particular action, then observe how they are treated and how other people's responses differ.

Social psychologists have found that attractiveness can produce what is known as a halo effect . Essentially, we tend to assume that people who are physically attractive are also friendly, intelligent, pleasant, and likable.

To investigate this topic, you could set up an experiment where you have participants look at photographs of people of varying degrees of physical attractiveness, and then ask them to rate each person based on a variety of traits, including social competence, kindness, intellect, and overall likability.

Think about how this might affect a variety of social situations, including how employees are selected or how jurors in a criminal case might respond.

Social psychology is a broad field, so there are many different subtopics you might choose to explore in your research. Implicit attitudes, prosocial behavior, aggression, prejudice, and social perception are just a few areas you might want to consider.

A Word From Verywell

Social psychology topics can provide a great deal of inspiration for further research, whether you are writing a research paper or conducting your own experiment. In addition to some of the social psychology topics above, you can also draw inspiration from your own curiosity about social behavior or examine social issues that you see taking place in the world around you.

American Psychological Association. Frequently asked questions about institutional review boards .

Storage D, Charlesworth TES, Banaji M, Cimpian A. Adults and children implicitly associate brilliance with men more than women . J Exp Soc Psychol . 2012;90:104020. doi:10.1016/j.jesp.2020.104020

Talamas SN, Mavor KI, Perrett DI. Blinded by beauty: Attractiveness bias and accurate perceptions of academic performance . PLoS ONE . 2016;11(2):e0148284. doi:10.1371/journal.pone.0148284

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

PSYC 321--Social Psychology: Literature Review

Getting Started
Tests and Measurements
Literature Review
Citing Sources--APA Style

Methods for Synthesizing Qualitative Reviews

Ruth Garside, PhD, Senior Lecturer in Evidence Synthesis at the Medical School, University of Exeter

Check out PRISMA to guide your review: especially the checklist for your review and the flow diagram to develop your protocol.

The PRISMA Statement:

Anybody writing a systematic literature review should be familiar with the PRISMA statement . The PRISMA Statement is a document that consists of a 27-item checklist and a flow diagram and aims to guide authors on how to develop a systematic review protocol and what to include when writing the review.

A protocol ideally includes the following:

Databases to be searched and additional sources (particularly for grey literature)

Keywords to be used in the search strategy

Limits applied to the search.

Screening process

Data to be extracted

Summary of data to be reported

From Majumbder, K. (2015). A young researcher's guide to a systematic review. Editage Insights. Retrieved from https://www.editage.com/insights/a-young-researchers-guide-to-a-systematic-review#

Systematic Literature Review

Here are a couple of articles found in Sage Research Methods Online which give good definitions of what a Systematic Literature Review is and how to do one:

Dempster, M. (2003). Systematic review . In Robert L. Miller, & John D. Brewer

(Eds.), The A-Z of Social Research. (pp. 312-317). London, England: SAGE

Publications, Ltd. doi: http://dx.doi.org/10.4135/9780857020024.n110

Crisp, B.R. (2015). Systematic reviews: a social work perspective . Australian

Social Work, 68 (3): 284-295. http://dx.doi.org/10.1080/0312407X.2015.102426

Schick-Makaroff, K., MacDonald, M. Plummer, M., Burgess, J., & Neander, W. (2016).

What Synthesis Methodology Should I Use? A Review and Analysis of Approaches to

Research Synthesis . AIMS Public Health, 3 (1). 172-215.

doi: 10.3934/publichealth.2016.1.172

http://dspace.library.uvic.ca:8080/handle/1828/7464

Inclusion/Exclusion Criteria

Veale, T.Search concept tools. Retrieved from //medhealth.leeds.ac.uk/info/639/information_specialists/1500/search_concept_tools Describes various structures for developing criteria: PICO, PICOS, SPIDER, SPICE, etc.

Support for Systematic Reviews

Systematic Review Search Strategies Worksheet Organize your review by topic, database, search string, and criteria
Evaluation of Sources Questions to ask of primary source articles (both qualitative and quantitative) when evaluating their quality
Software for Organizing Systematic Reviews From Columbia University Medical Center's Library
Evidence-Based Practice
Meta-Ethnography
Qualitative Evidence Synthesis

Examples of Systematic Reviews

Prospero: International Prospective Register of Systematic Reviews

This web site collects systematic reviews in process. By reviewing them, you can see what is included in a systematic review.

Campbell Systematic Reviews

This Monograph series is an open access collection of peer-reviewed systematic reviews. "Campbell systematic reviews follow structured guidelines and standards for summarizing the international research evidence on the effects of interventions in crime and justice, education, international development, and social welfare." Registration and protocols are available from the Campbell Collaboration Library of Systematic Reviews .

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Next: Citing Sources--APA Style >>
Last Updated: Aug 26, 2024 1:17 PM
URL: https://libguides.stthomas.edu/psyc321

USC Libraries
Research Guides

Organizing Your Social Sciences Research Paper

5. The Literature Review
Purpose of Guide
Design Flaws to Avoid
Independent and Dependent Variables
Glossary of Research Terms
Reading Research Effectively
Narrowing a Topic Idea
Broadening a Topic Idea
Extending the Timeliness of a Topic Idea
Academic Writing Style
Applying Critical Thinking
Choosing a Title
Making an Outline
Paragraph Development
Research Process Video Series
Executive Summary
The C.A.R.S. Model
Background Information
The Research Problem/Question
Theoretical Framework
Citation Tracking
Content Alert Services
Evaluating Sources
Primary Sources
Secondary Sources
Tiertiary Sources
Scholarly vs. Popular Publications
Qualitative Methods
Quantitative Methods
Insiderness
Using Non-Textual Elements
Limitations of the Study
Common Grammar Mistakes
Writing Concisely
Avoiding Plagiarism
Footnotes or Endnotes?
Further Readings
Generative AI and Writing
USC Libraries Tutorials and Other Guides
Bibliography

A literature review surveys prior research published in books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have used in researching a particular topic and to demonstrate to your readers how your research fits within existing scholarship about the topic.

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . Fourth edition. Thousand Oaks, CA: SAGE, 2014.

Importance of a Good Literature Review

A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

Give a new interpretation of old material or combine new with old interpretations,
Trace the intellectual progression of the field, including major debates,
Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

Given this, the purpose of a literature review is to:

Place each work in the context of its contribution to understanding the research problem being studied.
Describe the relationship of each work to the others under consideration.
Identify new ways to interpret prior research.
Reveal any gaps that exist in the literature.
Resolve conflicts amongst seemingly contradictory previous studies.
Identify areas of prior scholarship to prevent duplication of effort.
Point the way in fulfilling a need for additional research.
Locate your own research within the context of existing literature [very important].

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper. 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . Los Angeles, CA: SAGE, 2011; Knopf, Jeffrey W. "Doing a Literature Review." PS: Political Science and Politics 39 (January 2006): 127-132; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012.

Types of Literature Reviews

It is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the primary studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally among scholars that become part of the body of epistemological traditions within the field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews. Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are a number of approaches you could adopt depending upon the type of analysis underpinning your study.

Argumentative Review This form examines literature selectively in order to support or refute an argument, deeply embedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to make summary claims of the sort found in systematic reviews [see below].

Integrative Review Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses or research problems. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication. This is the most common form of review in the social sciences.

Historical Review Few things rest in isolation from historical precedent. Historical literature reviews focus on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review A review does not always focus on what someone said [findings], but how they came about saying what they say [method of analysis]. Reviewing methods of analysis provides a framework of understanding at different levels [i.e. those of theory, substantive fields, research approaches, and data collection and analysis techniques], how researchers draw upon a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection, and data analysis. This approach helps highlight ethical issues which you should be aware of and consider as you go through your own study.

Systematic Review This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyze data from the studies that are included in the review. The goal is to deliberately document, critically evaluate, and summarize scientifically all of the research about a clearly defined research problem . Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?" This type of literature review is primarily applied to examining prior research studies in clinical medicine and allied health fields, but it is increasingly being used in the social sciences.

Theoretical Review The purpose of this form is to examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review helps to establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

NOTE: Most often the literature review will incorporate some combination of types. For example, a review that examines literature supporting or refuting an argument, assumption, or philosophical problem related to the research problem will also need to include writing supported by sources that establish the history of these arguments in the literature.

Baumeister, Roy F. and Mark R. Leary. "Writing Narrative Literature Reviews." Review of General Psychology 1 (September 1997): 311-320; Mark R. Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Kennedy, Mary M. "Defining a Literature." Educational Researcher 36 (April 2007): 139-147; Petticrew, Mark and Helen Roberts. Systematic Reviews in the Social Sciences: A Practical Guide . Malden, MA: Blackwell Publishers, 2006; Torracro, Richard. "Writing Integrative Literature Reviews: Guidelines and Examples." Human Resource Development Review 4 (September 2005): 356-367; Rocco, Tonette S. and Maria S. Plakhotnik. "Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions." Human Ressource Development Review 8 (March 2008): 120-130; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

Structure and Writing Style

I. Thinking About Your Literature Review

The structure of a literature review should include the following in support of understanding the research problem :

An overview of the subject, issue, or theory under consideration, along with the objectives of the literature review,
Division of works under review into themes or categories [e.g. works that support a particular position, those against, and those offering alternative approaches entirely],
An explanation of how each work is similar to and how it varies from the others,
Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research.

The critical evaluation of each work should consider :

Provenance -- what are the author's credentials? Are the author's arguments supported by evidence [e.g. primary historical material, case studies, narratives, statistics, recent scientific findings]?
Methodology -- were the techniques used to identify, gather, and analyze the data appropriate to addressing the research problem? Was the sample size appropriate? Were the results effectively interpreted and reported?
Objectivity -- is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
Persuasiveness -- which of the author's theses are most convincing or least convincing?
Validity -- are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

II. Development of the Literature Review

Four Basic Stages of Writing 1. Problem formulation -- which topic or field is being examined and what are its component issues? 2. Literature search -- finding materials relevant to the subject being explored. 3. Data evaluation -- determining which literature makes a significant contribution to the understanding of the topic. 4. Analysis and interpretation -- discussing the findings and conclusions of pertinent literature.

Consider the following issues before writing the literature review: Clarify If your assignment is not specific about what form your literature review should take, seek clarification from your professor by asking these questions: 1. Roughly how many sources would be appropriate to include? 2. What types of sources should I review (books, journal articles, websites; scholarly versus popular sources)? 3. Should I summarize, synthesize, or critique sources by discussing a common theme or issue? 4. Should I evaluate the sources in any way beyond evaluating how they relate to understanding the research problem? 5. Should I provide subheadings and other background information, such as definitions and/or a history? Find Models Use the exercise of reviewing the literature to examine how authors in your discipline or area of interest have composed their literature review sections. Read them to get a sense of the types of themes you might want to look for in your own research or to identify ways to organize your final review. The bibliography or reference section of sources you've already read, such as required readings in the course syllabus, are also excellent entry points into your own research. Narrow the Topic The narrower your topic, the easier it will be to limit the number of sources you need to read in order to obtain a good survey of relevant resources. Your professor will probably not expect you to read everything that's available about the topic, but you'll make the act of reviewing easier if you first limit scope of the research problem. A good strategy is to begin by searching the USC Libraries Catalog for recent books about the topic and review the table of contents for chapters that focuses on specific issues. You can also review the indexes of books to find references to specific issues that can serve as the focus of your research. For example, a book surveying the history of the Israeli-Palestinian conflict may include a chapter on the role Egypt has played in mediating the conflict, or look in the index for the pages where Egypt is mentioned in the text. Consider Whether Your Sources are Current Some disciplines require that you use information that is as current as possible. This is particularly true in disciplines in medicine and the sciences where research conducted becomes obsolete very quickly as new discoveries are made. However, when writing a review in the social sciences, a survey of the history of the literature may be required. In other words, a complete understanding the research problem requires you to deliberately examine how knowledge and perspectives have changed over time. Sort through other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to explore what is considered by scholars to be a "hot topic" and what is not.

III. Ways to Organize Your Literature Review

Chronology of Events If your review follows the chronological method, you could write about the materials according to when they were published. This approach should only be followed if a clear path of research building on previous research can be identified and that these trends follow a clear chronological order of development. For example, a literature review that focuses on continuing research about the emergence of German economic power after the fall of the Soviet Union. By Publication Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on environmental studies of brown fields if the progression revealed, for example, a change in the soil collection practices of the researchers who wrote and/or conducted the studies. Thematic [“conceptual categories”] A thematic literature review is the most common approach to summarizing prior research in the social and behavioral sciences. Thematic reviews are organized around a topic or issue, rather than the progression of time, although the progression of time may still be incorporated into a thematic review. For example, a review of the Internet’s impact on American presidential politics could focus on the development of online political satire. While the study focuses on one topic, the Internet’s impact on American presidential politics, it would still be organized chronologically reflecting technological developments in media. The difference in this example between a "chronological" and a "thematic" approach is what is emphasized the most: themes related to the role of the Internet in presidential politics. Note that more authentic thematic reviews tend to break away from chronological order. A review organized in this manner would shift between time periods within each section according to the point being made. Methodological A methodological approach focuses on the methods utilized by the researcher. For the Internet in American presidential politics project, one methodological approach would be to look at cultural differences between the portrayal of American presidents on American, British, and French websites. Or the review might focus on the fundraising impact of the Internet on a particular political party. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed.

Other Sections of Your Literature Review Once you've decided on the organizational method for your literature review, the sections you need to include in the paper should be easy to figure out because they arise from your organizational strategy. In other words, a chronological review would have subsections for each vital time period; a thematic review would have subtopics based upon factors that relate to the theme or issue. However, sometimes you may need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. However, only include what is necessary for the reader to locate your study within the larger scholarship about the research problem.

Here are examples of other sections, usually in the form of a single paragraph, you may need to include depending on the type of review you write:

Current Situation : Information necessary to understand the current topic or focus of the literature review.
Sources Used : Describes the methods and resources [e.g., databases] you used to identify the literature you reviewed.
History : The chronological progression of the field, the research literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
Selection Methods : Criteria you used to select (and perhaps exclude) sources in your literature review. For instance, you might explain that your review includes only peer-reviewed [i.e., scholarly] sources.
Standards : Description of the way in which you present your information.
Questions for Further Research : What questions about the field has the review sparked? How will you further your research as a result of the review?

IV. Writing Your Literature Review

Once you've settled on how to organize your literature review, you're ready to write each section. When writing your review, keep in mind these issues.

Use Evidence A literature review section is, in this sense, just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence [citations] that demonstrates that what you are saying is valid. Be Selective Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the research problem, whether it is thematic, methodological, or chronological. Related items that provide additional information, but that are not key to understanding the research problem, can be included in a list of further readings . Use Quotes Sparingly Some short quotes are appropriate if you want to emphasize a point, or if what an author stated cannot be easily paraphrased. Sometimes you may need to quote certain terminology that was coined by the author, is not common knowledge, or taken directly from the study. Do not use extensive quotes as a substitute for using your own words in reviewing the literature. Summarize and Synthesize Remember to summarize and synthesize your sources within each thematic paragraph as well as throughout the review. Recapitulate important features of a research study, but then synthesize it by rephrasing the study's significance and relating it to your own work and the work of others. Keep Your Own Voice While the literature review presents others' ideas, your voice [the writer's] should remain front and center. For example, weave references to other sources into what you are writing but maintain your own voice by starting and ending the paragraph with your own ideas and wording. Use Caution When Paraphrasing When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. Even when paraphrasing an author’s work, you still must provide a citation to that work.

V. Common Mistakes to Avoid

These are the most common mistakes made in reviewing social science research literature.

Sources in your literature review do not clearly relate to the research problem;
You do not take sufficient time to define and identify the most relevant sources to use in the literature review related to the research problem;
Relies exclusively on secondary analytical sources rather than including relevant primary research studies or data;
Uncritically accepts another researcher's findings and interpretations as valid, rather than examining critically all aspects of the research design and analysis;
Does not describe the search procedures that were used in identifying the literature to review;
Reports isolated statistical results rather than synthesizing them in chi-squared or meta-analytic methods; and,
Only includes research that validates assumptions and does not consider contrary findings and alternative interpretations found in the literature.

Cook, Kathleen E. and Elise Murowchick. “Do Literature Review Skills Transfer from One Course to Another?” Psychology Learning and Teaching 13 (March 2014): 3-11; Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . London: SAGE, 2011; Literature Review Handout. Online Writing Center. Liberty University; Literature Reviews. The Writing Center. University of North Carolina; Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: SAGE, 2016; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012; Randolph, Justus J. “A Guide to Writing the Dissertation Literature Review." Practical Assessment, Research, and Evaluation. vol. 14, June 2009; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016; Taylor, Dena. The Literature Review: A Few Tips On Conducting It. University College Writing Centre. University of Toronto; Writing a Literature Review. Academic Skills Centre. University of Canberra.

Writing Tip

Break Out of Your Disciplinary Box!

Thinking interdisciplinarily about a research problem can be a rewarding exercise in applying new ideas, theories, or concepts to an old problem. For example, what might cultural anthropologists say about the continuing conflict in the Middle East? In what ways might geographers view the need for better distribution of social service agencies in large cities than how social workers might study the issue? You don’t want to substitute a thorough review of core research literature in your discipline for studies conducted in other fields of study. However, particularly in the social sciences, thinking about research problems from multiple vectors is a key strategy for finding new solutions to a problem or gaining a new perspective. Consult with a librarian about identifying research databases in other disciplines; almost every field of study has at least one comprehensive database devoted to indexing its research literature.

Frodeman, Robert. The Oxford Handbook of Interdisciplinarity . New York: Oxford University Press, 2010.

Another Writing Tip

Don't Just Review for Content!

While conducting a review of the literature, maximize the time you devote to writing this part of your paper by thinking broadly about what you should be looking for and evaluating. Review not just what scholars are saying, but how are they saying it. Some questions to ask:

How are they organizing their ideas?
What methods have they used to study the problem?
What theories have been used to explain, predict, or understand their research problem?
What sources have they cited to support their conclusions?
How have they used non-textual elements [e.g., charts, graphs, figures, etc.] to illustrate key points?

When you begin to write your literature review section, you'll be glad you dug deeper into how the research was designed and constructed because it establishes a means for developing more substantial analysis and interpretation of the research problem.

Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1 998.

Yet Another Writing Tip

When Do I Know I Can Stop Looking and Move On?

Here are several strategies you can utilize to assess whether you've thoroughly reviewed the literature:

Look for repeating patterns in the research findings . If the same thing is being said, just by different people, then this likely demonstrates that the research problem has hit a conceptual dead end. At this point consider: Does your study extend current research? Does it forge a new path? Or, does is merely add more of the same thing being said?
Look at sources the authors cite to in their work . If you begin to see the same researchers cited again and again, then this is often an indication that no new ideas have been generated to address the research problem.
Search Google Scholar to identify who has subsequently cited leading scholars already identified in your literature review [see next sub-tab]. This is called citation tracking and there are a number of sources that can help you identify who has cited whom, particularly scholars from outside of your discipline. Here again, if the same authors are being cited again and again, this may indicate no new literature has been written on the topic.

Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: Sage, 2016; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

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Conducting Your Literature Review

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This book is a step-by-step guide to writing a literature review, and includes tips for modifying the process as needed depending on your audience, purpose, and goals. The lessons in this book can be applied to writing the background section for a thesis or an original research publication.

Literature reviews are now much more challenging to compile today than they used to be. You need a structured approach to handle the sheer volume of published research available. This book will help you formulate a strategy for making decisions about what to include and not include in your review, and produce a reliable and unbiased summary of the existing research. You will learn skills for defining research questions, using search tools and managing citations.

This book is part of APA's Concise Guides to Conducting Behavioral, Health, and Social Science Research series. Aimed at undergraduate students in research methods courses or others with a lab or research project, each book describes a key stage in the research process. Collectively, these books provide a solid grounding in research from start to finish.

Series Foreword

Acknowledgments

Introduction

What to Achieve: Clarifying the Goal of Your Literature Review
Where to Look: Choosing Databases and Other Sources of Literature
How to Look: Developing Search Strategies
What to Look For: Deciding What Literature to Include
How to Organize: Managing Your Material
How to Abstract: Extracting Key Information From the Literature
How to Assess: Critically Appraising Your Material
How to Synthesize: Determining What to Say About the Literature
How to Document: Writing Up Your Literature Review

Social Work Literature Review Guidelines

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Literature reviews are designed to do two things: 1) give your readers an overview of sources you have explored while researching a particular topic or idea and 2) demonstrate how your research fits into the larger field of study, in this case, social work.

Unlike annotated bibliographies which are lists of references arranged alphabetically that include the bibliographic citation and a paragraph summary and critique for each source, literature reviews can be incorporated into a research paper or manuscript. You may quote or paraphrase from the sources, and all references to sources should include in-text parenthetical citations with a reference list at the end of the document. Sometimes, however, an instructor may require a separate literature review document and will have specific instructions for completing the assignment.

Below you will find general guidelines to consider when developing a literature review in the field of social work. Because social work is a social science field, you will most likely be required to use APA style. Please see our APA materials for information on creating parenthetical citations and reference lists.

1. Choose a variety of articles that relate to your subject, even if they do not directly answer your research question. You may find articles that loosely relate to the topic, rather than articles that you find using an exact keyword search. At first, you may need to cast a wide net when searching for sources.

For example: If your research question focuses on how people with chronic illnesses are treated in the workplace, you may be able to find some articles that address this specific question. You may also find literature regarding public perception of people with chronic illnesses or analyses of current laws affecting workplace discrimination.

2. Select the most relevant information from the articles as it pertains to your subject and your purpose. Remember, the purpose of the literature review is to demonstrate how your research question fits into a larger field of study.

3. Critically examine the articles. Look at methodology, statistics, results, theoretical framework, the author's purpose, etc. Include controversies when they appear in the articles.

For example: You should look for the strengths and weaknesses of how the author conducted the study. You can also decide whether or not the study is generalizable to other settings or whether the findings relate only to the specific setting of the study. Ask yourself why the author conducted the study and what he/she hoped to gain from the study. Look for inconsistencies in the results, as well.

4. Organize your information in the way that makes most sense. Some literature reviews may begin with a definition or general overview of the topic. Others may focus on another aspect of your topic. Look for themes in the literature or organize by types of study.

For example: Group case studies together, especially if all the case studies have related findings, research questions, or other similarities.

5. Make sure the information relates to your research question/thesis. You may need to explicitly show how the literature relates to the research question; don't assume that the connection is obvious.

6. Check to see that you have done more than simply summarize your sources. Your literature review should include a critical assessment of those sources. For more information, read the Experimental Psychology - Writing a Literature Review handout for questions to think about when reading sources.

7. Be sure to develop questions for further research. Again, you are not simply regurgitating information, but you are assessing and leading your reader to questions of your own, questions and ideas that haven't been explored yet or haven't been addressed in detail by the literature in the field.

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Loneliness Matters: A Theoretical and Empirical Review of Consequences and Mechanisms

Louise c. hawkley.

Center for Cognitive and Social Neuroscience, University of Chicago, Chicago, IL, USA. Department of Psychology, University of Chicago, 940 E. 57th St, Chicago, IL 60637, USA

John T. Cacioppo

Center for Cognitive and Social Neuroscience, University of Chicago, Chicago, IL, USA

As a social species, humans rely on a safe, secure social surround to survive and thrive. Perceptions of social isolation, or loneliness, increase vigilance for threat and heighten feelings of vulnerability while also raising the desire to reconnect. Implicit hypervigilance for social threat alters psychological processes that influence physiological functioning, diminish sleep quality, and increase morbidity and mortality. The purpose of this paper is to review the features and consequences of loneliness within a comprehensive theoretical framework that informs interventions to reduce loneliness. We review physical and mental health consequences of loneliness, mechanisms for its effects, and effectiveness of extant interventions. Features of a loneliness regulatory loop are employed to explain cognitive, behavioral, and physiological consequences of loneliness and to discuss interventions to reduce loneliness. Loneliness is not simply being alone. Interventions to reduce loneliness and its health consequences may need to take into account its attentional, confirmatory, and memorial biases as well as its social and behavioral effects.

Introduction

Loneliness is a common experience; as many as 80% of those under 18 years of age and 40% of adults over 65 years of age report being lonely at least sometimes [ 1 – 3 ], with levels of loneliness gradually diminishing through the middle adult years, and then increasing in old age (i.e., ≥70 years) [ 2 ]. Loneliness is synonymous with perceived social isolation, not with objective social isolation. People can live relatively solitary lives and not feel lonely, and conversely, they can live an ostensibly rich social life and feel lonely nevertheless. Loneliness is defined as a distressing feeling that accompanies the perception that one’s social needs are not being met by the quantity or especially the quality of one’s social relationships [ 2 , 4 – 6 ]. Loneliness is typically measured by asking individuals to respond to items such as those on the frequently used UCLA Loneliness Scale [ 7 ]: “I feel isolated,” “There are people I can talk to,” and “I feel part of a group of friends.” The result is a continuum of scores that range from highly socially connected to highly lonely.

Each of us is capable of feeling lonely, and loneliness is an equal opportunity tenant for good reason. We have posited that loneliness is the social equivalent of physical pain, hunger, and thirst; the pain of social disconnection and the hunger and thirst for social connection motivate the maintenance and formation of social connections necessary for the survival of our genes [ 8 , 9 ]. Feelings of loneliness generally succeed in motivating connection or reconnection with others following geographic relocation or bereavement, for instance, thereby diminishing or abolishing feelings of social isolation. For as many as 15–30% of the general population, however, loneliness is a chronic state [ 10 , 11 ]. Left untended, loneliness has serious consequences for cognition, emotion, behavior, and health. Here, we review physical and mental health consequences of perceived social isolation and then introduce mechanisms for these outcomes in the context of a model that takes into consideration the cognitive, emotional, and behavioral characteristics of loneliness.

Loneliness Matters for Physical Health and Mortality

A growing body of longitudinal research indicates that loneliness predicts increased morbidity and mortality [ 12 – 19 ]. The effects of loneliness seem to accrue over time to accelerate physiological aging [ 20 ]. For instance, loneliness has been shown to exhibit a dose–response relationship with cardiovascular health risk in young adulthood [ 12 ]. The greater the number of measurement occasions at which participants were lonely (i.e., childhood, adolescence, and at 26 years of age), the greater their number of cardiovascular health risks (i.e., BMI, systolic blood pressure (SBP), total, and HDL cholesterol levels, glycated hemoglobin concentration, maximum oxygen consumption). Similarly, loneliness was associated with increased systolic blood pressure in a population-based sample of middle-aged adults [ 21 ], and a follow-up study of these same individuals showed that a persistent trait-like aspect of loneliness accelerated the rate of blood pressure increase over a 4-year follow-up period [ 22 ]. Loneliness accrual effects are also evident in a study of mortality in the Health and Retirement Study; all-cause mortality over a 4-year follow-up was predicted by loneliness, and the effect was greater in chronically than situationally lonely adults [ 17 ]. Penninx et al. [ 15 ] showed that loneliness predicted all-cause mortality during a 29-month follow-up after controlling for age, sex, chronic diseases, alcohol use, smoking, self-rated health, and functional limitations. Sugisawa et al. [ 18 ] also found a significant effect of loneliness on mortality over a 3-year period, and this effect was explained by chronic diseases, functional status, and self-rated health. Among women in the National Health and Nutrition Survey, chronic high frequency loneliness (>3 days/week at each of two measurement occasions about 8 years apart) was prospectively associated with incident coronary heart disease (CHD) over a 19-year follow-up in analyses that adjusted for age, race, socioeconomic status, marital status, and cardiovascular risk factors [ 19 ]. Depressive symptoms have been associated with loneliness and with adverse health outcomes, but loneliness continued to predict CHD in these women after also controlling for depressive symptoms. Finally, loneliness has also been shown to increase risk for cardiovascular mortality; individuals who reported often being lonely exhibited significantly greater risk than those who reported never being lonely [ 14 ]. In sum, feelings of loneliness mark increased risk for morbidity and mortality, a phenomenon that arguably reflects the social essence of our species.

Loneliness Matters for Mental Health and Cognitive Functioning

The impact of loneliness on cognition was assessed in a recent review of the literature [ 9 ]. Perhaps, the most striking finding in this literature is the breadth of emotional and cognitive processes and outcomes that seem susceptible to the influence of loneliness. Loneliness has been associated with personality disorders and psychoses [ 23 – 25 ], suicide [ 26 ], impaired cognitive performance and cognitive decline over time [ 27 – 29 ], increased risk of Alzheimer’s Disease [ 29 ], diminished executive control [ 30 , 31 ], and increases in depressive symptoms [ 32 – 35 ]. The causal nature of the association between loneliness and depressive symptoms appears to be reciprocal [ 32 ], but more recent analyses of five consecutive annual assessments of loneliness and depressive symptoms have shown that loneliness predicts increases in depressive symptoms over 1-year intervals, but depressive symptoms do not predict increases in loneliness over those same intervals [ 36 ]. In addition, experimental evidence, in which feelings of loneliness (and social connectedness) were hypnotically induced, indicates that loneliness not only increases depressive symptoms but also increases perceived stress, fear of negative evaluation, anxiety, and anger, and diminishes optimism and self-esteem [ 8 ]. These data suggest that a perceived sense of social connectedness serves as a scaffold for the self—damage the scaffold and the rest of the self begins to crumble.

A particularly devastating consequence of feeling socially isolated is cognitive decline and dementia. Feelings of loneliness at age 79 predicted “lifetime cognitive change” as indicated by lower IQ at age 79 adjusting for IQ at age 11, living arrangements at age 11 and at age 79, sex, marital status, and ideal level of social support [ 27 ]. This finding does not rule out a reverse causal direction; cognitive impairments may hamper social interactions, prompt social withdrawal, and thus lead to loneliness. Other studies, however, have indicated that loneliness is a precursor of cognitive decline. For instance, the cognitive functioning of 75–85-year-olds (as assessed by the Mini-Mental State Examination) did not differ as a function of loneliness at baseline but diminished to a greater extent among those high than low in loneliness over a 10-year follow-up [ 28 ]. In a prospective study by Wilson et al. [ 29 ], loneliness was inversely associated with performance on a battery of cognitive measures in a sample of 823 initially dementia-free older adults. Moreover, loneliness at baseline was associated with a faster decline in cognitive performance on most of these measures over a 4-year follow-up. This was not true of the converse: cognitive status at baseline did not predict changes in loneliness. In addition, incidence of Alzheimer’s disease (76 individuals) was predicted by degree of baseline loneliness after adjusting for age, sex, and education; those in the top decile of loneliness scores were 2.1 times as likely to develop Alzheimer’s disease than those in the bottom decile of loneliness scores. Depressive symptoms had a modest effect on Alzheimer’s disease risk, but loneliness continued to exert a significant and much larger influence on Alzheimer’s disease than depressive symptoms when depressive symptoms were included in the model [ 29 ]. Overall, it appears that something about our sense of connectedness with others penetrates the physical organism and compromises the integrity of physical and mental health and well-being. What that “something” might be is the topic to which we next turn.

How Loneliness Matters: Mechanisms

The loneliness model.

Our model of loneliness [ 8 , 9 ] posits that perceived social isolation is tantamount to feeling unsafe, and this sets off implicit hypervigilance for (additional) social threat in the environment. Unconscious surveillance for social threat produces cognitive biases: relative to nonlonely people, lonely individuals see the social world as a more threatening place, expect more negative social interactions, and remember more negative social information. Negative social expectations tend to elicit behaviors from others that confirm the lonely persons’ expectations, thereby setting in motion a self-fulfilling prophecy in which lonely people actively distance themselves from would-be social partners even as they believe that the cause of the social distance is attributable to others and is beyond their own control [ 37 ]. This self-reinforcing loneliness loop is accompanied by feelings of hostility, stress, pessimism, anxiety, and low self-esteem [ 8 ] and represents a dispositional tendency that activates neurobiological and behavioral mechanisms that contribute to adverse health outcomes.

Health behaviors

One of the consequences of loneliness and implicit vigilance for social threat is a diminished capacity for self-regulation. The ability to regulate one’s thoughts, feelings, and behavior is critical to accomplish personal goals or to comply with social norms. Feeling socially isolated impairs the capacity to self-regulate, and these effects are so automatic as to seem outside of awareness. In a dichotic listening task, for instance, right-handed individuals quickly and automatically attend preferentially to the pre-potent right ear. Latency to respond to stimuli presented to the non-dominant ear can be enhanced, however, by instructing participants to attend to their left ear. Among young adults who were administered this task, the lonely and nonlonely groups did not differ in performance when directed to attend to their pre-potent right ear, but the lonely group performed significantly worse than the nonlonely group when directed to shift attention to their non-prepotent left ear [ 30 ]. In other words, automatic attentional processes may be unimpaired, but effortful attentional processes are compromised in lonely relative to socially connected individuals.

Of relevance for health is the capacity for self-regulation in the arena of lifestyle behaviors. Regulation of emotion can enhance the ability to regulate other self-control behaviors [ 38 ], as is evident from research showing that positive affect predicts increased physical activity [ 39 ]. In middle-aged and older adults, greater loneliness was associated with less effort applied to the maintenance and optimization of positive emotions [ 31 ]. Compromised regulation of emotion in lonely individuals explained their diminished likelihood of performing any physical activity, and loneliness also predicted a decrease in physical activity over time [ 31 ]. Physical activity is a well-known protective factor for physical health, mental health, and cognitive functioning [ 40 ], suggesting that poorer self-regulation may contribute to the greater health risk associated with loneliness via diminished likelihood of engaging in health-promoting behaviors. A related literature shows that loneliness is also a risk factor for obesity [ 41 ] and health-compromising behavior, including a greater propensity to abuse alcohol [ 42 ]. To the extent that self-regulation accounts for poorer health behaviors in lonely people, better health behaviors may be more easily accomplished in the actual or perceived company of others. Interestingly, animal research has shown that social isolation dampens the beneficial effects of exercise on neurogenesis [ 43 ], implying that health behaviors may better serve their purpose or have greater effect among those who feel socially connected than those who feel lonely. This hypothesis remains to be tested, but research on the restorative effects of sleep is consistent with this notion.

Countering the physiological effects of the challenge of daily emotional, cognitive, and behavioral experiences, sleep offers physiological restoration. Experimental sleep deprivation has adverse effects on cardiovascular functioning, inflammatory status, and metabolic risk factors [ 44 ]. In addition, short sleep duration has been associated with risk for hypertension [ 45 ], incident coronary artery calcification [ 46 ], and mortality [ 47 ].

What is less appreciated is that sleep quality may also be important in accomplishing sleep’s restorative effects. Nonrestorative sleep (i.e., sleep that is non-refreshing despite normal sleep duration) results in daytime impairments such as physical and intellectual fatigue, role impairments, and cognitive and memory problems [ 48 ]. We have noted that loneliness heightens feelings of vulnerability and unconscious vigilance for social threat, implicit cognitions that are antithetical to relaxation and sound sleep. Indeed, loneliness and poor quality social relationships have been associated with self-reported poor sleep quality and daytime dysfunction (i.e., low energy, fatigue), but not with sleep duration [ 49 – 52 ]. In young adults, greater daytime dysfunction, a marker of poor sleep quality, was accompanied by more nightly micro-awakenings, an objective index of sleep continuity obtained from Sleep-Caps worn by participants during one night in the hospital and seven nights in their own beds at home [ 53 ]. The conjunction of daytime dysfunction and micro-awakenings is consistent with polysomnography studies showing a conjunction, essentially an equivalence, between subjective sleep quality and sleep continuity [ 54 ], and substantiates the hypothesis that loneliness impairs sleep quality.

In an extension of these findings, loneliness was associated with greater daytime dysfunction in a 3-day diary study of middle-age adults, an association that was independent of age, gender, race/ethnicity, household income, health behaviors, BMI, chronic health conditions, daily illness symptom severity, and related feelings of stress, hostility, poor social support, and depressive symptoms. Cross-lagged panel analyses of the three consecutive days indicated potentially reciprocal causal roles for loneliness and daytime dysfunction: lonely feelings predicted daytime dysfunction the following day, and daytime dysfunction exerted a small but significant effect on lonely feelings the following day [ 55 ], effects that were independent of sleep duration. In other words, the same amount of sleep is less salubrious in individuals who feel more socially isolated and, ironically, less salubrious sleep feeds forward to further exacerbate feelings of social isolation. This recursive loop operates outside of consciousness and speaks to the relative impenetrability of loneliness to intervention.

Physiological functioning

The association between loneliness and cardiovascular disease and mortality [ 13 , 14 , 19 ] may have its roots in physiological changes that begin early in life. As noted earlier, chronic social isolation, rejection, and/or feelings of loneliness in early childhood, adolescence, and young adulthood cumulated in a dose–response fashion to predict cardiovascular health risk factors in young adulthood (26 years old), including elevated blood pressure [ 12 ]. In our study of young adults, loneliness was associated with elevated levels of total peripheral resistance (TPR [ 49 , 56 ]). TPR is the primary determinant of SBP until at least 50 years of age [ 57 ], which suggests that loneliness-related elevations in TPR in early to middle-adulthood may lead to higher blood pressure in middle and older age. Consistent with this hypothesis, loneliness was associated with elevated SBP in an elderly convenience sample [ 49 ], and in a population-based sample of 50–68-year-old adults in the Chicago Health, Aging, and Social Relations Study [ 21 ]. The association between loneliness and elevated SBP was exaggerated in older relative to younger lonely adults in this sample [ 21 ], suggesting an accelerated physiological decline in lonely relative to nonlonely individuals. Our recent study of loneliness and SBP in these same individuals over five annual assessments supported this hypothesis. Short-term (i.e., 1 year) fluctuations in loneliness were not significant predictors of SBP changes over 1-year intervals, but a trait-like component of loneliness present at study onset contributed to greater increases in SBP over 2-, 3-, and 4-year intervals [ 22 ]. These increases were cumulative such that higher initial levels of loneliness were associated with greater increases in SBP over a 4-year period. The prospective effect of loneliness on SBP was independent of age, gender, race/ethnicity, cardiovascular risk factors, medications, health conditions, and the effects of depressive symptoms, social support, perceived stress, and hostility [ 22 ]. Elevated SBP is a well-known risk factor for chronic cardiovascular disease, and these data suggest that the effects of loneliness accrue to accelerate movement along a trajectory toward serious health consequences [ 20 ].

The physiological determinants responsible for the cumulative effect of loneliness on blood pressure have yet to be elucidated. TPR plays a critical role in determining SBP in early to mid-adulthood, but other mechanisms come into play with increasing age. Candidate mechanisms include age-related changes in vascular physiology, including increased arterial stiffness [ 58 ], diminished endothelial cell release of nitric oxide, enhanced vascular responsivity to endothelial constriction factors, increases in circulating catecholamines, and attenuated vasodilator responses to circulating epinephrine due to decreased beta-adrenergic sensitivity in vascular smooth muscle [ 59 – 61 ]. In turn, many of these mechanisms are influenced by lifestyle factors such as diet, physical inactivity, and obesity—factors that alter blood lipids and inflammatory processes that have known consequences for vascular health and functioning [ 62 , 63 ].

Neuroendocrine Effects

Changes in TPR levels are themselves influenced by a variety of physiological processes, including activity of the autonomic nervous system and the hypothalamic-pituitary adrenocortical (HPA) axis. The sympathetic branch of the autonomic nervous system plays a major role in maintaining basal vascular tone and TPR [ 64 , 65 ] and elevated sympathetic tone is responsible for the development and maintenance of many forms of hypertension [ 66 ]. To date, loneliness has not been shown to correlate with SNS activity at the myocardium (i.e., pre-ejection period [ 21 , 56 ]) but was associated with a greater concentration of epinephrine in overnight urine samples in a middle-aged and older adult sample [ 21 ]. At high concentrations, circulating epinephrine binds α-1 receptors on vascular smooth muscle cells to elicit vasoconstriction and could thereby serve as a mechanism for increased SBP in lonely individuals.

Activation of the HPA axis involves a cascade of signals that results in release of ACTH from the pituitary and cortisol from the adrenal cortex. Vascular integrity and functioning are beholden, in part, to well-regulated activity of the HPA axis. Dysregulation of the HPA axis contributes to inflammatory processes that play a role in hypertension, atherosclerosis, and coronary heart disease [ 67 – 69 ]. Loneliness has been associated with urinary excretion of significantly higher concentrations of cortisol [ 70 ], and, in more recent studies, with higher levels of salivary or plasma cortisol [ 71 , 72 ]. Pressman et al. [ 72 ] found that loneliness was associated with higher early morning and late night levels of circulating cortisol in young adult university students, and Steptoe et al. [ 71 ] found that chronically high levels of trait loneliness in middle-aged adults (M=52.4 years) predicted greater increases in salivary cortisol during the first 30 min after awakening (i.e., cortisol awakening response) such that the cortisol awakening response in individuals in the highest loneliness tertile was 21% greater than that in the lowest tertile. In our study of middle-aged and older adults, day-today fluctuations in feelings of loneliness were associated with individual differences in the cortisol awakening response. For this study, diary reports of daily psychosocial, emotional, and physical states were completed at bedtime on each of three consecutive days, and salivary cortisol levels were measured at wakeup, 30 min after awakening, and at bedtime each day. Parallel multilevel causal models revealed that prior-day feelings of loneliness and related feelings of sadness, threat, and lack of control were associated with a higher cortisol awakening response the next day, but morning cortisol awakening response did not predict experiences of these psychosocial states later the same day [ 73 ]. Social evaluative threat is known to be a potent elicitor of cortisol [ 74 ], and our theory that loneliness is characterized by chronic threat of and hypervigilance for negative social evaluation [ 9 ] is consistent with the finding that loneliness predicts increased cortisol awakening response. The relevance of the association between loneliness and HPA regulation is particularly noteworthy given recent evidence that loneliness-related alterations in HPA activity may occur at the level of the gene, a topic to which we turn next.

Gene Effects

Cortisol regulates a wide variety of physiological processes via nuclear hormone receptor-mediated control of gene transcription. Cortisol activation of the glucocorticoid receptor, for instance, exerts broad anti-inflammatory effects by inhibiting pro-inflammatory signaling pathways. Given that loneliness is associated with elevated cortisol levels, loneliness might be expected to reduce risk for inflammatory diseases. However, as we have noted above, feelings of loneliness and social isolation are associated with increased risk for inflammatory disease. This finding may be attributable to impaired glucocorticoid receptor-mediated signal transduction; failure of the cellular genome to “hear” the anti-inflammatory signal sent by circulating glucocorticoids permits inflammatory processes to continue relatively unchecked. We found evidence consistent with glucocorticoid insensitivity in our examination of gene expression rates in chronically lonely versus socially connected older adults [ 75 ]. Genome-wide microarray analyses revealed that 209 transcripts, representing 144 distinct genes, were differentially expressed in these two groups. Markers of immune activation and inflammation (e.g., pro-inflammatory cytokines and inflammatory mediators) were over-expressed in genes of the lonely relative to the socially connected group (37% of the 209 differentially expressed transcripts). Markers of cell cycle inhibitors and an inhibitor of the potent pro-inflammatory NF–κB transcript were under-expressed in genes of the lonely relative to the socially connected group (63% of the differentially expressed transcripts). The net functional implication of the differential gene transcription favored increased cell cycling and inflammation in the lonely group [ 75 ].

Subsequent bioinformatic analyses indicated that loneliness-associated differences in gene expression could be attributable to increased activity of the NF–κB transcription factor. NF–κB is known to up-regulate inflammation-related genes, and its activity is antagonized by the glucocorticoid receptor. Bioinformatic analyses also indicated a possible decrease in glucocorticoid receptor-mediated transcription in the lonely group, despite the fact that there were no group differences in circulating glucocorticoid levels. These results are consistent with the hypothesis that adverse social conditions result in functional desensitization of the glucocorticoid receptor, which permits increased NF–κB activity and thereby induces a pro-inflammatory bias in gene expression. Group differences in NF–κB/glucocorticoid receptor-mediated transcription activity were not attributable to objective indices of social isolation, nor were they explained by demographic, psychosocial (i.e., perceived stress, depression, hostility), or medical risk factors [ 75 ]. These results suggest that feelings of loneliness may exert a unique transcriptional influence that has potential relevance for health.

In an extension of this work, a recent study showed that feelings of social isolation were associated with a proxy measure of functional glucocorticoid insensitivity [ 76 ]. The composition of the leukocyte population in circulation is subject to the regulatory influence of glucocorticoids; high cortisol levels increase circulating concentrations of neutrophils and simultaneously decrease concentrations of lymphocytes and monocytes. In a study of older Taiwanese adults, this relationship was reflected in a positive correlation between cortisol levels and the ratio of neutrophil percentages relative to lymphocyte or monocyte percentages. However, in lonely individuals, this correlation was attenuated and nonsignificant, consistent with a diminished effect of cortisol at the level of leukocytes.

The precise molecular site of glucocorticoid insensitivity in the pro-inflammatory transcription cascade has yet to be identified, and additional longitudinal and experimental research are needed to determine the degree to which chronic feelings of social isolation play a causal role in differential gene expression. However, the association between subjective social isolation and gene expression corresponds well to gene expression differences in animal models of social isolation (e.g., [ 77 – 79 ]), suggesting that a subjective sense of social connectedness is important for genomic expression and normal immunoregulation in humans. Impaired transcription of glucocorticoid response genes and increased activity of pro-inflammatory transcription control pathways provide a functional genomic explanation for elevated risk of inflammatory disease in individuals who experience chronically high levels of loneliness.

Immune Functioning

Loneliness differences in immunoregulation extend beyond inflammation processes. Loneliness has been associated with impaired cellular immunity as reflected in lower natural killer (NK) cell activity and higher antibody titers to the Epstein Barr Virus and human herpes viruses [ 70 , 80 – 82 ]. In addition, loneliness among middle-age adults has been associated with a smaller increase in NK cell numbers in response to the acute stress of a Stroop task and a mirror tracing task [ 71 ]. In young adults, loneliness was associated with poorer antibody response to a component of the flu vaccine [ 72 ], suggesting that the humoral immune response may also be impaired in lonely individuals. Among HIV-positive men without AIDS, loneliness was associated with a lower count of CD4 T-lymphocytes in one study [ 83 ] but was not associated with the CD4 count in another study [ 84 ]. However, in the latter study, loneliness predicted a slower rate of decline in levels of CD4 T-lymphocytes over a 3-year period [ 84 ]. These data suggest that loneliness protects against disease progression, but no association was observed between loneliness and time to AIDS diagnosis or AIDS-related mortality [ 84 ]. Additional research is needed to examine the role of loneliness chronicity, age, life stress context, genetic predispositions, and interactions among these factors to determine when and how loneliness operates to impair immune functioning.

Future Loneliness Matters

Interventions for loneliness.

Six qualitative reviews of the loneliness intervention literature have been published since 1984 [ 85 – 90 ], and all explicitly or implicitly addressed four main types of interventions: (1) enhancing social skills, (2) providing social support, (3) increasing opportunities for social interaction, and (4) addressing maladaptive social cognition. All but one of these reviews concluded that loneliness interventions have met with success, particularly interventions which targeted opportunities for social interaction. Findlay [ 87 ] was more cautious in his review, noting that only six of the 17 intervention studies in his review employed a randomized group comparison design, with the remaining 11 studies subject to the shortcomings and flaws of pre-post and nonrandomized group comparison designs.

We recently completed a meta-analysis of loneliness intervention studies published between 1970 and September 2009 to test the magnitude of the intervention effects within each type of study design and to determine whether the intervention target moderated effect sizes (Masi et al., unpublished). Of the 50 studies eligible for inclusion in the meta-analysis, 12 were pre-post studies, 18 were non-randomized group comparison studies, and 20 were randomized group comparison studies. Effect sizes were significantly different from zero within each study design group, but randomized group comparison studies produced the smallest effect overall (pre-post=−0.37, 95% CI −.55, −.18; non-randomized control=−0.46, 95% CI −0.72, −0.20; randomized control=−0.20, 95% CI −0.32, −0.08).

Our model of loneliness holds that implicit hypervigilance for social threat exerts a powerful influence on perceptions, cognitions, and behaviors, and that loneliness may be diminished by reducing automatic perceptual and cognitive biases that favor over-attention to negative social information in the environment. Accordingly, we posited that interventions that targeted maladaptive social cognition (e.g., cognitive behavioral therapy that involved training to identify automatic negative thoughts and look for disconfirming evidence, to decrease biased cognitions, and/or to reframe perceptions of loneliness and personal control) would be more effective than interventions that targeted social support, social skills, or social access. Moderational analyses of the randomized group comparison studies supported our hypothesis: the effect size for social cognition interventions (−0.60, 95% CI −0.96, −0.23, N = 4) was significantly larger than the effect size for social support (−0.16, 95% CI −0.27, −0.06, N =12), social skills (0.02, 95% CI −0.24, 0.28, N =2), and social access (−0.06, 95% CI −0.35, 0.22, N =2); the latter three types of interventions did not differ significantly from each other. The results for social cognitive therapy are promising, but this intervention type appears not to have been widely employed to date relative to other types of loneliness therapy. Moreover, existing social cognitive therapies have had a small effect overall (0.20) relative to the meta-analytic mean effect of over 300 other interventions in the social and behavioral domains (0.50) [ 91 ]. A social cognitive approach to loneliness reduction outlined in a recent book [ 92 ] may encourage therapists to develop a treatment that focuses on the specific affective, cognitive, and behavioral propensities that afflict lonely individuals.

Implications for Health

Reducing feelings of loneliness and enhancing a sense of connectedness and social adhesion are laudable goals in their own right, but a critical question is whether modifying perceptions of social isolation or connectedness have any impact on health. VanderWeele et al. (unpublished) recently examined the reduction in depressive symptoms that could be expected if loneliness were successfully reduced and found there would be significant benefits that would accrue for as long as two years following the intervention. Would a successful intervention to lower loneliness produce corresponding benefits in physiological mechanisms and physical health outcomes? The only extant data to address this question comes from a recent study in which 235 lonely home-dwelling older adults (>74 years) were randomly assigned to an intervention or control group. In the treatment arm of the study, closed small groups of seven to eight individuals met with two professional facilitators once a week for 3 months to participate in group activities in art, exercise, or therapeutic writing. The control group continued to receive usual community care. Relative to the control group, individuals in the treatment group became more socially active, found new friends, and experienced an increase in feeling needed [ 93 ]. This was accompanied by a significant improvement in self-rated health, fewer health care services and lower costs, and greater survival at 2-year follow-up [ 94 ]. Feelings of loneliness did not differ between the groups, however [ 93 ], indicating that changes in loneliness were not responsible for improvements in health. According to our theory of loneliness, the interventions targeted by the treatment study would not be expected to influence loneliness dramatically because they fail to address the hypervigilance to social threat and the related cognitive biases that characterize lonely individuals. That is, group activities such as those introduced in this intervention provide new social opportunities but do not alter how individuals approach and think about their social relationships more generally. An intervention study of loneliness and health has yet to be designed that addresses the maladaptive social cognitions that make loneliness the health risk factor it increasingly appears to be. Beyond that, additional research is needed to determine the mechanisms through which successful loneliness interventions enhance health and survival, and to examine whether the type of loneliness intervention moderates its health benefits.

Conclusions

Human beings are thoroughly social creatures. Indeed, human survival in difficult physical environments seems to have selected for social group living [ 95 ]. Consider that the reproductive success of the human species hinges on offspring surviving to reproductive age. Social connections with a mate, a family, and a tribe foster social affiliative behaviors (e.g., altruism, cooperation) that enhance the likelihood that utterly dependent offspring reach reproductive age, and connections with others at the individual and collective levels improve our chances of survival in difficult or hostile environments. These behaviors co-evolved with supporting genetic, neural, and hormonal mechanisms to ensure that humans survived, reproduced, and cared for offspring sufficiently long that they, too, could reproduce [ 96 – 98 ]. Human sociality is prominent even in contemporary individualistic societies. Almost 80% of our waking hours are spent with others, and on average, time spent with friends, relatives, spouse, children, and coworkers is rated more inherently rewarding than time spent alone [ 99 , 100 ]. Humans are such meaning-making creatures that we perceive social relationships where no objectifiable relationship exists (e.g., between author and reader, between an individual and God) or where no reciprocity is possible (e.g., in parasocial relationships with television characters). Conversely, we perceive social isolation when social opportunities and relationships do exist but we lack the capacity to harness the power of social connectedness in everyday life. Chronic perceived isolation (i.e., loneliness) is characterized by impairments in attention, cognition, affect, and behavior that take a toll on morbidity and mortality through their impact on genetic, neural, and hormonal mechanisms that evolved as part and parcel of what it means to be human. Future interventions to alleviate the health burden of loneliness will do well to take into account our evolutionary design as a social species.

Acknowledgments

This research was supported by Grant R01-AG036433-01 and R01-AG034052 from the National Institute on Aging and by the John Templeton Foundation.

Contributor Information

Louise C. Hawkley, Center for Cognitive and Social Neuroscience, University of Chicago, Chicago, IL, USA. Department of Psychology, University of Chicago, 940 E. 57th St, Chicago, IL 60637, USA.

John T. Cacioppo, Center for Cognitive and Social Neuroscience, University of Chicago, Chicago, IL, USA.

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

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

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

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

There are five key steps to writing a literature review:

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

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

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

Quick Run-through
Step 1 & 2

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

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

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

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

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

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

Download Word doc Download Google doc

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

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

Make a list of keywords

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

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

Search for relevant sources

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

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

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

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

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

For each publication, ask yourself:

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

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

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

Take notes and cite your sources

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

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

Prevent plagiarism. Run a free check.

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

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

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

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

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

Chronological

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

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

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

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

Methodological

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

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

Theoretical

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

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

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

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

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

As you write, you can follow these tips:

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

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

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

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

Scribbr slides are free to use, customize, and distribute for educational purposes.

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

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

Statistics

Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution

Research bias

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

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

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

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

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

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

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

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

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

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Social Psychology and Literature: Toward Possible Correspondence

Cite this chapter.

Alberta Contarello 5

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“We are all social psychologists” declare Tajfel and Fraser (1978) and, by way of explanation, they offer one of the most complete definitions of the discipline. It is the study of “the various aspects of the interaction between individuals, between and within social groups, and between individuals and social systems, small or large, of which they are part” ( Tajfel and Fraser 1978, p. 22 ). Similar in their interests and passions, what, above all, distinguishes a professional social psychologist from an “amateur” or naive one is the method, or rather methods, used. The former follows strict research rules and procedures which are logical and systematic, explicitly sets out the hypotheses and tries to support them with references to scholarly shared criteria. The latter worries much less about the logical consistency of his or her convictions, develops naive, often post hoc, theories to explain events — especially when faced with the unexpected — and, being closely tied to pre-existing ideas, tends to confirm the underlying bias in a kind of vicious circle. There is, however, a third category. Because of their mastery and competence in treating psychosocial phenomena, authors of literary texts emerge as bearers of a type of knowledge which is different both from that of the scientist and that of the “practical” person, busy getting on with everyday life. Psychologists tend to appreciate this ability and often refer to the richness and depth shown by poets and writers when considering the psychic and relational aspects of life, or the familiarity with which they approach such extreme themes as life, love and death.

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Theoretical psychology: discursive transformations and continuity in Psychological Research/Psychologische Forschung

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Contarello, A. (2008). Social Psychology and Literature: Toward Possible Correspondence. In: Sugiman, T., Gergen, K.J., Wagner, W., Yamada, Y. (eds) Meaning in Action. Springer, Tokyo. https://doi.org/10.1007/978-4-431-74680-5_18

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Social Psychology Research Topics

How to Find a Social Psychology Research Topic

Choose a Sub-Topic

Browse Through Past Research

Narrow Down Your Specific Topic

Review the Literature on Your Chosen Topic

Talk to Your Instructor

Examples of Social Psychology Research Topics

Implicit Attitudes

Prosocial Behavior

Nonverbal Behavior

Social Norms

Online Social Behavior

Social Perception

A Word From Verywell

PSYC 321--Social Psychology: Literature Review

Methods for Synthesizing Qualitative Reviews

Systematic Literature Review

Inclusion/Exclusion Criteria

Support for Systematic Reviews

Examples of Systematic Reviews

Organizing Your Social Sciences Research Paper

Importance of a Good Literature Review

Structure and Writing Style

Writing Tip

Another Writing Tip

Yet Another Writing Tip

Conducting Your Literature Review

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Social Work Literature Review Guidelines

Welcome to the Purdue OWL

Loneliness Matters: A Theoretical and Empirical Review of Consequences and Mechanisms

John T. Cacioppo

Introduction

Loneliness Matters for Physical Health and Mortality

Loneliness Matters for Mental Health and Cognitive Functioning

How Loneliness Matters: Mechanisms

Health behaviors

Physiological functioning

Neuroendocrine Effects

Gene Effects

Immune Functioning

Future Loneliness Matters

Implications for Health

Conclusions

Acknowledgments

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